Julia Knopes’s study (2025) provides a constructive contribution to neuroethics, demonstrating that individuals in peer support networks understand their mental health conditions in terms that draw...

Currently, in the United States, there is no legal obligation for medical professionals or civil courts to uphold patients’ Advance Directives (ADs) regarding end-of-life care. The applicability and standing of ADs prepared by Alzheimer’s patients is a persistent issue in bioethics. Those who argue against giving ADs full status take two main approaches: (1) appealing to beneficence on behalf of the Alzheimer’s patient and (2) claiming that there is no longer any personal equivalence between the AD’s creator and the subject (...) of the AD. In this paper, I present profound arguments against both approaches. Firstly, I argue that the principle of beneficence cannot apply in the case of Alzheimer’s patients, and, secondly, that the moral and legal authority of the AD need not depend on strict equivalence of personal identity. I conclude by arguing that valid ADs protect the dignity and autonomy of Alzheimer’s patients and that, therefore, there are moral obligations to uphold ADs which should be reflected in public policy and legislation. (shrink)

Social media is changing social accountability practices. The release of the Panama Papers on April 3, 2016 by the International Consortium of Investigative Journalists (ICIJ) unleashed a tsunami of over 5 million tweets decrying corrupt politicians and tax-avoiding business elites, calling for policy change from governments, and demanding accountability from corporate and private tax avoiders. The current study uses 297,000+ original English-language geo-codable tweets with the hashtags #PanamaGate, #PanamaPapers, or #PanamaLeaks to examine the trajectory of Twitter-based social accountability conversations and (...) the potential for the emergence of a longer-term social accountability user network. We propose that it is the combination of financial inscriptions and evaluative ethical utterances that incite and sustain social accountability conversations and social accountability networks. Financial inscriptions simultaneously remind audiences of both the information event that fomented the initial public reaction and the monetary magnitude of the event. Value-based ethical messaging, in turn, enunciates an ethical stance that simultaneously evaluates existing practices and emphasizes the need for accountability. It is the combining of these two types of messaging that helps to construct and sustain a normative narrative about social accountability. The results illustrate how the repetition and re-working of these two forms of messaging facilitated the construction of a normative narrative that coalesced into a social accountability network which persisted beyond the initial Panama Paper information event and which was re-activated in 2017 when the ICIJ published the Paradise Papers. (shrink)

Book reviewed:D. S. Clarke, Philosophy’s Second Revolution.

That process philosophy can be the foundation of the theory and practice of educating human beings is the main argument of this book. The process philosophy of Alfred North Whitehead (1861-1947) is the particular thinking on which this book is based. Readers are shown that Whitehead's process philosophy provides a frame, a conceptual matrix, that addresses their concerns about education and offers direction for their educative acts. Whitehead theorized that all living entities are connected in some way. Relatedness, connectedness, and (...) holism are recurring themes in this exploration of Whitehead's implied philosophy of education. Whitehead never wrote a philosophy of education, but his writings over a period of nearly thirty years reveal a persistent interest and concern with education. His work, ranging from Introduction to Mathematics (1911) to Adventures of Ideas (1938), is drawn on here to construct, not Whitehead's philosophy of education, but, a Whiteheadian philosophy of education. Whitehead and Philosophy of Education brings to scholars and students of education an understanding of Whitehead as an important figure in philosophy, particularly philosophy of education; an acquaintance with process philosophy; a brief treatment of Whitehead's life and an account of events and experiences that influenced his philosophizing; and an exploration of the educationally salient concepts found in Whitehead's formal and informal philosophy with special attention to Whitehead's ideas about creativity, process, rhythm, wisdom, and knowledge. Whitehead writes of phases of the rhythm of education - romance, precision, and generalization. The book is organized with attention to these three phases. Part One-Romance introduces readers to Whitehead the person, and the change of context for educating from a mechanistic world-view to an organismic one. Part Two-Precision examines Whitehead's writings, as they relate to process philosophy and to educating. Part Three-Generalization is an application of the explorations of Parts One and Two, yielding a construction of a Whiteheadian philosophy of education and suggestions for educational practice. (shrink)

Advances in technology are bringing greater insight into the mind, raising a host of privacy concerns. However, the basic psychological mechanisms underlying the perception of privacy violations are poorly understood. Here, we explore the relation between the perception of privacy violations and access to information related to one’s “self.” In two studies using demographically diverse samples, we find that privacy violations resulting from various monitoring technologies are mediated by the extent to which the monitoring is thought to provide access to (...) self-relevant information, and generally neuromonitoring did not rate among the more invasive monitoring types. However, brain monitoring was judged to be more of a privacy violation when described as providing access to self-relevant information than when no such access was possible, and control participants did not judge the invasiveness of neuromonitoring any differently than those told it provided no access to self-relevant information. (shrink)

Philosophers of technology are not playing the public role that our own theoretical perspectives motivate us to take. A great variety of theories and perspectives within philosophy of technology, including those of Marcuse, Feenberg, Borgmann, Ihde, Michelfelder, Bush, Winner, Latour, and Verbeek, either support or directly call for various sorts of intervention—a call that we have failed to heed adequately. Barriers to such intervention are discussed, and three proposals for reform are advanced: post-publication peer-reviewed reprinting of public philosophy, increased emphasis (...) on true open access publication, and increased efforts to publicize and adapt traditional academic research. (shrink)

Stanovich & West distinguish between evolutionary rationality and normative rationality, and System 1 and System 2 mental processes. They hold that the main function of System 2 has to do with normative and not evolutionary rationality. We ask how System 2 could then be an adaptation, especially given S&W's own work on individual differences.

Volume 24, Issue 7, July 2024, Page 6-12.

Oxidative damage to DNA appears to be a factor in cancer, yet explanations for why highly elevated levels of such lesions do not always result in cancer remain elusive. Much of the genome is non‐coding and lesions in these regions might be expected to have little biological effect, an inference supported by observations that there is preferential repair of coding sequences. RNA has an important coding function in protein synthesis, and yet the consequences of RNA oxidation are largely unknown. Some (...) non‐coding nucleic acid is functional, e.g. promoters, and damage to these sequences may well have biological consequences. Similarly, oxidative damage to DNA may promote microsatellite instability, inhibit methylation and accelerate telomere shortening. DNA repair appears pivotal to the maintenance of genome integrity, and genetic alterations in repair capacity, due to single nucleotide polymorphisms or mutation, may account for inter‐individual differences in cancer susceptibility. This review will survey these aspects of oxidative damage to nucleic acids and their implication for disease. BioEssays 26:533–542, 2004. © 2004 Wiley Periodicals, Inc. (shrink)

Integrity is a critical determinant of the effectiveness of research organizations in terms of producing high quality research and educating the new generation of scientists. A number of responsible conduct of research (RCR) training programs have been developed to address this growing organizational concern. However, in spite of a significant body of research in ethics training, it is still unknown which approach has the highest potential to enhance researchers’ integrity. One of the approaches showing some promise in improving researchers’ integrity (...) has focused on the development of ethical decision-making skills. The current effort proposes a novel curriculum that focuses on broad metacognitive reasoning strategies researchers use when making sense of day-to-day social and professional practices that have ethical implications for the physical sciences and engineering. This sensemaking training has been implemented in a professional sample of scientists conducting research in electrical engineering, atmospheric and computer sciences at a large multi-cultural, multi-disciplinary, and multi-university research center. A pre-post design was used to assess training effectiveness using scenario-based ethical decision-making measures. The training resulted in enhanced ethical decision-making of researchers in relation to four ethical conduct areas, namely data management, study conduct, professional practices, and business practices. In addition, sensemaking training led to researchers’ preference for decisions involving the application of the broad metacognitive reasoning strategies. Individual trainee and training characteristics were used to explain the study findings. Broad implications of the findings for ethics training development, implementation, and evaluation in the sciences are discussed. (shrink)

This book of twelve essays applies the holistic theories of process philosophy to the educational challenges that teachers face in today's complexly changing world. Topics range from staff development to spirituality, exploring issues of student and teacher motivation, developmental stages of learning, imaginative thinking and writing, nourishing relationships, moral and environmental education, and the development of hospitable learning environments.

The use of terms like “collaboration” and “co-workers” to describe interactions between human beings and certain artificial intelligence (AI) systems has gained significant traction in recent years. Yet, it remains an open question whether such anthropomorphic metaphors provide either a fertile or even a purely innocuous lens through which to conceptualize designed commercial products. Rather, a respect for human dignity and the principle of transparency may require us to draw a sharp distinction between real and faux peers. At the heart (...) of the concept of collaboration lies the assumption that the collaborating parties are (or behave as if they are) of similar status: two agents capable of comparable forms of intentional action, moral agency, or moral responsibility. In application to current AI systems, this not only seems to fail ontologically but also from a socio-political perspective. AI in the workplace is primarily an extension of capital, not of labor, and the AI “co-workers” of most individuals will likely be owned and operated by their employer. In this paper, we critically assess both the accuracy and desirability of using the term “collaboration” to describe interactions between humans and AI systems. We begin by proposing an alternative ontology of human–machine interaction, one which features not two equivalently autonomous agents, but rather one machine that exists in a relationship of heteronomy to one or more human agents. In this sense, while the machine may have a significant degree of independence concerning the means by which it achieves its ends, the ends themselves are always chosen by at least one human agent, whose interests may differ from those of the individuals interacting with the machine. We finally consider the motivations and risks inherent to the continued use of the term “collaboration,” exploring its strained relation to the concept of transparency, and consequences for the future of work. (shrink)

Introductions to the theory of knowledge are plentiful, but none introduce students to the most recent debates that exercise contemporary philosophers. Ian Evans and Nicholas D. Smith aim to change that. Their book guides the reader through the standard theories of knowledge while simultaneously using these as a springboard to introduce current debates. Each chapter concludes with a “Current Trends” section pointing the reader to the best literature dominating current philosophical discussion. These include: the puzzle of reasonable disagreement; the (...) so-called “problem of easy knowledge”; the intellectual virtues; and new theories in the philosophy of language relating to knowledge. Chapters include discussions of skepticism, the truth condition, belief and acceptance, justification, internalism versus externalism, epistemic evaluation, and epistemic contextualism. Evans and Smith do not merely offer a review of existing theories and debates; they also offer a novel theory that takes seriously the claim that knowledge is not unique to humans. Surveying current scientific literature in animal ethology, they discover surprising sophistication and diversity in non-human cognition. In their final analysis the authors provide a unified account of knowledge that manages to respect and explain this diversity. They argue that animals know when they make appropriate use of the cognitive processes available to animals of that kind, in environments within which those processes are veridically well-adapted. _Knowledge_ is a lively and accessible volume, ideal for undergraduate and post-graduate students. It is also set to spark debate among scholars for its novel approaches to traditional topics and its thoroughgoing commitment to naturalism. (shrink)