This essay contains my responses to the critical discussion of The World According to Kant by Lucy Allais, Markus Kohl, and Nicholas Stang. It is a central claim of the interpretation developed in The World According to Kant that appearances are to be understood as intentional objects of experience. This claim is the focus of all three critics. Allais critically examines my account of intentional objects; Kohl and Stang raise questions about my account of experience.​.

This essay contains my responses to the critical discussion of The World According to Kant by Lucy Allais, Markus Kohl, and Nicholas Stang. It is a central claim of the interpretation developed in The World According to Kant that appearances are to be understood as intentional objects of experience. This claim is the focus of all three critics. Allais critically examines my account of intentional objects; Kohl and Stang raise questions about my account of experience. -/- ​.

In lieu of an abstract, here is a brief excerpt of the content:Complexities of Aesthetic Experience:Response to JohnstonRichard J. ShustermanI am grateful for this opportunity to clarify my views on aesthetic experience and somaesthetics that Scott Johnston discusses. Combining two very vague and contested ideas ("experience" and "the aesthetic"), the concept of aesthetic experience is an extremely ambiguous notion some of whose principal different conceptions I have carefully tried to outline.1 It is therefore rash for Johnston (...) to presume that what I mean by aesthetic experience is simply "the [Deweyan] sort of experience that connotes an immediate, qualitative whole" that is "consummatory." Though I deeply appreciate John Dewey's view, I have also criticized it on several counts. I insist, for example, on the existence and value of aesthetic experiences of fragmentation and rupture that have neither the unity of coherence nor that of completion that Dewey demands. In fact, as I have often pointed out, part of my interest in rap music was connected to its aesthetic of fragmentation.2Dewey and I both affirm (in sometimes different ways) some sort of primacy of the immediate in aesthetic experience. But primacy and immediacy are polysemic notions whose meaning is very context-dependent and shifting. Insufficient attention to these multiple meanings and contexts seems to confuse some of Johnston's discussion and leads to his puzzlement about how I can emphasize both immediacy and reflection and whether I consistently accord primacy to the former. The first step toward clarifying matters is to note that affirming immediacy in aesthetic experience is not to deny two important dimensions in which aesthetic experience is importantly mediated. First, aesthetic experiences are rarely, if ever, immediate in the sense of being instantaneous; they require some time of processing. Even with allegedly nontemporal arts such as painting (and even with paintings that do not demand complex decoding), there is, in aesthetic experience, a process of focusing on the work, of reacting to it, and of deepening appreciation or absorption. Second, at least in the arts, an aesthetic experience should be mediated by some prior (typically extensive) training in what is necessary to understand and appreciate such art. My aesthetic experience of French poetry required a sustained training in French language, literature, and culture, a training that required reflective thinking.However, despite these crucial mediations, aesthetic experience is usefully characterized as distinctively immediate in that its meanings and values are perceived and savored directly in our experience of the work rather than being only revealed, understood, or appreciated at a later time. I appreciate [End Page 109] the poetry of Baudelaire as I hear or read it, and not only after it is explained to me or after I subsequently reflect on or recollect this poetic experience. Aesthetic experience is immediate in the sense of being immediately enjoyed and valued rather than being an experience in which gratification and appreciation is deferred to a later time. An aesthetic experience of climbing a mountain (which obviously takes time and requires some training) means enjoying the climb while one is climbing, not when one's enjoyment is postponed till one has reached the summit and enjoys its view. When I emphasize the immediacy of aesthetic experience, I am celebrating this character of direct, undeferred, imminent appreciation or sense of value, which is what makes such experience enjoyed or valued for its own sake.3 Such immediate enjoyment is all that is usefully meant by saying that aesthetic experience is appreciated intrinsically or as an end in itself rather than a mere means to some further end, even though there are obviously many good ends to which aesthetic experience can usefully serve as means.This sense of immediacy — of direct, undeferred appreciation of meaning, enjoyment, and value — does not deny a role for reflection. Not only can prior reflection prepare the way for immediate enjoyment but reflection itself offers its own aesthetic pleasures of immediacy. We can enjoy the process of reasoning, speculating, interpreting in a direct or immediate way without postponing our satisfaction to a subsequent appreciation of the results of our reflective process, that is, when we (meta-)reflect, at a later time, on what that initial reflective experience has engendered. Moreover, subsequent reflection on an... (shrink)

In this paper, I respond to questions Sticker and Saunders raise about integrating third-personal interactions within my phenomenological first-personal account of moral obligatedness. Sticker argues that third-personal interactions are more central for grounding moral obligatedness than I admit. Saunders turns things around and suggests we might not even be able to access third-personal interactions with others at the level one would need to in order to secure proper moral interactions with them. I argue in response that both these challenges misunderstand (...) something about my phenomenological first-personal account of the grounding of moral obligation. Sticker assumes that I make absolutely no room for third-personal interactions as important for morality, but that is not the case. And Saunders assumes that first-, second- and third-personal interactions demand phenomenological access to oneself and others as transcendentally free, but I deny that claim. I will consider each of these challenges in turn. (shrink)

In the 82/2 (2000) issue of this journal, Michael Friedman has offered a stimulating discussion of my recent book, Kant and the Capacity to Judge. His conclusion is that on the whole I fail to do justice to what is most revolutionary about Kant's natural philosophy, and instead end up attributing to Kant a pre-Newtonian, Aristotelian philosophy of nature. This is because, according to Friedman, I put excessive weight on Kant's claim to have derived his categories from a set of (...) logical forms of judgment which he inherits from a traditional Aristotelian logic. In taking Kant at his word on this point, I fail to give their full import to Kant's insights into the newly discovered applications of mathematical concepts and methods to the science of nature. (shrink)

What drives Chinese MNEs’ global CSR integration and local CSR responsiveness? Drawing on institutional theory, we argue that both antecedents reflecting globally isomorphic patterns of adaptation and antecedents mirroring the distinct characteristics of China’s institutional context are relevant. We support our argument using fuzzy-set qualitative comparative analysis on a sample of 29 of China’s globally most influential companies. We find that state influence and global CSR associations affect global CSR integration, whereas presence in the West and internationalization through mergers (...) and acquisitions predict local CSR responsiveness. Our study thus suggests that home-country characteristics are an important co-determinant of the CSR approaches of emerging-market MNEs. We further find that multicultural experience in top management teams is associated with both global CSR integration and local CSR responsiveness, supporting notions of transnational CSR. (shrink)

Background The COVID-19 pandemic has forced rapid and widespread change to standards of patient care and nursing practice, inevitably leading to unprecedented shifts in the moral conditions of nursing work. Less is known about how these challenges have affected nurses’ capacity to meet their ethical responsibilities and what has helped to sustain their efforts to continue to care. Research objectives 1) To explore nurses’ experiences of striving to fulfill their ethical responsibilities of care during the COVID-19 pandemic and 2) to (...) explore what has fostered nurses’ capacity to fulfill these responsibilities. Research Design A generic qualitative approach was used incorporating concepts coming from fundamental features of care. Participants Twenty-four Canadian Registered Nurses from a variety of practice settings were interviewed. Ethical Considerations After receiving ethics approval, signed informed consent was obtained before participants were interviewed. Findings Four themes were identified. 1) Challenges providing good care in response to sudden changes in practice. 2) Tensions in juggling the responsibility to prevent COVID-19 infections with other competing moral responsibilities. 3) Supports to foster nurses’ capacity to meet their caring responsibilities. 4) The preservation of nurses’ moral identity through expressions of gratitude and health improvement. Discussion Infection control measures and priorities set in response to the pandemic made at distant population and organizational levels impacted nurses who continued to try to meet the ideals of care in close proximity to patients and their families. Despite the challenges that nurses encountered, the care they received themselves enabled them to continue to care for others. Nurses benefited most from the moral communities they had with their colleagues and occasionally nurse leaders, especially when they were supported in a face-to-face manner. Conclusion: Moral community can only be sustained if nurses are afforded the working conditions that make it possible for them to support each other. (shrink)

First of all, I agree with much of what F.A. Muller says in his article ‘Reflections on the revolution in Stanford’. And where I differ, the difference is on the decision of what direction of further development represents the best choice for the philosophy of science. I list my remarks as a sequence of topics.

The experience of agency refers to the feeling that we control our own actions, and through them the outside world. In many contexts, sense of agency has strong implications for moral responsibility. For example, a sense of agency may allow people to choose between right and wrong actions, either immediately, or on subsequent occasions through learning about the moral consequences of their actions. In this study we investigate the relation between the experience of operant action, and responsibility for (...) action outcomes using the intentional binding effect as an implicit, quantitative measure related to sense of agency. We studied the time at which people perceived simple manual actions and their effects, when these actions were embedded in scenarios where their actions had unpredictable consequences that could be either moral or merely economic. We found an enhanced binding of effects back towards the actions that caused them, implying an enhanced sense of agency, in moral compared to non-moral contexts. We also found stronger binding for effects with severely negative, compared to moderately negative, values. A tight temporal association between action and effect may be a low-level phenomenal marker of the sense of responsibility. (shrink)

This paper is a response to the previous articles on potentialism. It draws attention to the particular nature of the stance taken by potentialism. Although the project of potentialism is not a simple matter of establishing another discipline in education, it wavers at the junction between the prescriptive and the descriptive understanding towards education. This paper raises the question how the project of ‘potentialism’ relates to the prescriptive and the descriptive, and thereby how educational questions around the experience of (...) potentiality can be shaped. Second, it explores further four key points in the account of potentialism as developed in the previous articles: the educational subject, tiredness vs. exhaustion, language and thinking. (shrink)

The radical empiricism of William James was first formally presented in his seminal papers of 1904, 'Does Consciousness Exist?' and 'A World of Pure Experience'. In James's view, pure experience was to serve as the source for psychology's primary data and radical empiricism was to launch an effective critique of experimentalism in psychology, a critique from which the problem of experimentalism within science could be addressed more broadly. This collection of papers presents James's formal statements on radical empiricism (...) and a representative sample of contemporary responses from psychologists and philosophers. With only a few exceptions, these responses indicate just how badly James was misread - psychologists ignoring the heart of James's message and philosophers transforming James's metaphysics into something quite unintelligible to the emerging generation of experimental psychologists. (shrink)

The question of ‘who owns genetic information‘ is increasingly a focus of ethical inquiry. Applied to predictive testing, several recent critiques suggest that persons with a genetic disorder have a moral duty to disclose that information to other family members. The justification for this obligation is that genetic information belongs to and may benefit not only a single individual, but also members of a biological kinship. This paper considers this issue from a different vantage point: How does gender intersect with (...) the moral duty to disclose genetic information? Scholars have argued that gender is partly comprised of distinct assignments and assumptions of responsibility. Thus, there is a danger that gendered patterns of socialization will make women feel that they should take primary responsibility for disclosing genetic information to others. This article explores issues of responsibility and disclosure of risk information by drawing on an empirical study of women and men who have undergone genetic testing for hereditary breast/ovarian cancer. The research study suggests that disclosure of genetic information is a gendered activity, with both the benefits and burdens of this task falling primarily on women. It also illustrates that when disclosure is understood contextually, it is a far more complicated matter than when viewed through a theoretical lens. The article considers the relevance of these findings on ethical debate and genetic counselling practices. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”Christine A. BrownI was recently asked to settle a friendly debate between two college graduates. The first, my daughter's boyfriend, argued that someone with talent and motivation could become as creative a composer without formal musical training as with it. The other, my daughter, vigorously countered that while someone might compose well on one's own, (...) the result would not be as versatile or thoughtfully developed as it could be with good formal instruction. I saw the musical educations of the debaters reflected in their arguments. My daughter had accumulated fourteen years of formal instruction in violin, cello, voice, and dance and took part in high school choral, theatrical, and orchestral performances. Her studies continued into college and from time to time she performs in community theater. Her boyfriend was the only musically trained member of his family. At his own request he studied piano for five years, later channeling his musical energies into a rock group. Though he did not study music in college, he continues to play keyboard and guitar. Both agree that the ongoing debate between them illustrates the strong connection between musical training and musical valuing. The life-world of their experiences shaped their judgments of musical quality and left imprints on their views of what matters more, talent or training. I will return to this scenario later.I find solid points of agreement with Eva Alerby and Cecilia Ferm starting with their premise that music learning is most effective when taught within a context. While some students prefer learning in a linear, rule-oriented setting, more often than not a musical concept will be comprehended best if it is first experienced within a variety of works. Regarding extra-musical contexts, furthermore, recent evidence supporting the integration of subject areas at the elementary level appears to extend the boundaries of musical learning in a positive direction. Additionally, the authors' description of embodied musical learning holds great interest. Their argument that musical learning must be appropriated within the body resonates strongly within me as I reflect upon performing and teaching piano. Experience with beginning level adult pianists suggests to me that once the awkwardness of newly-learned movements fades with time and effort, students often discover a close interaction between their physical and conceptual knowledge of music. Of related interest is the authors' definition of musicality as taking embodied musical knowledge and making it one's own. This surpasses physical mastery of an instrument and describes a personal [End Page 208] and emotional investment in music. It is at this point in the essay that the recognizable link between mind, body, and emotion in music is most clear.Alongside these engaging ideas, however, are statements throughout the essay that invite further questions or comments. First among these is the statement that the knowledge resulting from learning is not always what was intended or planned. While this is often the case, elaboration upon modes of knowledge in question would help clarify the authors' ideas. Since knowledge takes a variety of forms, as the authors imply, these forms should be explored, defined, and applied to the process of teaching and learning music.Related to that suggestion is my response to the statement that the aim of music education is to produce musical knowledge. I am assuming that musical knowledge includes an age-appropriate blend of performance skill, reading ability, ear training, historical and cultural connections, basic theoretical and stylistic understanding, and acquaintance with creative processes. In many regions of our country, public arts education has been de-valued to the extent that we must convince administrators, parents, and sometimes students, of its importance. Until this situation improves, I must personally consider the aim of music education as producing, alongside musical knowledge, the desire for music as a lifelong pursuit, be it active or passive. Without this desire, musical knowledge gained often goes unused. Referring to my opening anecdote, my daughter is not participating in music while her less extensively trained boyfriend is. I know of several students like her who gained expertise on an instrument and who have now stopped playing for... (shrink)

I take the opportunity that Froese, Gould, and Seth provide to clarify further , 2011) some aspects of Descriptive Experience Sampling by distinguishing DES from the Explicitation Interview method ; and to comment on Froese and colleagues' suggestion of the Double Blind Interview as a way of evaluating DES, EI, and other methods.

: We offer a response to four themes that result from the commentators’ inquiries and critiques: the psychodynamic perspective in contemplative research; the limitations of self-….

Chris Voparil’s Reconstructing Pragmatism builds the best case to date that the neopragmatist philosopher Richard Rorty decisively and productively reshaped the lineage of pragmatist philosophy. In developing new directions for pragmatism, the book seeks to press past a number of recent debates. One such debate concerns the relative priority of experience and language as methodological starting points for pragmatist philosophy. While Voparil seeks to abandon this debate as outworn, this review argues that the issue of pragmatism’s methodological apparatus cannot (...) be easily set aside. Only by addressing head-on the disadvantages of experience-first pragmatism and language-first pragmatism can a next iteration of pragmatist philosophy properly develop a third methodological option, tantalizingly noted by Voparil, of a practice-first pragmatism. (shrink)

In this paper, we discuss challenges associated with implementing a policy for Ancillary Care (AC) for related and unrelated (serious) adverse events during an Ebola vaccine trial conducted in a remote area of the Democratic Republic of the Congo. Conducting clinical trials in resourceconstrained settings can raise context-related challenges that have implications for study participants’ health and wellbeing. During the Ebola vaccine study, three participants were injured in road traffic accidents, but there were unexpected difficulties when trying to apply the (...) AC policy. First, because of the nature of the adverse events, the insurer refused to cover the costs. Second, the AC policy did not address treatments by traditional medicine, even though traditional medicines are frequently used and highly trusted in the study community. This highlighted a contrast between the researchers’ well-intentioned AC approach and the participants’ legitimate preferences. The way in which researchers should address their responsibility to provide AC is not straightforward; it requires contextualization. Our experience highlights the importance of involving community representatives and the local ethics committee to ensure development of an AC policy that is culturally and ethically appropriate. Additionally, the insurance contract should clearly stipulate which adverse events are linked to the trial participation, and thus eligible for coverage, to avoid controversies when claims are made. (shrink)

In ‘Field Experiments and Methodological Intolerance,’ Glenn Harrison develops a criticism of randomized field experiments and denounces ‘intolerance’ for lab experiments and a ‘disconnect from theory.’ We argue that lab experiments and RCTs are based on different methodological approaches and therefore fulfill different scientific objectives; key features of the RCT methodology make it highly relevant for policy-making, which accounts for a large part of its uptake; RCTs foster a convergence of interests between policy-makers and researchers around the study of economic (...) mechanisms, which makes it possible to challenge and improve economic theory based on real-world facts; and hybrid forms of experimentation are being increasingly used and open promising avenues. In sum, economic research based on RCTs is more and more connected to theory and other forms of experiment, while also helping policy-makers tackle daunting problems of poverty and exclusion. (shrink)

The question of ‘who owns genetic information‘ is increasingly a focus of ethical inquiry. Applied to predictive testing, several recent critiques suggest that persons with a genetic disorder have a moral duty to disclose that information to other family members. The justification for this obligation is that genetic information belongs to and may benefit not only a single individual, but also members of a biological kinship. This paper considers this issue from a different vantage point: How does gender intersect with (...) the moral duty to disclose genetic information? Scholars have argued that gender is partly comprised of distinct assignments and assumptions of responsibility. Thus, there is a danger that gendered patterns of socialization will make women feel that they should take primary responsibility for disclosing genetic information to others. This article explores issues of responsibility and disclosure of risk information by drawing on an empirical study of women and men who have undergone genetic testing for hereditary breast/ovarian cancer. The research study suggests that disclosure of genetic information is a gendered activity, with both the benefits and burdens of this task falling primarily on women. It also illustrates that when disclosure is understood contextually, it is a far more complicated matter than when viewed through a theoretical lens. The article considers the relevance of these findings on ethical debate and genetic counselling practices. (shrink)

From a national U.S. sample of senior academic biochemists, ninety-four indicated that they personally knew of an incident of scientific wrongdoing. Among these individuals, less formal actions against an offending individual were endorsed when either actions were believed to have the potential to publicly embarrass the offending individual, or the actions might adversely affect the professional career of the whistleblower. These relationships remain significant after controlling for professional status, career age, and current level of formal departmental administrative responsibility. Study limitations (...) and implications are discussed. (shrink)

In 1773, the Scottish traveller Patrick Brydone published an account of visiting Mount Etna, in which he drew on three distinct categories of thought: the scientific, the aesthetic, and the cultural. He carried his barometer up the volcano to measure it; he was overwhelmed with awe on viewing the sunrise from its summit; and he carefully set his account in the context of different mythological and philosophical explanations of Etna, largely drawn from the writings of classical authors. In preceding centuries, (...) Thomas Burnet’s Theory of the Earth and Athanasius Kircher’s Mundus Subterraneus viewed mountains as laboratories for better understanding nature, for evoking a sense of eschatological awe, and as embedded in long traditions of cultural appreciation. Earlier still, Pietro Bembo in 1496 recounted his journey to the summit of Etna which wove together personal observation, classical insights, and aesthetic admiration. In an ancient example, the first-century anonymous Aetna poem urged readers to move beyond mythological explanations for volcanic activity and to instead enjoy true aesthetic pleasure in investigating the volcano and its causes for themselves. This article offers a close reading of these texts in order to demonstrate three key points. The first is that an intense aesthetic experience of volcanoes can be found in accounts predating the eighteenth-century articulation of the ‘natural sublime’. The second is that the compulsion to investigate and understand natural phenomena, as a key element of aesthetic appreciation, is also evident before the Enlightenment. Third, the article suggests that a sense of Etna as ‘classic ground’—as a feature which both intensified the viewer’s interest in its natural phenomena and produced an ‘interested’ aesthetic experience of its natural greatness—likewise extends back even to the ancient texts from which later travellers would draw their own cultural associations. (shrink)

This paper aims to pay tribute to Figal’s comprehensive and innovative analysis of the artwork and beauty, while challenging both his realist position on the immediacy of meaning and his monist stance that reduces sublimity to beauty. To enquire into the origin of aesthetic feelings and sense, and thus, to break the hermeneutic circle, we first trace the origin of this reduction to the reception of Burke’s concept of the sublime by Mendelssohn and Kant. We then recur to Husserl and (...) Dufrenne to trace the origin of the sense of the feeling of sublimity in the realm of affectivity or sensuousness. This genesis takes place in passive experience, where we identify an excess of sensuous sense over categorial meaning that is constitutive of the affective sense that our bodily sensations give to hyletic material. It is argued that this sensuous excess evokes a sublime experience in the phenomenological sense, involving an affective and disruptive bodily experience and an endless process of sense formation. Affective or sensuous sense is thus an event that irreversibly affects the bodily surface. To elucidate this phenomenon, we draw on the theoretical framework of Breton and Bataille, positing it as a form-transgressive ‘convulsive’ sublime, which we then illustrate in the architectural works of Tschumi and Eisenman. In short, we have retrieved the origin of aesthetic experience and redefined the feeling of the sublime as a phenomenological ‘convulsive’ sublimity. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Eva Alerby and Cecilia Ferm, “Learning Music: Embodied Experience in the Life-World”C. Victor FungThe authors' choice of using phenomenology as a foundation of their inquiry is appropriate and appealing. They have, to a great extent, achieved their goal to explain music learning from a life-world approach. Descriptions of absolute musicality and relativistic musicality in the opening paragraphs remind me of the good old "nature versus nurture" (...) argument. Do the authors intend to relate musicality to musical ability or aptitude as defined by psychologists? If musicality is "the ability to make something of one's own," does it mean that the authors have taken on a relativistic view and believe that musicality can be acquired?At the onset of the essay, musicality is described as emotional or cognitive phenomena. I would be interested to know what role a psychomotor phenomenon plays in musicality. The authors later describe "motor knowledge" in the context of Merleau-Ponty's "maximum grip." Does it mean that "motor knowledge" or "maximum grip" in music is outside the realm of musicality?I have attempted to follow the authors' logic in answering the question: What is learning of music? The authors postulate that "knowledge does not always, and not in any way automatically, become exactly the same as the learning situation aimed for" and that "the aim of music education is to produce music knowledge." These propositions lead me to believe that the learning of music occurs in experiencing all types of musical activities, regardless of the musician's level of proficiency. In all types of musical activities, including different performances of the same repertoire by the same performer, the musician would find new knowledge that is being produced in his/her body. Therefore, I agree with the authors in that "bodily experience is the foundation for learning."I would like to respond to the issue of whether music learning occurs within [End Page 206] or outside of the human being. I enjoy reading how the authors borrow Merleau-Ponty's analogy of the blind man and his stick. They put it so beautifully that "the piano becomes an extension of the pianist's body, and the pianist can 'feel' its limitation." This leads me to ponder if there could be further extensions beyond the physical piano. We know that pianists make the strings in the piano vibrate through a lever mechanism. These vibrations travel through the air and arrive at the audience's ears. Then the vibrating energies are transmitted as electrical energies in the audience's nerve cells. The audience in turn may behave differently after such a complex transmission of energies at a performance. My question is: Is there an end to the "extension" of a musician's body? If so, where should it end? There is no doubt that the pianist relates to the world and learns about the world through the piano. Could the pianist learn about the world through the vibrations that the piano strings generate, through the air, and through the audience's hearing mechanism, brain cells, and behaviors? Is this what the authors meant by "the human ego is boundaryless and cannot be localized, and the ego is immanent in the whole system"? Regardless of how far the "extension" goes, how do we know if an "extension" has occurred? How can we validate an "extension" of a musician's ego"?It seems to me that the authors' discussions have focused on the tactile extension of the body. If the body can be extended like the stick for the blind man, would the air surrounding the blind man, including its smell, temperature, humidity, wind, and sound, be his extension too? When this question is transferred to a musician, would the total context of the musical event be the musician's extension of the body too? By "total context," I mean the cultural context, the environment (smell, temperature,...), and the people in the musical event.We are certain that music learning takes place when experiences and knowledge are incorporated in the body. We still have not solved the problem of whether music learning occurs within or outside of the human being, because the boundary of the... (shrink)

Forming implementation intentions has been consistently shown to be a powerful self-regulatory strategy. As the self-regulation of thoughts is important for the experience of involuntariness in the hypnotic context, investigating the effectiveness of implementation intentions on the suppression of thoughts was the focus of the present study. Participants were randomly assigned to one of four conditions . Results showed that participants who received information included in the “Carleton Skill Training Program” and in addition formed implementation intentions improved their hypnotic (...) responsiveness as compared to all of the other three groups on measures of objective responding and involuntary responding. Thus, in line with the nonstate or cognitive social–psychological view of hypnosis stating that an individual’s hypnotic suggestibility is not dispositional but modifiable, our results suggest that hypnotic responsiveness can be heightened by furnishing hypnotic instructions with ad hoc implementation intentions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Buddhist-Christian Studies 21.1 (2001) 69-72 [Access article in PDF] Christian Experiences with Buddhist Spirituality: A Response Robert Thurman Columbia University Recently I read an account on the CNN website of a statement made at the Kumbh Mela at Allahabad in India, where about eighty million devotees of Hinduism were joined in their worship of the grace of the Goddess River Ganga by His Holiness the Dalai Lama, informal head (...) of Tibetan Buddhists and formal head of the Tibetan government in exile. His Holiness also joined the leaders of Hinduism, various Shankaracharyas and others, in a formal statement in which they requested with the followers of other world religions not to persist in the practice of aggressive conversion of the followers of other religions. The statement addressed a special plea to Christians and Muslims, who may currently be the most intense in their worldwide missionary activities.The writer of the CNN article was clearly cynical about this, mentioning, as if to undercut the force of their appeal to other religions, that the Hindu leaders themselves wanted to declare India a Hindu nation. He noted that the Dalai Lama "giggled" when he sprinkled himself with Ganga water out of respect for Hindu beliefs, but declined to immerse himself in the river, saying it was too cold.His Holiness has often challenged leaders of world religions, including Buddhists, Hindus, and secular humanists (which he considers a world religion/ideology, whether Marxist or liberal democratic), by saying that now is past the time when anyone should be attempting to convert others to a different belief system or institutional affiliation. If persisted in, it will lead to worse violence in the future than it already has in the past. His position seems eminently reasonable, looking realistically at the world situation, the powerful technologies of communication and possible scale of violence. Yet people filled with enthusiasm for their saving faith tend to feel deprived if they cannot have a mission to save others with it.I do not think His Holiness means that you cannot share your enthusiasm, or make the jewels of faith, wisdom, and compassion of your tradition accessible to others, or even dialogue with others comparing your tradition with theirs. He travels the world teaching Buddhism, mostly to Buddhists, but freely to anyone who is interested. But then he does tell those who are not Buddhists notto convert to Buddhism. Rather, he cautions, they should take whatever they learn and use anything that seems good to them to enhance their original tradition, thereby remaining integrated with [End Page 69] their families, communities, and local customs, perhaps even enriching their own traditions. Those who are Buddhists from birth he urges to study other traditions, learn from them, and critically extricate themselves from feelings of superiority or estrangement. And some who may already have chosen to become Buddhist he strongly cautions not to criticize their birth traditions or look down on their followers.What I love about the essays in this collection is that they all seem to be learning from Buddhism and appreciate its traditions, yet they interpret it in Christian terms, apply it to their own Christian understanding, and practice an enriched Christianity, perhaps what Bardwell Smith so aptly calls in his essay "becoming a Christian." I feel privileged to respond to the deep personal quest for truth I sense within each essay. I am not going to review each essay point by point, though I will touch on each of the five as I follow a kind of pilgrimage through them. Though all five essays are personal and confessional, those by Ingram and Muck are perhaps more theoretical in tone, Adeney and Frohlich more contemplative in focus, and Smith combines both in a special combination I will save for last.Paul Ingram writes as a man who floats contentedly in a sea of God's grace, the vision of which seems to have been opened for him by Martin Luther. While he floats, he reflects deeply and knowledgeably about both Pure Land and Zen Buddhisms, acknowledging how his appreciation of the Christian... (shrink)

_This article presents an experiment in using Socratic dialogue as a methodological approach to Responsible Research and Innovation (RRI) in an interdisciplinary life sciences research project. The approach seeks to avoid imposing a set of predetermined substantive norms by engaging the researchers in knowledge-seeking group discussions. We adapted Svend Brinkmann’s method of epistemic interviewing, in order to facilitate reflection on normative issues concerning responsibility in research and innovation in two research group sessions. Two elements characterize this approach, relating it to (...) empirical ethics methodologies: (1) the aim is not to map and analyse opinions, but to develop knowledge based on the dialogue; and (2) the facilitators of the discussion are also active participants in the dialogue rather than mere “spectators”. Through a description of the approach and discussion of some key challenges, we __show the method’s potential as a supplement to the catalogue of RRI approaches and argue that it serves a dual purpose of contributing to knowledge production and reflexivity._ _Keywords_: Epistemic interviewing, bioethics, responsibility, reflexivity. (shrink)

The Key Issues series aims to make available the contemporary responses that met important books and debates on their first appearance. These take the form of journal articles, book extracts, public letters, sermons and pamphlets which provides an insight into the historical relevance and the social and political context in which a publication or particular topic emerged. Each volume brings together some of the key responses to the works.

Public health nursing is grounded in public health ideologies and fundamental nursing values. Researchers have argued that ethical responsibility from the perspective of the nurse is an understudied phenomenon. This meta-ethnography provides in-depth knowledge of how public health nurses (PHNs) experience ethical responsibility when working to prevent injury and disease, and promote health and well-being in children, young people and their families. There are reciprocal findings across the 10 included studies. The findings reveal that these nurses often feel alone, (...) have worries and uncertainties and are afraid of doing wrong. They describe unclear boundaries in their work, creating a heightened sense of responsibility. PHNs fight lonely battles. Yet they show courage and commitment and are ready to stand up and fight for children and families who do not receive adequate care. A line of argument is developed and the metaphorical phrase Chivalrous knights in moral armour is used to express the authors’ overall interpretations of the findings. Reflection on the findings shows how the different dimensions of ethical responsibility are interconnected. The nurses’ ethical sensitivity enables them to feel compassion for others and they show indignation when vulnerable others are not treated with dignity and respect. Indignation and compassion are interrelated, and when human life and dignity are threatened, the ethical demand to respond emerges. Indignation is a precursor to moral courage, and the nurses’ moral sensitivity and respect for their clients emboldens them to stand up for vulnerable others. The findings also illustrate the paradoxical nature of freedom. Freedom of choice due to unclear boundaries heightens the nurses' sense of responsibility. This research is an important step in theory development and has implications for further research, education and practice. (shrink)

This book gathers case studies presented at the International Conference on Responsible Research and Innovation in Science, Innovation and Society. It highlights European initiatives and projects in various domains and contexts, each of which explores how to create guidelines and good practices for Responsible Research and Innovation and how to promote them among citizens, industry stakeholders, policy and decision makers, research funders and educational institutions to foster their adoption as a potential benchmark in establishing RRI processes. Further, the book discusses (...) gender and ethical issues, which are highly relevant for RRI initiatives in connection with representativeness, risks and in some cases, minority rights. (shrink)

Recently, social neurosciences have been interested in the investigation of neurophysiological responses related to the experience of positive emotions, such as gratitude, during social interactions. Specifically, the aim of the present research was to investigate whether gratitude related to gift exchange could favor cooperative behavior and bond construction, by improving behavioral and autonomic responsivity. At this regard, the autonomic synchronization and behavioral performance of 16 friends coupled in dyads were recorded during a joint attentional task. Gift exchange could be (...) occurred either at the beginning or in the middle of the task. For the recording of simultaneous autonomic activity [heart rate and skin conductance level ], a hyperscanning biofeedback paradigm was used. Intra-subjective analysis showed an increase in behavioral [accuracy ] and autonomic responses when the gift exchange took place at the beginning of the task rather than in the middle. Moreover, inter-subjective analysis revealed an increase in behavioral performance and greater autonomic synchronization of HR index. The present research, therefore, shows how gratitude and trust experienced following gift exchange can modify participants’ reactions by creating a shared cognition and the adoption of joint strategies. (shrink)

Sex offender registries have given way to residency restrictions for people convicted of sex crimes in many communities in the US. Research suggests, however, that such restrictions can actually undermine the safety of the communities they are ostensibly meant to protect. Drawing on the work of Judith Butler, this essay explores why such restrictions, and strategies like them, fail and are bound to fail. Then, it considers the work of generationFIVE, an organization that seeks to eliminate child sexual abuse in (...) five generations, to explore modes of response to sexual abuse and assault that build community safety. (shrink)

The self-report of some autistic individuals that they experience social motivation should not be interpreted as a refutation of neuroimaging evidence supporting the social motivation hypothesis of autism. Neuroimaging evidence supports subtle differences in unconscious reward processing, which emerge at the group level and which may not be perceptible to individuals, but which may nonetheless impact an individual's behavior.

This comment responds to a defence of the right to try, a law adopted by the United States and many state governments that seeks to expand access to experimental drugs. In defending the right to try, Meyerson argues that it is part of a broader rights-based approach for patient access to innovation. But a drug that is still part of the experimental process may not be an innovation—indeed, it may be a failure and even harmful or dangerous. Further, this approach (...) does not weigh other rights that may be at stake such as the property rights of the drug maker or the rights of future patients seeking access to cures. Lastly, research has found that many patients often fail to receive recommended treatments and preventive care from their providers, let alone experimental or innovative therapies. These policy problems suggest that there is a need for patients to have a greater involvement and role in their care and in how research funding is made, but the right to try fails to address these problems. (shrink)

Conceiving new technologies as social experiments is a means to discuss responsible deployment of technologies that may have unknown and potentially harmful side-effects. Thus far, the uncertain outcomes addressed in the paradigm of new technologies as social experiments have been mostly safety-related, meaning that potential harm is caused by the design plus accidental events in the environment. In some domains, such as cyberspace, adversarial agents may be at least as important when it comes to undesirable effects of deployed technologies. In (...) such cases, conditions for responsible experimentation may need to be implemented differently, as attackers behave strategically rather than probabilistically. In this contribution, we outline how adversarial aspects are already taken into account in technology deployment in the field of cyber security, and what the paradigm of new technologies as social experiments can learn from this. In particular, we show the importance of adversarial roles in social experiments with new technologies. (shrink)

The primary means for psychotherapy interaction is language. Since talk-in-interaction is accomplished and rendered interpretable by the systematic use of linguistic resources, this study focuses on one of the central issues in psychotherapy, namely agency, and the ways in which linguistic resources, person references in particular, are used for constructing different types of agency in psychotherapy interaction. The study investigates therapists' responses to turns where the client complains about a third party. It focuses on the way therapists' responses distribute (...) class='Hi'>experience and agency between the therapist and the client by comparing responses formulated with the zero-person to responses formulated with a second person singular pronoun that refers to the client. The study thus approaches agency as situated, dynamic and interactional: an agent is a social unit whose elements are distributed in the therapist-client interaction. The data consist of 70 audio-recorded sessions of cognitive psychotherapy and psychoanalysis, and the method of analysis is conversation analysis and interactional linguistics. The main findings are that therapists use the zero-person for two types of responses: affiliating and empathetic responses that distribute the emotional experience between the client and the therapist, and responses that invite clients to interpret their own experiences, thereby distributing control and responsibility to the clients. In contrast, the second person references are used for re-constructing the client's past history. The conclusion is that therapists use the zero-person for both immediate emotional work and interpretative co-work on the client's experiences. The study suggests that therapists' use of the zero-person does not necessarily attribute “weak agency” to the client but instead might strengthen the clients' agency in the sense of control and responsibility in the long term. (shrink)

This study investigates the influence of chief executive officers' (CEOs) career horizon on the adoption of Global Reporting Initiative (GRI) standards for corporate social responsibility (CSR) reporting. Using data from A-share Chinese listed firms on the Shanghai and Shenzhen stock exchanges from 2010 to 2020, we employ logistic regression analysis to examine the empirical relationship. Our findings indicate that companies led by CEOs with shorter career horizons (older CEOs) are less inclined to adopt GRI reporting standards for CSR reporting. This (...) association is particularly pronounced in non-state-owned enterprises compared to state-owned enterprises. Additionally, we observe a weaker relationship between CEO career horizon and GRI adoption when the CEO possesses foreign experience. These results remain robust across various measures of CEO career horizons and econometric methodologies as well. The implications of our findings are significant for understanding the development and implementation of GRI standards for CSR reporting, particularly within the context of China. (shrink)

In their article Little, Jordens, and Sayers developed the notion of “discourse communities”—as groups of people who share an ideology and common “language”—with the support of seminal ideas from M.M. Bakhtin. Such communities provide benefits although they may also impose constraints. An ethical community would open to others’ discourse and be committed to critique. Those commitments may counter the limitations of discourse communities. Since their paper was published in 2003, the notion of “discourse communities” has been widely adopted and applied (...) in healthcare and beyond. Their ideas were influential in the founding of an ethics centre in Sydney and contributed to articulating the values which underpin this journal. This commentary notes that an ethical community is fragile in responding to current onslaughts on truth and meaning—potencies inherent in discourse communities. The essay takes Bakhtin’s ideas further to explore intrinsic forces at play in dialogue, language, and art. This leads to discussing the centrality of ethics in Bakhtin’s thought. For him, the essence of discourse is a dialogic exchange which comprises both art and ethics. It is art in that self and other are created in the exchange. It is ethical in that “I” am answerable to the other, as a phenomenological reality, in the moment of intersubjectivity. (shrink)

The standard response to engineering disasters like the Deepwater Horizon case is to ascribe full moral responsibility to individuals and to collectives treated as individuals. However, this approach is inappropriate since concrete action and experience in engineering contexts seldom meets the criteria of our traditional moral theories. Technological action is often distributed rather than individual or collective, we lack full control of the technology and its consequences, and we lack knowledge and are uncertain about these consequences. In this paper, (...) I analyse these problems by employing Kierkegaardian notions of tragedy and moral responsibility in order to account for experiences of the tragic in technological action. I argue that ascription of responsibility in engineering contexts should be sensitive to personal experiences of lack of control, uncertainty, role conflicts, social dependence, and tragic choice. I conclude that this does not justify evading individual and corporate responsibility, but inspires practices of responsibility ascription that are less ‘harsh’ on those directly involved in technological action, that listen to their personal experiences, and that encourage them to gain more knowledge about what they are doing. (shrink)

_ Source: _Volume 47, Issue 1, pp 19 - 38 In its engagement with Derrida’s _unheimlich_ responsibility elaborated in _The Beast and the Sovereign_, Volume One, this essay is about death, words, silence, and lives of people and animals. It is also about experiences that to varying degrees bring lives to words and words to lives. Its guiding hypotheses are that death, words, silence, and lives in their _happenings exceed_ the laws that function to identify them and that none of (...) their happenings is sovereign in relation to the others. The essay culminates with Derrida’s engagement with ungrounded time when completion and beginning are simultaneous. That simultaneity constitutes a threshold in which people must respond. For Derrida the threshold is shadowed by his own approaching death. (shrink)

Using data from course artifacts and interviews with three pre-service social studies teachers, I first look at how experiences from their past both reveal and shape their sense of citizenship, and then I explore how the participants hoped to use their social studies teaching to foster a particular type of citizenship.

Graphical displays of simple moving geometrical figures have been repeatedly used to study the attribution of animacy in human observers. Yet little is known about the relevant movement characteristics responsible for this experience. The present study introduces a novel parametric research paradigm, which allows for the experimental control of specific motion parameters and a predictable influence on the attribution of animacy. Two experiments were conducted using 3D computer animations of one or two objects systematically introducing variations in the following (...) aspects of motion: directionality, discontinuity and responsiveness. Both experiments further varied temporal kinematics. Results showed that animacy experience increased with the time a moving object paused in the vicinity of a second object and with increasing complexity of interaction between the objects . The experience of animacy could be successfully modulated in a parametric fashion by the systematic variation of comparably simple differential movement characteristics. (shrink)

The article represents an attempt to outline ad systematize peculiarities of landscape and practices of personnel selection in the conditions of BANI-environment with the influence of continuous digital transformation, war conflicts, and sustainable development. General scientific methods of analysis, synthesis and generalization constituted the methodological base of research. It was revealed that one of the most successful vectors of personnel selection within sustainable HRM today is talent marketplaces.