“In the absence of a guiding theory, problems of technology, like those of the most primitive fields of science, had to be solved empirically” ( The new Cambridge modern history, concerning 1688–1751). “The striking fact is not merely that mathematical aptitude was diffused amongst large numbers of dons, divines, physicians, antiquaries and gentry …; but that it had become with many of them a passion, a supposed key to the knowledge of man, society and the universe … in the unspecialized (...) imagination of the seventeenth century, the key that unlocked the secrets of the universe was essentially the same as that which might unlock the vaults of social wealth” (C. Wilson on England's apprenticeship 1603–1763). (shrink)

Ethical becoming represents a novel framework for teaching engineering ethics. This framework insists on the complementarity of pragmatism, care, and virtue. The dispositional nature of the self is a central concern, as are relational considerations. However, unlike previous conceptual work, this paper introduces additional lenses for exploring ethical relationality by focusing on indebtedness, harmony, potency, and reflective thought. This paper first reviews relevant contributions in the engineering ethics literature. Then, the relational process ontology of Alfred North Whitehead is described and (...) identified as the foundation of the ethical becoming concept. Following this, ethical becoming is imagined as comprising five components: relationality and indebtedness, harmony and potency (i.e., beauty), care, freedom and reflective thought, and ethical inquiry. Each component will be unpacked and knit together to argue that (1) becoming in all its forms is relational and, therefore, whatever becomes is indebted to all to which it relates; (2) one’s ethical engagement must be directed toward the creation of harmony and potency; (3) care practices are necessary to ensure that multiplicity is valued and safeguarded in the meeting of needs; (4) the capacity for reflective thought is necessary to fashion one’s self and others in the direction of harmony, potency, and care; and (5) ethical thought and action must operate through a cycle of ethical inquiry. This paper will close with a brief exploration of how ethical becoming could be utilized in engineering education contexts. (shrink)

This study examines the outcomes of a four-year faculty learning community (FLC) that aimed to transform departmental ethics curriculum by supporting Earth Sciences faculty members as they ethically inquired into their teaching of ethics and refined existing courses in alignment with an Integrated Community-Engaged Learning and Ethical Reflection (ICELER) framework. We present ethnographic case studies that unpack processes through which three faculty members transformed undergraduate courses. We assembled case studies by triangulating interview data, course artifacts, and faculty reflections. We examine (...) how faculty (1) built awareness around teaching ethics, (2) took responsibility for and made judgments about teaching ethics, (3) experimented by designing and implementing ICELER-inspired courses, and (4) interrogated the outcomes of their ethics teaching, utilizing findings to enhance awareness and revise courses. The paper closes by introducing a model detailing how instructors inquire into ethics teaching and how model components might inspire future educational practice and research. (shrink)

We have but one simple method of delivering our sentiments, namely, we must bring men to particulars and their regular series and order, and they must for a while renounce their notions, and begin to form an acquaintance with things. [Translated from Francis Bacon, Novum organum, 1620]1 Truth, he [Bacon] wrote, was not the daughter of Authority, but of Time. [ The Cambridge modern history, 1902]2.

Promoting the ethical formation of engineering students through the cultivation of their discipline-specific knowledge, sensitivity, imagination, and reasoning skills has become a goal for many engineering education programs throughout the United States. However, there is neither a consensus throughout the engineering education community regarding which strategies are most effective towards which ends, nor which ends are most important. This study provides an overview of engineering ethics interventions within the U.S. through the systematic analysis of articles that featured ethical interventions in (...) engineering, published in select peer-reviewed journals, and published between 2000 and 2015. As a core criterion, each journal article reviewed must have provided an overview of the course as well as how the authors evaluated course-learning goals. In sum, 26 articles were analyzed with a coding scheme that included 56 binary items. The results indicate that the most common methods for integrating ethics into engineering involved exposing students to codes/standards, utilizing case studies, and discussion activities. Nearly half of the articles had students engage with ethical heuristics or philosophical ethics. Following the presentation of the results, this study describes in detail four articles to highlight less common but intriguing pedagogical methods and evaluation techniques. The findings indicate that there is limited empirical work on ethics education within engineering across the United States. Furthermore, due to the large variation in goals, approaches, and evaluation methods described across interventions, this study does not detail “best” practices for integrating ethics into engineering. The science and engineering education community should continue exploring the relative merits of different approaches to ethics education in engineering. (shrink)

Background: Frailty is a common syndrome among older adults and patients with several comorbidities. Grip strength is a representative parameter of frailty because it is a valid indicator of current and long-term physical conditions in the general population and patients with severe mental illnesses. Physical and cognitive capacities of people with SMIs are usually impaired; however, their relationship with frailty or social functioning have not been studied to date. The current study aimed to determine if GS is a valid predictor (...) of changes in cognitive performance and social functioning in patients with type-2 diabetes mellitus and SMIs. Methods: Assessments of social functioning, cognitive performance, and GS were conducted in 30 outpatients with type 2 diabetes mellitus, 35 with major depressive disorder, 42 with bipolar disorder, 30 with schizophrenia, and 28 healthy controls, twice during 1-year, follow-up period. Descriptive analyses were conducted using a one-way analysis of variance for continuous variables and the chi-squared test for categorical variables. Differences between groups for the motor, cognitive, and social variables at T1 and T2 were assessed using a one-way analysis of covariance, with sex and age as co-variates. To test the predictive capacity of GS at baseline to explain the variance in cognitive performance and social functioning at T2, a linear regression analysis was performed. Results: Predictive relationships were found among GS when implicated with clinical, cognitive, and social variables. These relationships explained changes in cognitive performance after one year of follow-up; the variability percentage was 67.7%, in patients with type-2 diabetes mellitus and 89.1% in patients with schizophrenia. Baseline GS along with other variables, also predicted changes in social functioning in major depressive disorder, bipolar disorder, and schizophrenia, with variability percentages of 67.3, 36, and 59%, respectively. Conclusion: GS combined with other variables significantly predicted changes in cognitive performance and social functioning in people with SMIs or type-2 diabetes mellitus. Interventions aimed to improve the overall physical conditions of patients who have poor GS could be a therapeutic option that confers positive effects on cognitive performance and social functioning. (shrink)

Ethics is central to scientific and engineering research and practice, but a key challenge for promoting students’ ethical formation involves enhancing faculty members’ ability and confidence in embedding positive ethical learning experiences into their curriculums. To this end, this paper explores changes in faculty members’ approaches to and perceptions of ethics education following their participation in a multi-year interdisciplinary faculty learning community (FLC). We conducted and thematically analyzed semi-structured interviews with 11 participants following the second year of the FLC. Qualitative (...) themes suggested that, following two years of FLC participation, faculty members (1) were better able to articulate their conceptualizations of ethics; (2) became cognizant of how personal experiences, views, and beliefs informed how they introduced ethics into their curriculum; and (3) developed and lived instructional principles that guided their ethics teaching. Results thus suggested that faculty members benefitted from exploring, discussing, and teaching ethics, which (in turn) enabled them to see new opportunities and become confident in integrating ethics into their courses in meaningful ways that aligned with their scholarly identities. Taken together, these data suggest faculty became agents of change for designing, implementing, and refining ethics-related instructional efforts in STEM. This work can guide others interested in designing faculty learning communities to promote instructional skill development, faculty members’ awareness of their ethical values, and their ability and agency to design and integrate ethics learning activities alongside departmental peers in an intentional and continuous manner. (shrink)

후설 현상학은 제일철학적 철저주의의 이념에 의거하여 절대적 근원성의 해명을 추구한 철학이다. 이에 따라 후설 현상학이 궁극적으로 밝혀낸 절대적 근원성은 바로 선험적 주관성의 생생한 현재이다. 이 선험적 주관성의 생생한 현재는 모든 시간을 구성하는 근원시간화로서의 선시간적 근원성이다. 다시 말해 생생한 현재는 최초의 시간화인 자기현재화로서의 자기시간화를 통한 선험적 주관성의 시간적 자기구성의 가능 근거로서 궁극적으로 기능하는 근원자아이다. 이뿐만 아니라 생생한 현재는 모든 대상성을 시간위치적으로 시간화된 시간객체로서 구성하는 선험적 주관성의 시간적 대상구성의 가능 근거로서 궁극적으로 기능하는 근원자아이다. 이러한 생생한 현재는 시간화된 이후에야 비로소 성립하는 선험적 주관성의 (...) 현상학적 자기반성의 가능 근거로서 궁극적으로 기능하는 선반성적 자기동일성이다. 그런데 이러한 생생한 현재는 시간화 이전의 선시간적 근원성으로 인해 결코 반성적으로 대상화되어 파악될 수 없는 절대적 익명성을 지닌다. 따라서 이러한 생생한 현재는 반성적 자기의식의 인식론적 자기관계로써 이해될 수 없고, 선반성적 자기의식의 존재론적 자기관계로서 이해될 수 있다. (shrink)

It is often supposed one can draw a distinction, among the assumptions on which an inference rests, between certain background assumptions and certain more salient, or foregrounded, assumptions. Yet what may such a fore-v-background structure, or such structures, consist it? In particular, how do they relate to consciousness? According to a ‘Boring View’, such structures can be captured by specifying, for the various assumptions of the inference, whether they are phenomenally conscious, or access conscious, or else how easily available (...) they are to such consciousness. According to an ‘Interesting View’, there are fore-v-background structures over and above such classifications. The chapter gestures at reasons for thinking that an Interesting View at least merits exploration. The paper discusses some recent contributions to such a view in analytical philosophy; some remarks in Husserl on what he dubbed the horizonal dimension of acts of consciousness; and psychological work on the role of gist or schema representations in perception and memory. It is proposed that background assumptions can figure in consciousness by being as it were condensed into a consciously, though inattentively, entertained notion of their overall thematic gist, where this thematic gist gives the drift of a possible elucidation of how or why such-and-such salient grounds mean that so-and-so conclusion holds. (shrink)

DEFORGE R and SHAW J. Nursing Inquiry 2012; 19: 83–95 Back‐ and fore‐grounding ontology: exploring the linkages between critical realism, pragmatism, and methodologies in health & rehabilitation sciencesAs two doctoral candidates in a health and rehabilitation sciences program, we describe in this paper our respective paradigmatic locations along a quite nonlinear ontological‐epistemological‐axiological‐methodological chain. In a turn‐taking fashion, we unpack the tenets of critical realism and pragmatism, and then trace the linkages from these paradigmatic locations through to the methodological choices (...) that address a community‐based research problem. Beyond serving as an answer to calls for academics in training to demonstrate philosophical‐theoretical‐methodological integrity and coherence in their scholarship, this paper represents critical realism and its fore‐grounding of a deeply stratified ontology in reflexive relation to pragmatism and its back‐grounding of ontology. We conclude by considering the merits and challenges of conducting research from within singular versus proliferate paradigmatic perspectives. (shrink)

The concept of fore-structure is central to Heidegger’s idea of interpretation. Gadamer later incorporated this concept into his own theory of philosophical hermeneutics. But there are indeed certain signifcant differences between their accounts of the fore-structure, and these differences are o ften neglected by scholars. This essay will first present Heidegger’s concept of fore-structure, and then we will demonstrate the differences between Heidegger and Gadamer. At last, we will draw out some implications of Heidegger’s concept of (...) class='Hi'>fore-structure to textual Interpretation. (shrink)

The paper provides an overview of the hermeneutic and phenomenological context from which the idea of a “constitutional analysis” of science originated. It analyzes why the approach to “hermeneutic fore-structure of scientific research” requires to transcend the distinction between the context of justification and the context of discovery. By incorporating this approach into an integral “postmetaphysical philosophy of science”, I argue that one can avoid the radical empiricism of recent science studies, while also preventing the analysis of science's discursive (...) practices from collapsing into the frames of radical anti-epistemological critique mandated by some hermeneutic philosophers. (shrink)

Phenomenological researchers are obliged to grasp the epistemological and ontological differences between the Husserlian and Heideggerian branches of phenomenology to avoid misappropriating phenomenological terms or mischaracterizing study design. To that end, we spell out the key differences between both phenomenological traditions as background for describing the indelible role that the researcher's background assumptions, or fore‐structure, play in interpretive studies. We draw on our four studies to illustrate how we traversed the hermeneutic circle to disclose, challenge, and refine the personal, (...) cultural, clinical, and scientific assumptions hidden in our fore‐structures. Our reflections highlight how understanding evolves, not by bracketing or disengaging ourselves from the phenomena we study, but by engaging in an open dialog that seeks understanding as lived by patients and families. (shrink)

Open peer commentary on the article “Building Bridges to Algebra through a Constructionist Learning Environment” by Eirini Geraniou & Manolis Mavrikis. Upshot: In striving to support transition or bridging between arithmetic and algebra through software, Geraniou & Mavrikis come up against the need for learners not simply to “reflect” on what they have been doing, but to withdraw from action every so often, consider what actions have been effective, and construct their own narrative to hold together actions and goals and (...) connections to past experience with other topics. (shrink)

The starting point of this paper is a statement that Benjamin makes in a group of notes he writes for his project of a detective novel. Benjamin writes here that «criminal and detective could be so friends [so befreundet sein] as Sherlock Holmes and Watson». We’ll try to understand the meaning of this statement through the investigation of the detective topic in two moments of its fore and afterlife: its fore life in Benjamin’s meditation on the baroque and (...) its after life in Sherlock Holmes’s most recent apparition, in the BBC series Sherlock. One of the most interesting elements of this series is in fact the relationship – which is barely sketched in Conan Doyle’s stories – between Sherlock Holmes and his antagonist, the maths professor Jim Moriarty. We’ll see that in Benjamin’s notes for a detective novel the criminal is not a maths professor but a psychoanalyst. What is the difference, anyway, between professor Moriarty’s knowledge and Sherlock’s knowledge? In fact, we will find out that criminal and detective are closer to one other than what we may be induced to think – close but not coincident. (shrink)

In this article, I examine various aspects of the application of Heidegger's motif of interpretative articulation (the core phenomenological motif of existential analytic) to the constitutional analysis of meaningful objects in scientific research that are contextually ready-to-hand. It is my contention that not only the concepts of the ‘fore-structure of understanding’ and the ‘as-structure of interpretation’, but also the extended concepts of the ‘hermeneutic fore-structure of meaning constitution’ and ‘characteristic hermeneutic situation’ are the keys to understanding the interpretative (...) nature of scientific research. The paper applies the constitutional analysis of hermeneutic phenomenology to several phenomena of scientific research—constitution of meaningful objects, situational fulfilment of a domain's general project, production of a domain's thematically given objects, implementation of readable technologies to what is contextually ready-to-hand, reading hypothetical theoretical objects, and exegetical textualizing within interrelated practices. The study is supplied with exemplary illustrations from enzymology and biochemistry. The correlation between a domain's interpretative articulation and the appropriation of research possibilities within the research everydayness is addressed. Special attention is paid to the belief in and reading of intracellular enzymes as hypothetical theoretical objects. (shrink)

It was an afternoon in the early stages of the pandemic when Lisa Richardson and I ran into each other at the hospital coffee line. Standing six feet apart and decked out in masks, scrub caps, and face shields, we were almost unrecognizable to one another and to ourselves. The pandemic was of course top of mind, but our conversation quickly turned to what was being articulated about the pandemic and why it was being heralded as a "disaster for feminism". (...) As Audre Lorde reminds us, "There is no such thing as a single-issue struggle because we do not live single issue lives," and we were beginning to see how many issues intersected in the pandemic moment. The United Nations was calling... (shrink)

In the face of new forms of popular radicalism in the 1790s, British Whigs turned increasingly hostile to the French Revolution and doctrines of radical social improvement. Yet, rather than turn to Burke's Reflections on the Revolution in France to frame their anti-radical arguments, Whiggism took up the claims of Thomas Malthus' Essay on the Principle of Population. By eschewing the voluntarist idiom of Burke's Reflections in favour of a Newtonian rhetoric which resonated with the discursive traditions of radicalism itself, (...) Malthus provided a powerful anti-radical weapon which became a central pillar of the emerging ‘science’ of political economy. Debates in political economy thus moved to the forefront of the contest between Whigs and popular radicals. (shrink)

Name der Zeitschrift: Klio Jahrgang: 99 Heft: 1 Seiten: 238-259.

The aim of this paper is to discuss the role of art in Deweyan thought, making a case for the relationship among art, experience, and education. I will do so by drawing on both Deweyan works—primarily Art as Experience1 and chapter nine of Experience and Nature2—and scholarly literature devoted to the issue.3 Based on such precedents, I wish to argue that art plays a central function in Deweyan thought. Dewey conceived of art as the basis on which to deepen, enlarge, (...) and make sense of experience; the place where human beings search for meaning and unity finds its fulfillment; and the means by which we may enact the primary task of education, namely, bringing newness to the fore, or in Dewey’s words... (shrink)

Drawing on the work of Jacques Derrida, Marking Time presents an innovative account of literary time, in which the temporality and ontology of the literary are seen to be essentially intertwined. Individual chapters trace the stakes of this view of time for the status and 'economy' of the literary text across five 20th-century writers in French whose work is characterized by a fundamental and searching self-questioning: Maurice Blanchot, Samuel Beckett, Louis-René des Forêts, Pierre Klossowski, and Roger Laporte. A final chapter (...) draws on these analyses to develop an inherently unstable figure of 'saving time', which has important repercussions for how we conceive of literary value. (shrink)

The literature presents a broad approach to Corporate Social Responsibility, which aggregates a diversity of issues, such as the environment, labor conditions, and human rights. We addressed the impact of increasing CSR demands during the internationalization of emerging market multinationals on one particular subject, animal welfare. This subject raises important ethical concerns, especially as we understand that animals are sentient beings. Through content analysis of annual reports, we tracked the evolution of AW-CSR activities throughout the internationalization of two large Brazilian (...) meat-processing multinationals as they accessed markets with complex AW regulations. We also synthetized findings on broiler chicken on-farm AW research in Brazil and conducted interviews to gauge the impact of CSR standards on animals. Our findings show that, although EMNs that enter developed markets engage with various standards, the impacts of standard enforcement on actual welfare are not straightforward and call for broader AW and animal ethics developments. Uneven results among AW criteria indicate that some aspects are prioritized over others. Furthermore, some actions of actors such as EMNs and low-tier suppliers seem to counterbalance the expected impact of normative pressures to change the lives of animals for the better. We conclude that AW standards may improve AW in emerging markets; but these standards do not appear to be sufficiently stringent, and require improvements to have a more significant positive impact. A major signal emerging from this research is the fundamental need to broaden the animal ethics debate regarding the use of animals to produce meat. (shrink)