Although Responsible Conduct of Research training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: educational efforts should be tied to day-to-day practices in the field, educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and educational efforts should be embedded in a broader program of on-going career development efforts. (...) This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (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)

Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of (...) on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)

Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of (...) on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)

Developing World Bioethics, Volume 21, Issue 4, Page 211-226, December 2021.

Elaine Kuzmeskus retraces historical sâeance sessions and retells firsthand accounts of spirits reaching from beyond the veil so that we, the living, can better understand what happens in these encounters and why.

Part philosophical meditation, part cultural critique, The Body in Pain is a profoundly original study that has already stirred excitement in a wide range of intellectual circles. The book is an analysis of physical suffering and its relation to the numerous vocabularies and cultural forces--literary, political, philosophical, medical, religious--that confront it.Elaine Scarry bases her study on a wide range of sources: literature and art, medical case histories, documents on torture compiled by Amnesty International, legal transcripts of personal injury trials, (...) and military and strategic writings by such figures as Clausewitz, Churchill, Liddell Hart, and Kissinger, She weaves these into her discussion with an eloquence, humanity, and insight that recall the writings of Hannah Arendt and Jean-Paul Sartre.Scarry begins with the fact of pain's inexpressibility. Not only is physical pain enormously difficult to describe in words--confronted with it, Virginia Woolf once noted, "language runs dry"--it also actively destroys language, reducing sufferers in the most extreme instances to an inarticulate state of cries and moans. Scarry analyzes the political ramifications of deliberately inflicted pain, specifically in the cases of torture and warfare, and shows how to be fictive. From these actions of "unmaking" Scarry turns finally to the actions of "making"--the examples of artistic and cultural creation that work against pain and the debased uses that are made of it. Challenging and inventive, The Body in Pain is landmark work that promises to spark widespread debate. (shrink)

The role played by the concept of genetic coding in biology is discussed. I argue that this concept makes a real contribution to solving a specific problem in cell biology. But attempts to make the idea of genetic coding do theoretical work elsewhere in biology, and in philosophy of biology, are probably mistaken. In particular, the concept of genetic coding should not be used (as it often is) to express a distinction between the traits of whole organisms that are coded (...) for in the genes, and the traits that are not. (shrink)

This is the first volume on category theory for a broad philosophical readership. It is designed to show the interest and significance of category theory for a range of philosophical interests: mathematics, proof theory, computation, cognition, scientific modelling, physics, ontology, the structure of the world.

“Triviality arguments” against functionalism in the philosophy of mind hold that the claim that some complex physical system exhibits a given functional organization is either trivial or has much less content than is usually supposed. I survey several earlier arguments of this kind, and present a new one that overcomes some limitations in the earlier arguments. Resisting triviality arguments is possible, but requires functionalists to revise popular views about the “autonomy” of functional description.

How does science work? Does it tell us what the world is "really" like? What makes it different from other ways of understanding the universe? In Theory and Reality , Peter Godfrey-Smith addresses these questions by taking the reader on a grand tour of one hundred years of debate about science. The result is a completely accessible introduction to the main themes of the philosophy of science. Intended for undergraduates and general readers with no prior background in philosophy, Theory (...) and Reality covers logical positivism the problems of induction and confirmation Karl Popper's theory of science Thomas Kuhn and "scientific revolutions" the views of Imre Lakatos, Larry Laudan, and Paul Feyerabend and challenges to the field from sociology of science, feminism, and science studies. The book then looks in more detail at some specific problems and theories, including scientific realism, the theory-ladeness of observation, scientific explanation, and Bayesianism. Finally, Godfrey-Smith defends a form of philosophical naturalism as the best way to solve the main problems in the field. Throughout the text he points out connections between philosophical debates and wider discussions about science in recent decades, such as the infamous "science wars." Examples and asides engage the beginning student a glossary of terms explains key concepts and suggestions for further reading are included at the end of each chapter. However, this is a textbook that doesn't feel like a textbook because it captures the historical drama of changes in how science has been conceived over the last one hundred years. Like no other text in this field, Theory and Reality combines a survey of recent history of the philosophy of science with current key debates in language that any beginning scholar or critical reader can follow. (shrink)

El recurso cognitivo por el cual la ciencia ha obtenido información del mundo empírico ha sido, desde su origen, la medición. Ésta está sujeta a un proceso continuo de regeneración y transformación histórica. Los principales análisis metateóricos que se han realizado sobre la medición son en su mayoría sobre sus aspectos formales. En este artículo desarrollo un bosquejo de un enfoque histórico y cognitivo de la medición científica con el fin de mostrar sus diversos aspectos cognitivos, metodológicos y epistemológicos, mismos (...) que han sido sistemáticamente descuidados por la gran mayoría de los análisis en filosofía de la ciencia. Measurement has been the main cognitive resource through which science has obtained empirical information about the world. Scientific measurement is not a fixed process but an historical and dynamical one; nevertheless, almost all philosophical analysis have studied it from a formal point of view. My aim in this paper is to outline a cognitive and historical notion of scientific measurement that allows us to appreciate its diverse epistemic, methodological, and cognitive features. (shrink)

Arthur Prior is perhaps best known for his contributions to the philosophy of time. I shall argue here that his views about reference are not easily reconciled with his views about time, and suggest that his views about existence and his acceptance of some dubious Cartesian epistemological principles led him to increasingly bizarre and counter-intuitive claims about the sufficient conditions for successful reference to particulars. First he seems to have claimed that we cannot refer to individuals which no longer exist; (...) then that we can refer only to individuals which stand in a direct perceptual relationship to us; and finally that one can really only talk about oneself. In this paper I shall trace the development in Prior's thought which led him to this extraordinary conclusion. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:More Than Words:Communicating for the Quality of CareElaine HsiehMy first experience as a healthcare interpreter was in the summer of 1998. I just completed the first year of a two-year graduate program in one of the top MA programs for conference interpreters—many of the graduates ended up working at the United Nations and international agencies. Many of my classmates chose to work in top business or government agencies for (...) their summer internships. I wanted to do something different. Something that I may never cross paths with again if I miss the opportunity. So, I chose to work as a healthcare interpreter intern at a large healthcare system. The summer internship was supposed to be a refreshing break from the drudgery of rigorous training to be a conference interpreter at an international level.As a graduate student who has received one year of intensive practicum training, I was proud of my "overqualification." At that time and to this day, the norm for most training programs for professional healthcare interpreters is a 40-hour short course (e.g., Bridging the Gap). With my advanced training and language proficiency, I thought this would be a fun, easy detour in my career development. I was excited to work with real people, no longer trapped in the isolating interpreting booths with headphones in conference rooms.Little did I know that the summer internship would change my life and career trajectory. The first big jolt that challenged my confidence as an interpreter was also one of the first assignments I received. I was taking an elderly man to his first physical therapy session. The man had such severe scoliosis that he was essentially looking backward as he walked forward. As we walked into the clinic, a medical resident saw my patient and jumped up in excitement. With a great smile on his face, he exclaimed, "Wow! This is the worst case I have ever seen." I felt startled. I could see that the patient was unsure about the resident's excitement. Normally, I would just go ahead and interpret what the physician said. I would then introduce the patient to the physician, explain my role as an interpreter (e.g., "I will interpret everything you and the patient say so you understand each other"), and proceed to interpret what other speakers said.However, all my training as an interpreter failed me at that moment. It's not because I was unsure about the linguistic equivalences of the resident's comment in Chinese. Rather, I was unsure how to best convey the information in a faithful, neutral, and accurate way without risking the provider-patient relationship and the quality of care. I explained to the physician, "Hi, my name is Elaine, and I am the healthcare interpreter. I am responsible for helping the patient understand what others are saying." Then, I asked, "How would you like me to interpret what you just said? You appeared very excited." The resident was taken aback, paused for a moment, and said, "Please tell him that I'm very happy to meet him." I interpreted that and proceeded to my regular routines.Another memorable moment took place at the end of a long shift near the end of my summer internship. I was already packing up to head home when I received a call to assist a 90-year-old patient who had just been admitted to a mental health ward after a failed suicide attempt a few hours ago. As an interpreter, I was required to interpret everything in the first-person style. For example, instead of saying, "The patient is sad," I say, "I am sad." Whenever possible, I also embody the speaker's nonverbals, including attitudes and emotions, through my interpretation. During the intake, the physician asked, "From 1 to 10, 1 being the least happy day in your life and 10 being the happiest, what number do you feel right now?" With the emptiest stare and the most soulless voice, the patient said, "If I have never experienced happiness in my life, how [End Page 159] do I know which number to give?" Throughout the hour-long session, I spoke in the... (shrink)

COVID-19 is a very complex pandemic. It has affected individuals, different countries and regions of the world equally in some senses and differently in other senses. While sub-Saharan Africa has weathered a range of outbreaks of emerging and re-emerging infectious diseases, the manner in which the COVID-19 pandemic has evolved necessitates some observations, remarks and conclusions from our own situated observation point. Compared to previous epidemics/pandemics, many African countries have displayed a sense of solidarity in the face of COVID-19 that (...) convincingly demonstrates that an Ubuntu ethic is viable and globalizable. The African continent seems, at last, to have realized that ethics dumping must be avoided and has made strides in defining its COVID-19 research agenda and strengthening its epidemic response for both public health and health research. More needs to be done in terms of public engagement, funding and technical support for research on potential therapies/candidate vaccines that are a product of scientific studies on the continent. (shrink)

Much has been said about intuitionistic and classical logical systems since Gentzen’s seminal work. Recently, Prawitz and others have been discussing how to put together Gentzen’s systems for classical and intuitionistic logic in a single unified system. We call Prawitz’ proposal the Ecumenical System, following the terminology introduced by Pereira and Rodriguez. In this work we present an Ecumenical sequent calculus, as opposed to the original natural deduction version, and state some proof theoretical properties of the system. We reason that (...) sequent calculi are more amenable to extensive investigation using the tools of proof theory, such as cut-elimination and rule invertibility, hence allowing a full analysis of the notion of Ecumenical entailment. We then present some extensions of the Ecumenical sequent system and show that interesting systems arise when restricting such calculi to specific fragments. This approach of a unified system enabling both classical and intuitionistic features sheds some light not only on the logics themselves, but also on their semantical interpretations as well as on the proof theoretical properties that can arise from combining logical systems. (shrink)

Godfrey Devereux clearly explains the theory and practice behind the forms of yoga and includes postures specially created for this book. He presents the history and theory behind yoga, various forms and practices, an exclusive illustrated exercise section, how yoga can help in modern life and yoga and sex.

This chapter contains section titles: Introduction Senders and Receivers Content States of the Mind and Brain.

This book presents a collection of linked essays written by one of the leading philosophers of biology, Kim Sterelny, on the topic of biological evolution. The first half of the book explores most of the main theoretical controversies about evolution and selection. Sterelny argues that genes are not the only replicators: non-genetic inheritance is also extremely important, and is no mere epiphenomenon of gene selection. The second half of the book applies some of these ideas in considering cognitive evolution. Concentrating (...) on the mental capacities of simpler animals rather than those of humans, Sterelny argues for a general distinction between detection and representation, and that the evolution of belief, like that of representation, can be decoupled from the evolution of preference. These essays, some never before published, form a coherent whole that defends not just an overall conception of evolution, but also a distinctive take on cognitive evolution. (shrink)

The aim of this paper is to put into context the historical, foundational and philosophical significance of category theory. We use our historical investigation to inform the various category-theoretic foundational debates and to point to some common elements found among those who advocate adopting a foundational stance. We then use these elements to argue for the philosophical position that category theory provides a framework for an algebraic in re interpretation of mathematical structuralism. In each context, what we aim to show (...) is that, whatever the significance of category theory, it need not rely upon any set-theoretic underpinning. (shrink)

Just Business provides the first comprehensive, reasoned framework for resolving questions of business ethics and corporate governance. Innovative, accessible, and global in scope, its powerful Ethical Decision Model can be used to manage the ethical problems of business as they arise in all their complexity and variety. Just Business combines business realism with philosophical rigor, and demonstrates that it is not necessary to emasculate or to adulterate business for business to be ethical. The book benefits from Elaine Sternberg's extensive (...) experience as an academic philosopher, an international investment banker, and head of successful businesses. She is now Principal of a London-headquartered consultancy firm, and Research Fellow in Philosophy at the University of Leeds. (shrink)

Within the human and social sciences, the analysis of gender is treated as an essential aspect of human behaviour. By contrast, within the church there has been little sustained or disciplined attention to the nature and underlying significance of gender, theological discourse and church policy all too often displaying their ignorance and unexamined assumptions about the crucial issues involved. Elaine Graham attempts a more detailed and critical inquiry into how an analysis of gender can affect policy, practice and discourse (...) with the church. (shrink)

Self-Transcendence and Human History in Wolfhart Pannenberg examines Pannenberg's thoughts on self-transcendence and its relationship to human history. The author attempts to establish a better understanding of man as "creature" and as "creator" of history. Godfrey Igwebuike Onah begins by clarifying the definitions of self-transcendence, openness, and exocentricity. These terms involve man's natural tendency to constantly reach out beyond the present reality, which is based in his existence as a spiritual being open to God. Onah discusses the development of (...) the self that is always present, but does not completely emerge until the end of the individual's history. He shows that imagination, culture, language, play, love, trust, and the question of God are dimensions of man's capacity of self-transcendence. Through a critical dialogue with Pannenberg, the author demonstrates that man becomes history, while also participating with God in the making of history. He proposes that through self-knowledge comes knowledge of God and through knowledge of God comes knowledge of self. (shrink)

_In _Broader, Bolder, Better_, authors Elaine Weiss, of the Broader, Bolder Approach to Education campaign, and Paul Reville, former Massachusetts secretary of education, make a compelling case for a fundamental change in the way we view education._ The authors argue for a large-scale expansion of community-school partnerships in order to provide holistic, integrated student supports (ISS) from cradle to career, including traditional wraparound services like health, mental health, nutrition, and family supports, as well as expanded access to opportunities such (...) as early childhood education, afterschool activities, and summer enrichment programs. The book builds on nearly a decade of research by the Broader, Bolder Approach to Education, a national initiative endorsed by more than sixty policy experts and leaders from across the country, and draws on the work of Harvard’s Education Redesign Lab. It pulls from case studies of effective ISS efforts in twelve diverse communities to illustrate the variety of strategies that can be adopted locally. A call to action that also provides examples of communities that are successfully leveling the playing field for poor children, this book offers a detailed vision for building—through field work, mobilization, and financing—comprehensive systems to prepare all children for success. (shrink)

Debate about adaptationism in biology continues, in part because within “the” problem of assessing adaptationism, three distinct problems are mixed together. The three problems concern the assessment of three distinct adaptationist positions, each of which asserts the central importance of adaptation and natural selection to the study of evolution, but conceives this importance in a different way. As there are three kinds of adaptationism, there are three distinct "anti-adaptationist" positions as well. Or putting it more formally, there are three different (...) dimensions here, and strongly adaptationist views, strongly anti-adaptationist views, and moderate views are possible for each dimension. (shrink)

The book presents a new way of understanding Darwinism and evolution by natural selection, combining work in biology, philosophy, and other fields.

Methods and goals in philosophy are discussed by first describing an ideal, and then looking at how the ideal might be approached. David Lewis’s work in metaphysics is critically examined and compared to analogous work by Mackie and Carnap. Some large-scale philosophical systematic work, especially in metaphysics, is best treated as model-building, in a sense of that term that draws on the philosophy of science. Models are constructed in a way that involves deliberate simplification, or other imaginative modification of reality, (...) in order to make relationships visible or problems tractable. (shrink)