Social justice is a concept we take for granted. We assume that it means using state structures to ensure equality and fairness. But is that true? Or, do state structures of social order actually inhibit creativity, freedom, social welfare, and belonging? This collection broadens the boundaries of the ways we think about what constitutes criminality and interrogates issues of social justice and power in new, innovative and critical ways. The essays examine a wide variety of themes, (...) including the deconstruction of concepts of freedom and equality, notions of criminality and deviance, state regulation of social order, and various aspects of feminist criminology. (shrink)

Prior to its election to office in 2007, the Australian Labor Party announced a commitment to introduce Trade Training Centres (TTCs) into all Australian secondary schools as an initiative of its Education Revolution. TTCs were proposed as a key element of Federal Labor's education and training policy that aimed to manage future risks to Australia's competitiveness in the emerging global economy and to support school-to-employment transitions for young people. This analysis adopts a governmentality framework to conceptualise the Federal (...) Government's introduction of TTCs alternatively as a key strategy for nationalising social investment politics in Australia. The paper draws on recent Australian policy documents to argue that TTCs are social technologies that work to open up social spaces in and around schools for governing relationships between schools and other community stakeholders, particularly businesses and families. The paper concludes by examining policy implications, including those of social justice, for promoting school community partnerships through TTCs. (shrink)

El propósito fundamental del trabajo fue destacar la trascendencia social de las ciencias básicas biomédicas en la superación profesional de los tecnólogos en Laboratorio Clínico, egresados de la Facultad de Tecnología de la Salud de Camagüey. Se partió de las insuficiencias que influyen en el desempeño profesional de estos licenciados, y se justifica la importancia de las ciencias básicas biomédicas para el laboratorista clínico. Se concluyó que la ciencia y la tecnología son prácticas sociales que debe tener en cuenta (...) en su labor cotidiana el tecnólogo de la salud en Laboratorio Clínico y la necesidad de las ciencias básicas biomédicas en la superación profesional de estos tecnólogos ya que aportan los fundamentos científicos del proceder técnico en un laboratorio, lo cual permite capacitar un profesional no solo para llevar a cabo procederes, sino para comprender el porqué de los mismos. The main goal of this work was to highlight the social implications of the basic biomedical sciences in the professional training of the technologist in clinical laboratory graduated at the Health Technologic Faculty in Camaguey taking into account the insufficiencies in the professional performance of these specialists. It was evident that science and technology are social practices that the health technologist specialized in clinical laboratory has to take into account and the need of basic biomedical sciences in the professional development of these technologists because they offer the scientific basis of the technical procedure in a laboratory which allows the professional training not only to perform the procedures but also to understand the reason of them. (shrink)

This survey was conducted in 2017 to investigate factors influencing social risk perception of biotechnologists and plant breeders in training toward GM food based on a conceptual model. A random sample of 210 biotechnologists and plant breeders in training was studied. Confirmatory factor analysis and the reliability tests have been used to verify the uni-dimensionality of the measurement scale, SEM also was carried out to determine the most parsimonious models with the best fit for social risk (...) perception of GM foods and path analysis was conducted to understand the exogenous variables introduced in the research model. The findings revealed that the engineers in training had moderate social risk perception regarding GM foods. Moreover, the results of structural equation modeling showed the capability of the model in predicting the social risk perceptions of engineers in training. The psychological attributes of risks, social benefit perception, attitude toward using technology, level of religiosity, and moral and ethical beliefs emerged as the most powerful predictors of the social risk perception. The social benefit perception and attitude toward using technology also mediated the effects of psychological attributes of risks, level of religiosity, and moral and ethical beliefs. The social benefit perception also had an indirect influence on the engineers in training’s social risk perception of GM foods. Finally, we recommend the application of the model developed by this study for better understanding of social risk perception of stakeholders to have a more informed view of the development and promotion of GM foods. (shrink)

In Spain before the 1990s there was no clear and explicit comprehensive training for future engineers with regard to social responsibility and social commitment. Following the Spanish university curricular reform, which began in the early 1990s, a number of optional subjects became available to students, concerning science, technology and society (STS), international cooperation, the environment and sustainability. The latest redefinition of the Spanish curriculum in line with the Bologna agreements has reduced the number of non-obligatory subjects, but (...) could lead to improving preparation for social responsibility due to the requirement that the design of curricula and the assessment of students should be based on competencies, some of which include human values and attitudes. (shrink)

Faces provide information about a person's identity, as well as their sex, age, and ethnicity. People also infer social and personality traits from the face — judgments that can have important societal and personal consequences. In recent years, deep convolutional neural networks (DCNNs) have proven adept at representing the identity of a face from images that vary widely in viewpoint, illumination, expression, and appearance. These algorithms are modeled on the primate visual cortex and consist of multiple processing layers of (...) simulated neurons. Here, we examined whether a DCNN trained for face identification also retains a representation of the information in faces that supports social‐trait inferences. Participants rated male and female faces on a diverse set of 18 personality traits. Linear classifiers were trained with cross validation to predict human‐assigned trait ratings from the 512 dimensional representations of faces that emerged at the top‐layer of a DCNN trained for face identification. The network was trained with 494,414 images of 10,575 identities and consisted of seven layers and 19.8 million parameters. The top‐level DCNN features produced by the network predicted the human‐assigned social trait profiles with good accuracy. Human‐assigned ratings for the individual traits were also predicted accurately. We conclude that the face representations that emerge from DCNNs retain facial information that goes beyond the strict limits of their training. (shrink)

Background: Individuals with Autism Spectrum Disorder (ASD) have pronounced difficulties in attending to relevant visual information during social interactions. Method: We designed and evaluated the feasibility of a novel method to train this ability, by exposing participants to virtual human characters displayed on a screen which was entirely blurred, except for a gaze-contingent viewing window that followed participants’ eyes direction. The goal was to incite participants to direct their gaze towards the facial expressions of the virtual characters. Twenty-one adolescents (...) with ASD who attended ordinary school were randomized to either an experimental group, who was trained during a month and a half, or to a control group. Social communicative abilities were assessed during pre, post and follow-up tests. Results: After training, the experimental group showed significantly more interest in facial expressions on a test which involved understanding a dialogue. Significant differences were not found for the other tests used. Conclusions: This outcome suggests that the training method fostered participants’ awareness of the relevance of facial expressions. (shrink)

Little is known about the mechanisms by which psychology graduate programs transmit responsible conduct of research (RCR) values. A national sample of 968 current students and recent graduates of mission-diverse doctoral psychology programs completed a Web-based survey on their research ethics challenges, perceptions of RCR mentoring and department climate, whether they were prepared to conduct research responsibly, and whether they believed psychology as a discipline promotes scientific integrity. Research experience, mentor RCR instruction and modeling, and department RCR policies predicted student (...) RCR preparedness. Mentor RCR instruction, department RCR policies, and faculty modeling of RCR behaviors predicted confidence in the RCR integrity of the discipline. Implications for training are discussed. (shrink)

From the viewpoint of its Stalinist-era creators, the IKKN/INS could at best be described as a mixed success. Despite heroic efforts, it failed to train the cadres that might have permeated Polish scholarship with Marxism-Leninism. If it was the major channel for transmitting Soviet experience to Polish academia, then Poland's universities would not learn to be Soviet—the Polish historian Jerzy Halbersztadt has made the point that the institute was the only direct conduit of Soviet experience into Polish academic life. It (...) even had a major role in educating some of Poland's most famous critical thinkers, although they, unlike their master Adam Schaff, seem less fond of reminiscing about the institute. Leszek Koŀakowski writes that he does not regard his role in the ideological struggles of the early 1950s as a “source of pride”.90The legacy of the IKKN/INS has also been a mixed one. It was not only a “foundry of revisionists”. For every future critical thinker of world repute, it graduated several cadres who served the PZPR loyally over decades. Adam Schaff recognises this dual legacy. Looking back on a long and active life, he has called the institute a “pearl in my crown”.91 Its members filled top party and government posts throughout the history of People's Poland. Andrzej Werblan served as Central Committee secretary and a member of the Politburo, Sylwester Zawadzki became minister of justice, Stanisŀaw Wroński was minister of culture, Mieczysŀaw Jagielski was the Politburo member who negotiated the Gdańsk accords, Stanisŀaw Kania succeeded Edward Gierek, and Mieczysŀaw Rakowski acted as General Jaruzelski's Party First Secretary.92Undoubtedly much of the institute's strange course is to be attributed to the designs of Adam Schaff. Despite his Moscow training, Schaff retained an attachment to the Polish academic milieu which had formed him. He may have believed in Stalinist doctrine, but he also believed that this doctrine would show its superiority in competition with other views—even if the competition was far from a fair one. Of course, Schaff tried to retain ultimate control, and to play, as he now calls himself, the “grey eminence”. Nevertheless, his was a very unstalinist way of propagating Stalinism, and he must be given credit for helping to keep a spirit of intellectual inquiry alive in Poland during the dark years of the early 1950s.Yet Schaff tends to exaggerate his personal role in educating philosophers, dissidents and critical thinkers. This tendency is itself a legacy of the Stalinist period and its concentration of power. Stalinists view the present as their personal creation and therefore reject all criticisms of the past. At the final meeting of the Crooked Circle Club in 1962, Schaff encountered unwonted criticism from, among others, Andrzej Walicki. Schaff shot back at him: “You are ours, you are our creation, a creation of socialism ... we educated you, and we didn't do such a bad job.” But far from being a “creation” of Schaff's, the non-party member Walicki had been denied admission to graduate studies in philosophy. He felt relieved when those in attendance, who knew him better than Schaff did, burst out laughing.93The point is that the Polish intellectual world maintained its integrity outside the IKKN/INS, and in the end it was the institute which merged into the Polish intelligentsia, rather than the opposite. After 1957 the non-Marxist sociologists and philosophers made their way back to academia, and were joined by many former INS staff members. The basic unity of Polish social science training, and of the Polish intelligentsia, was restored.94Of course in a larger sense the fate of the IKKN/INS had little to do with the designs of its master. Schaff admits as much, proclaiming that “I did this because I did not know what I was doing!” If he had been asked to start such a project five years later, the answer would have been: “No!”95 The fatal flaw of the Institute for Training Scientific Cadres was cadres: Poland did not have them. By 1956, Schaff and the party leadership, and perhaps Soviet advisers as well, had learned that one could not create an elite party scientific institution almost out of nothing. It would either be party or scientific, because apparatchiki could not become scientists, scientists would not become apparatchiki, and students could not produce teachers. In the Stalinist period, Polish intellectual life had stood in the shadow of the party; yet during the Thaw the relationship was reversed—increasingly the tiny party training institute was engulfed by the shadow of the resurgent Polish universities. Talented young people, even those in the party, made their way into the traditional higher educational establishment.The IKKN/INS did not, therefore, fail because of its own failings, nor succeed because of its own successes. It was a failed part of a failed whole. To succeed, “mild” revolution would have required decades, and Poland's Stalinists had only a few years. To make matters worse—or better, depending on viewpoint—they did not use these years in a conventional Stalinist manner. Under Schaff's guidance and at somewhat erratic Soviet bidding, the institute became an awkward series of half-measures, reminiscent of much of Polish Stalinism. When Poland's communists fell back and regrouped in 1956, the IKKN/INS occupied a lonely position they preferred to abandon. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy, Psychiatry, & Psychology 10.4 (2003) 373-378 [Access article in PDF] The Forgotten Self:Training Mental Health and Social Care Workers to Work With Service Users Kim Woodbridge Keywords self, workers perspective, them and us, win-win situation The three main papers and the case studies presented in this issue of Philosophy, Psychiatry, & Psychology all focus on the service user perspective in relation to the self as illustrated (...) by different aspects of philosophy. This is also in the context of the service user looking for help during a time when they are experiencing levels of distress and difficulty.Important as this is, evident by the substantial clinical and philosophical literature in this area, what has been overlooked is the perspective of the mental health and social care worker responsible for the care of individuals whose sense of self is disturbed. The significance of this omission has been brought home to me through my experiences in running training workshops for workers working with service users with a diagnosis of personality disorder. (From here on, in this paper, the terms worker and trainee are used interchangeably to refer to the mental health and social care worker).During these workshops challenges to the worker's sense of self have been revealed emotionally ("this doesn't feel like me"), ideologically ("I am not a bad person"), and/or practically ("I don't usually behave like this") when discussing their work with service users. This paper draws from the workshop experiences to explore and consider the workers perspective in relation to the self in more detail.There follows a descriptive account of three workshop sessions which include the trainees responses. With each activity the responses are considered within the context of the self, particularly from the worker's perspective. In the conclusion the argument is made, as evidenced by these illustrations, for the importance of including the workers' perspective when attempting to understand the self. The Trainees and Service Users Workers from various professional and nonprofessional backgrounds attend the workshops. They include psychiatrists, nurses, social workers, support workers, and occupational therapists who work in both in-patient and community settings. They usually have several years of clinical experience working with people with a [End Page 373] diagnosis of personality disorder, but rarely have they had any formal education or training in the area. Discussing their experiences of working with this service user group generates strong and highly emotionally charged personal responses during training.It is their experiences of the relationships with service users whose sense of self is absent, inconsistent, or unstable, that make a substantial contribution to the content of the workshops.Often service users are struggling with fragmented, distorted, or threatening perceptions of the world, themselves, and others. The worker, while embedded within their own sense of self, is engaged in a relationship with the service user. The issues that arise as a part of this relationship can be challenging and distressing for the workers. There are two main areas:The impact the service user's chaotic, fragmented, and unstable sense of self has on the worker's own sense of self.The response of the workers when their sense of self is challenged, and the impact that response has on the service user. These can be seen in more detail in the examples taken from the training sessions presented later in this paper. The Training Sessions The training sessions are either run alone or form part of a 1- or 2-day workshop. As mentioned, the groups are composed of a variety of professionally and nonprofessionally qualified staff. The experiences they share mainly relate to people with a diagnosis of Borderline Personality Disorder, although other subcategories are mentioned occasionally. Information regarding these and other related sessions can be found in two recent publications: Making positive connections (Duff, Meredith, & Woodbridge,2003) and "Whose good practice?" (Woodbridge & Fulford, 2003). The First Activity: Revealing Internal Models Given the lack of available evidence, even the best-informed trainees are likely to have to fill in the knowledge gaps with their own interpretations of... (shrink)

Africa is undergoing considerable political, economic and labor market reforms. In this context, education and training stands literally at a crossroads. In the past, it has been oriented toward mass production emphasizing numbers and quantities rather than skills and quality. The primary clientele of the universities were the state organs, local governments, state-controlled cooperatives, commissions and mass organizations. The universities, though frequently in conflict with the state, were very much part of the predominant bureaucratic command economies. As part of (...) the command system the market had to go to them; they did not have to reach out to the market. The current economic crisis and its subsequent reforms have turned the wheel of fortune against the state and the universities. Financial and employment cuts cannot sustain the traditional levels and practices of employment in the public sector. As the roles of the state and the private sector change, the mission, orientation and future of the universities, university staff and their graduates cannot afford to remain what they used to be. This raises the question of the extent to which the university education system of any country in the region is ready for change? The present study undertakes to identify the mechanisms for reducing state regulation of the university curricula and increasing the acceptability, relevance, reliability and dynamism of university education to the market and nonmarket, thereby increasing the capability of university graduates to be more readily employable in various sectors and, where not directly employable, to be able to employ themselves in profitable and sustainable activities. (shrink)

Social anxiety may disrupt the empathic process, and well-regulated empathy is critical for navigating the social world. Two studies aimed to further understand empathy in the context of social anxiety. Study 1 compared individuals with elevated or normative social anxiety on a measure assessing cognitive and affective empathy for positive and negative emotions conveyed by other people (“targets”), completed under social threat. Relative to individuals with normative social anxiety, individuals with elevated social anxiety (...) had greater cognitive empathy and no differences in affective empathy, regardless of emotion type. As greater cognitive empathy can be maladaptive, Study 2 tested whether this could be down-regulated. Individuals with elevated social anxiety underwent emotional working memory training (eWMT) for negative emotional information, or control training (CT). Effects on an empathy measure completed under social threat were assessed. Cognitive empathy for negative emotions decreased following eWMT but not CT, and this was only evident for those with higher pre-training working memory capacity. Cognitive empathy for positive emotions and affective empathy were not affected. Overall, social anxiety is associated with aberrant elevated cognitive empathy for negative and positive emotions, and the deviation in cognitive empathy for negative emotions can be regulated with eWMT for certain individuals.Trial registration: Australian New Zealand Clinical Trials Registry identifier: ACTRN12618001196235.. (shrink)

This paper presents social data and knowledge collective intelligence platform for TRaining Ethical AI Models (STREAM) to address the challenge of aligning AI models with human moral values, and to provide ethics datasets and knowledge bases to help promote AI models “follow good advice as naturally as a stream follows its course”. By creating a comprehensive and representative platform that accurately mirrors the moral judgments of diverse groups including humans and AIs, we hope to effectively portray cultural and (...) group variations, and capture the dynamic evolution of moral judgments over time, which in turn will facilitate the Establishment, Evaluation, Embedding, Embodiment, Ensemble, and Evolvement (6Es) of the moral capabilities of AI models. Currently, STREAM has already furnished a comprehensive collection of ethical scenarios, and amassed substantial moral judgment data annotated by volunteers and various popular Large Language Models, collectively portraying the moral preferences and performances of both humans and AIs across a range of moral contexts. This paper will outline the current structure and construction of STREAM, explore its potential applications, and discuss its future prospects. (shrink)

Bi-directional differences in social communication and behavior can contribute to poor interactions between autistic and non-autistic people, which in turn may reduce social opportunities for autistic adults and contribute to poor outcomes. Historically, interventions to improve social interaction in autism have focused on altering the behaviors of autistic people and have ignored the role of NA people. Recent efforts to improve autism understanding among NA adults via training have resulted in more favorable views toward autistic people, (...) yet it remains unknown whether these benefits extend to real-world interactions between autistic and NA people. The current study explores whether a brief autism acceptance training program can improve social interactions between autistic and NA adults. Thirty-nine NA males were randomly assigned to complete AAT or a no-training control condition, then participated in a 5-min unstructured conversation with an unfamiliar autistic male. Following the conversation, participants rated their perceptions of interaction quality, first impressions of their partner, and their interest in future interactions with their partner. In dyads where the NA individual completed AAT, both the autistic and NA person endorsed greater future interest in hanging out with their partner relative to dyads in which the NA adult did not complete AAT. However, other social interaction outcomes, including ratings of interaction quality and first impressions of autistic partners, largely did not differ between training and no-training conditions, and assessments of the interaction were largely unrelated for autistic and NA partners within dyads. Results also indicated that NA participants, but not autistic participants, demonstrated substantial correspondence between evaluations of their partner and the interaction, suggesting that autistic adults may place less weight on trait judgments when assessing the quality of an interaction. These findings suggest that the brief AAT for NA adults used in this study may increase mutual social interest in real-world interactions between NA and autistic adults, but more systematic changes are likely needed to bridge divides between these individuals. Future work with larger, more diverse samples is recommended to further explore whether interventions targeting NA adults are beneficial for improving autistic experiences within NA social environments. (shrink)

En amont des terrains professionnels, il est intéressant d’analyser la participation que les centres de formation laissent à leurs usagers – les étudiants – dans l’élaboration des dispositifs formatifs qu’ils investissent. Ce que les formateurs favorisent comme attitudes estudiantines est fondateur dans la transmission de l’habitus professionnel, ainsi nous faisons l’hypothèse que l’expérience d’une place en tant qu’étudiant construit le regard qui sera ensuite porté sur la possible participation des usagers. Pour analyser la participation estudiantine, nous suivrons le cheminement des (...) évaluations qu’étudiants et formateurs font du dispositif dans leur prise en compte et dans leurs retombées pour l’avenir de la formation, à l’échelle d’un institut. Ainsi, nous montrerons que la fabrication des agencements formatifs revient aux formateurs. Dans le cadre d’une lecture foucaldienne en termes de pouvoir, les étudiants doivent toujours remettre leurs paroles et propositions aux formateurs qui, de manière discrétionnaire, décideront de l’avenir. La seule entité que l’étudiant peut produire, c’est lui‑même. Pour le reste, il n’a pas de participation réelle et directe à l’élaboration de ce qui le concerne. (shrink)

Given emerging evidence that learning to play a musical instrument may lead to a number of cognitive benefits for older adults, it is important to clarify how these training programs can be delivered optimally and meaningfully. The effective acquisition of musical and domain-general skills by later-life learners may be influenced by social, cultural and individual factors within the learning environment. The current study examines the effects of a 10-week piano training program on healthy older adult novices’ cognitive (...) and motor skills, in comparison to an inactive waitlisted control group. Fifteen participants completed piano training led by a music facilitator in small groups (max n = 4 per lesson class; two experimental, two waitlisted control groups). Data was collected using an explanatory sequential design: quantitative data from a battery of cognitive and motor tests was collected pre/post-test on all participants, with further post-test data from the waitlisted control group (n = 7). Qualitative data included weekly facilitator observations, participant practice diaries, and an individual, semi-structured, post-experiment interview. Bayesian modelling demonstrated moderate evidence of a strong positive impact of training on part A of the Trail Making test (TMT), indicating improved visuo-motor skills. Moderate evidence for negative impacts of training on part B of the Trail Making Test (and difference score delta) was also found, suggesting no benefit of cognitive... (shrink)

This present article takes an interest in the fairly new phenomena of social and emotional training programs in youth education. Prior research has shown that values and norms produced in these types of programs are supporting ethical systems that teachers may not always be aware of. This motivates the development of methods for analyzing these activities from an ethical point of view. An analysis model has been developed and piloted in the analyses of two different classroom activities. The (...) model is based on theories of communicative ethics and an ethics of dialogicity, drawing upon the work of Jürgen Habermas, Iris Marion Young, and Emmanuel Levinas. The analyses show that norms concerning whose perspective is prioritized and what ethical values are constituted in the classroom vary depending on how the program is organized and how the teacher chooses to use the program. The article also argues that the analytical model suggested might serve as a contribution to both teachers’ own professional,... (shrink)

Undergraduate social work students are exposed to ethical and legal dilemmas during their fieldwork training. This article presents a study that examined these ethical dilemmas in an Israeli sample of undergraduate social work students. 117 students who participated in a course in ethics submitted 31 written presentations of ethical-dilemma analysis. Their oral presentations were recorded and transcribed. Using a qualitative analysis, three major themes emerged: 1. The tension between the duty to maintain client's confidentiality and its violation (...) under certain conditions; 2. The students’ conflict of loyalty toward the client vs. the organization; 3. The question of the clients’ right to self-determination when, in the student's view, this is against their best interests.Our findings point to the vital role of an ethics course in the social work undergraduate curriculum that can enhance students’ knowledge of specific laws relevant to the limits of confidentiality in social work and their ability to analyze ethical dilemmas as future professionals. Furthermore, it is essential to raise awareness in educators and supervisors concerning moral distress that may afflict students coping with ethical dilemmas at this early professional developmental phase. (shrink)

The efficacy of traditional training programs (e.g., neurodevelopmental therapy) in promoting independent mobility and early child development across all three International Classification of Functioning, Disability, and Health levels lacks rigorous research support. Therefore, early power mobility training needs to be considered as a feasible intervention for very young children who are unlikely to achieve independent mobility. This perspective article has three aims: (1) to provide empirical evidence of differences in early independent mobility, motivation, daily life activities, and (...) class='Hi'>social participation between young children with typical development and motor disabilities; (2) to discuss the contemporary concepts of and approaches to early power mobility training for young children with motor disabilities and the current need for changes to such training; and (3) to provide recommendations for early power mobility training in pediatric rehabilitation. Independent mobility is critical for social participation; therefore, power mobility can be accessible and implemented as early as possible, specifically for infants who are at risk for mobility or developmental delay. To maximize the positive effects of independent mobility on children’s social participation, early power mobility training must consider their levels of functioning, the amount of exploration and contextual factors, including individual and environmental factors. (shrink)

Many calls have been made for more research on social studies teachers’ practices and preservice training. Instructional practices employed by teachers are important for encouraging student learning. However, there is a history of social studies teachers focusing much of their time on teacher-centered instructional techniques that have not demonstrated strong learning for students. Therefore it is important to examine not just how teachers chose to teach, but also where they may have learned to teach. This study examined (...) data from the Teaching and Learning International Survey (TALIS) 2018 of 240 secondary social studies teachers to understand what instructional practices they report employing and their feelings about their preparation. Data analysis provided direct empirical evidence of the power of teacher preparation programs to shape social studies teachers’ instructional practices well into their teaching careers. (shrink)

Music not only regulates mood but also promotes the development and maintenance of empathy and social understanding. Since empathy is crucial for well-being and indispensable in social life, it is necessary to develop strategies to improve empathy and prosocial behaviors. To fulfill this aim, researchers have extensively investigated the effect of intensive musical training on the development of empathy. Here, we first summarize evidence showing the powerful influence of musical training on the development of empathy and (...) then discuss psychological mechanisms responsible for those observations. The conclusions drawn from most previous studies were mainly based on behavioral measurements, while the neural basis of musical training in the development of the empathic brain is still unclear. Fortunately, brain imaging research has contributed greatly to our understanding of the neural underpinnings associated with musical training and its possible connection to the development of the empathic brain. One of the most distinctive signatures of musical training is structural and functional changes of multiple brain regions, and such changes might be related to some of the empathic behaviors observed in musically trained children. Therefore, intensive musical training in childhood may increase levels of empathy, and applied research is required to optimize the training strategy before implementing music education in empathy regulation. Moreover, future longitudinal studies are needed to better understand neural mechanisms underlying the causal effect of musical training on empathy development. These findings have important implications for understanding the development of the empathic brain and for improving prosocial behaviors. (shrink)

Source: Author: Natalia Kabus The article shows the relevance of activity-based approach usage as methodological basis of prospective social workers’ training to sustainable development of social groups. It is proved that future experts’ training in this direction is important both for Ukraine and other countries. There have been revealed the types of activities, which provide the development of personality and social groups’ subjectivity, their formation as the subjects of life and responsible social subjects that (...) is essentail condition and indicator of their sustainable development. It has been emphasized that activity-based approach is the basis for the development of the technology of prospective social workers’ training to sustainable development of social groups, which provides organization and management of this process as well as ensures gradual moving of prospective social workers to the level of self-management. There also has been substantiated necessity of the subjective and action approach usage which implementation ensures the development of subjective readiness of various social groups’ representatives to individual and joint socially valuable actions that is essentail indicator of their sustainable development. ]]>. (shrink)

In this project, we explore perceptions of the social and ethical implications of nanotechnology among US scientists who work at the nanoscale, and develop and pilot test an online training module to foster consideration of social and ethical implications in the lab. To meet our first goal, we drew qualitative insights from open-ended survey data collected from scientists affiliated with the National Nanotechnology Infrastructure Network. Our data suggest that while the survey participants responded positively to the idea (...) that consideration of SEI should be a part of the work they do, there was confusion about whether SEI refers to lab safety, research integrity, or something more. This is something we sought to address in the online training module that we developed based on that qualitative data and on feedback collected from experts in nanoethics and lab management. We then pilot tested the module with undergraduate students studying nanotechnology in the National Science Foundation’s Research Experiences for Undergraduates program and with scientists registered to use a National Nanotechnology Coordinated Infrastructure-funded microelectronics research lab. The undergraduate data suggested that students appreciated the SEI training but wished professors and scientists would begin integrating the ideas therein into coursework and mentoring. The scientist data suggested that the module increased understanding of “social and ethical implications,” increased the perceived need to implement SEI into workplace routines, and, interestingly, heightened perceptions of risk associated with the scientists’ own work. The practical and theoretical implications of this work are discussed. (shrink)

This article presents an analytic critique of the predominant revisionist theoretical paradigm of just war (henceforth: revisionism). This is accomplished by means of a precise description and explanation of the practicability problem that confronts it, namely that soldiers that revisionism would deem “unjust” are bound to fail to fulfil the duties that revisionism imposes on them, because these duties are overdemanding. The article locates the origin of the practicability problem in revisionism’s overidealized conception of a soldier as an individual rational (...) agent analogous to the aggressor or defender in a case of lethal self-defense, who is capable of reflecting on the morality of his status in war and of the killing he performs and thus of recognizing his revisionist duties. Revisionism, however, ignores the following fact: Killing in war is not a natural human behavior. This is why training soldiers to kill is—and arguably always has been—a necessity for the existence of war and the killing that occurs in it. Moreover, this training involves a certain level of moral desensitization to violence whose goal is to prevent soldiers from thoroughly reflecting on the morality of the killing they engage in. Hence, war and killing can only exist if soldiers are trained in such a way that they do not reflect on whether they could be addressees of revisionist duties in the first place. This means that military training is a “constitutive condition” of soldiers and war, which is why it cannot excuse their noncompliance with revisionist duties, thus making these duties categorically overdemanding. The argument here draws on the paradigmatic example of modern US military killing conditioning (MC), but embeds it into a broader military-historical perspective that describes how soldiers have always needed to be mentally and morally influenced in order to enable war and killing. The article’s explanation of revisionism’s practicability problem has a constructive consequence for future theory-building in the ethics of war: It implies that a potentially revised ethical theory of war must necessarily analyze the institutions that allocate belligerent resources, if it aims to morally assess battlefield behavior in a practicable manner. (shrink)

Social learning and imitation is central to culture in cetaceans. The training technology used with cetaceans facilitates reinforcing imitation of one dolphin's behavior by another; the same technology, now widely used by pet owners, can lead to imitative learning in such unlikely species as dogs and horses. A capacity for imitation, and thus for cultural learning, may exist in many species.

Ethical challenges are traditionally described in a negative light, even though moral conflict can express the individual ability to perceive when something is not working and promote change. The true question, therefore, is not to how to silence moral conflict but how to educate it. Although the need for ethical support of health- and social-care professionals in elderly care is clearly perceived, there is no universal method for providing effective interventions. The authors hypothesize that adequate training sessions can (...) help care professionals enhance this skill, once clear goals and specific educational techniques are set. This research tests the hypothesis on twenty care professionals working in acute and residential care settings for the elderly, building on the ethics round method. Mixed methods drawn from literature and the experience of educators were adapted to meet different educational goals. Moral issues can hardly be removed from a context characterized by increasing demand and decreasing resources, but they can be recognized and addressed with common efforts, a critical attitude, and a growth mindset. Enhancing these skills in qualified workers can help them accept the reality of work, release pressure, and identify common team goals. Introducing these skills before graduation can help future workers avoid unreal expectations and reduce frustration and early job quit rates. (shrink)

As robots are deployed in a widening range of situations, it is necessary to develop a clearer position about whether or not they can be trusted to make good moral decisions. In this paper, we take a realistic look at recent attempts to program and to train robots to develop some form of moral competence. Examples of implemented robot behaviours that have been described as 'ethical', or 'minimally ethical' are considered, although they are found to only operate in quite constrained (...) and limited application domains. There is a general recognition that current robots cannot be described as full moral agents, but it is less clear whether will always be the case. Concerns are raised about the insufficiently justified use of terms such as 'moral' and 'ethical' to describe the behaviours of robots that are often more related to safety considerations than to moral ones. Given the current state of the art, two possible responses are identified. The first involves continued efforts to develop robots that are capable of ethical behaviour. The second is to argue against, and to attempt to avoid, placing robots in situations that demand moral competence and an understanding of the surrounding social situation. There is something to be gained from both responses, but it is argued here that the second is the more responsible choice. (shrink)

L’objet de cet article est de se demander comment les assistantes sociales de l’entre-deux-guerres envisagent les enjeux de la relation de care qui les lie aux usagers des services sociaux. Les assistantes ont en effet un rôle double : prendre soin des familles populaires mais aussi les surveiller et les contrôler. Comment concilient-elles ces impératifs paradoxaux en cherchant la « bonne distance » avec leur public? Pour répondre à cette question, nous nous tournons vers les archives de la formation professionnelle. (...) En effet, les écoles de service social contribuent à définir les attentes de la relation de care et à établir le cadre dans lequel prennent place ces interactions. Nous nous penchons dans un premier temps sur le discours de la vocation chez les postulantes au métier d’assistante, puis sur la manière dont la formation professionnelle régule ces aspirations. Nous concluons sur la force de la notion de care, qui permet de penser l’imbrication entre rapports de domination et bienveillance envers autrui. (shrink)

The purpose of this investigation is to indicate the current status of Economic and Business Ethics (BE) in Latin America (LA) as part of a broader global study. The investigation done shows that, in general terms, LA is not much developed in the BE field. Analysing the most important findings it is possible to conclude that more topics are being studied and that activities are growing in the field of BE in LA. However, it is also clear that the field (...) of BE remains clearly underdeveloped in the region. BE is addressed by only a few business schools in each country and a small number of NGOs in LA. In addition, until now little rigorous research has been conducted and publications in prestigious academic journals have been scarce. Studies in BE are still relatively rare and very locally focussed. From another perspective, there is a great difference in the level of activity across countries in the LA region. When looking at the future, corruption appears as the major concern, almost certainly due to the political, social, and ethical context that many of the nations in the region are experiencing. There is a strong need for more business schools and NGOs to join the task of researching, teaching and training in the broad spectrum of areas that fall within the scope of the field of business and economic ethics. In this respect, the need is glaring and the opportunities are enormous. (shrink)

There is a deluge of AI-assisted decision-making systems, where our data serve as proxy to our actions, suggested by AI. The closer we investigate our data (raw input, or their learned representations, or the suggested actions), we begin to discover “bugs”. Outside of their test, controlled environments, AI systems may encounter situations investigated primarily by those in other disciplines, but experts in those fields are typically excluded from the design process and are only invited to attest to the ethical features (...) of the resulting system or to comment on demonstrations of intelligence and aspects of craftmanship after the fact. This communicative impasse must be overcome. Our idea is that philosophical and engineering considerations interact and can be fruitfully combined in the AI design process from the very beginning. We embody this idea in the role of a philosopher engineer. We discuss the role of philosopher engineers in the three main design stages of an AI system: deployment management (what is the system’s intended use, in what environment?); objective setting (what should the system be trained to do, and how?); and training (what model should be used, and why?). We then exemplify the need for philosopher engineers with an illustrative example, investigating how the future decisions of an AI-based hiring system can be fairer than those contained in the biased input data on which it is trained; and we briefly sketch the kind of interdisciplinary education that we envision will help to bring about better AI. (shrink)

This paper explores by means of content analysis the extent to which the Finnish biggest companies have adapted socially responsible reporting practices. The research focuses on Human Resource (HR) reporting and covers corporate annual reports. The criteria has been set on the basis of the analysis of the documents published at the European level in the context of corporate social responsibility (CSR), paying special attention to the European Council appeal on CSR in March 2000. As CSR is a relatively (...) new concept in Finland, the paper also contributes to the discussion on interface between HR reporting (especially as based on measurements such as Human Resource Accounting and Intellectual Capital schools) and corporate social reporting practices. The results of the content analysis indicate that social reporting practices are still at an early stage of development in Finland. The most reported theme was ‘training and staff development’. A positive sign was that the majority also disclosed themes ‘participation and staff involvement’ and ‘employee health and well-being’. Furthermore, nearly one-third made references to their work atmosphere or job satisfaction survey. However, disclosures lacked overall consistency and comparability with each other and especially quantitative indicators were disclosed by few. Further concern was lack of information related to the theme equal opportunities and going beyond a sheer disclosure of age or gender structure. The other issues rarely disclosed were those related to employee work–life balance and integration of disadvantaged groups in the labour markets. (shrink)

Social externalism is a thesis about the individuation-conditions of thoughts. Actually, the thesis applies only to a special category of ‘trained’ thoughts, thoughts which issue from trained thinking. It isn't that the thinker of such a thought has to have had special training about the subject-matter. It is rather that he or she needs to have acquired certain basic linguistic skills and values. For trained thoughts are thoughts whose contents are tailored to the demands of communication. Social (...) externalism, as I understand it, says that people who are competent in a public language are equipped to have certain thoughts whose contents are fixed by the lexical semantic norms of their language. (shrink)