In lieu of an abstract, here is a brief excerpt of the content:Examining the Ethics of Human Subjects ResearchPaul S. Appelbaum (bio)The work of the Advisory Committee on Human Radiation Experiments confirms once again the value of combining empirical and normative approaches to problems in clinical and research ethics. The Committee, like its predecessor, the President’s Commission for the Study of Ethical Problems in Medicine and Biomedical and Behavioral Research, spent relatively modest sums of money gathering targeted data to inform (...) its deliberations. The results of the Committee’s research, which are discussed by Nancy Kass and Jeremy Sugarman in this issue of the Kennedy Institute of Ethics Journal, enhance our understanding of the current ethical status of human subjects research, helping to focus attention on areas of particular concern, and lay the basis for future research and policy development.My comments here focus on the two major empirical studies conducted by the Committee—the Research Proposal Review Project and the Subject Interview Study. I will underscore just a few of the primary findings from these studies, consider their limitations, and explore their implications. Readers interested in the details of the studies should consult the Committee’s Final Report (ACHRE 1995), on which I rely in part and which provides additional information on the methodology and findings of the studies.Research Proposal Review ProjectWhat can be learned from the Committee’s review of 125 federally-funded human research studies? In answering that question, one cannot ignore the irony inherent in the Committee’s decision to review documents related to institutional review board (IRB) consideration of the selected protocols. The single most frequent complaint about the current system for protecting human subjects is that IRBs focus almost exclusively on review of consent forms and other research documents, as if they bore some close relationship to what actually transpires between investigators and potential research subjects. Only a small number of studies examine the research consent process. Nevertheless, existing data strongly [End Page 283] suggest that subject recruitment often involves an extended process of courtship, during which the information contained in consent forms is only a small part of the information passed between investigators and subjects (Benson, Roth, and Winslade 1985; Lidz et al. 1984).Indeed, the second of the Committee’s studies—the Subject Interview Study, which is discussed below—appears to confirm these findings. In-depth interviews with 99 individuals who reported that they were former or current research subjects suggest that “[f]or many, the decision to participate seemed to have been made before the consent form was given to them, and they signed it almost as a formality” (ACHRE 1995 [GPO, p. 742; Oxford, p. 471]). 1 Why, then, did the Committee focus its attention on documents that in many cases seem to play only a tangential role in the consent process? As is the case with IRBs around the country, the answer appears to be that consent forms and related documents are the only easily available window on consent transactions. In addition, under the current system, consent forms constitute the part of the process that IRBs can influence most easily. Consequently, it suits almost everyone’s needs—except perhaps those of the research subjects—to pretend that they reflect what actually transpires in the recruitment process. To the Committee’s credit, it was well aware of this dilemma. Nonetheless, it struggled to wring valid lessons from these limited data in its Final Report.Perhaps the most interesting finding from the Research Proposal Review Project is just how poor so many consent forms are. Given the disproportionate emphasis that many IRBs place on the content of the forms, one would expect that investigators by now would have learned to design documents that meet objective standards of adequacy, such as those applied by the Committee. Indeed, except in the most unusual circumstances, doing so would virtually guarantee that the IRB will ask no further questions about subject recruitment procedures. Although the data justify the inference that many investigators do not yet understand which information is essential to communicate to potential subjects, nor have learned how to do so effectively, they also force us to a still more radical conclusion. If the IRBs were doing their jobs, the Committee... (shrink)

Human beings as imperfect rational beings face continuous challenges, one of them has to do with the lack of recognizing and respecting our inner dignity in present times. In this collective paper, we address the overall theme—Philosophy of Education in a New Key from various perspectives related to dignity. We address in particular some of the constraints and possibilities with regard to this issue in various settings such as education and society at large. Klas Roth discusses, for example, that (...) it is not uncommon that the value of human beings has to do with their price in, inter alia, their social, cultural, political and economic settings throughout the world. He argues that such a focus does not necessarily draw attention to the inner dignity of human beings, but that human beings ought to do so in education and society at large. Lia Mollvik discusses views of inner and outer dignity, and argues that there needs to be a balance in between them, and that the balance ought to be acknowledged in education. Rama Alshoufani discusses the classification of human beings in terms of various diagnoses related to the asserted dysfunction of the brain, and she argues that such classification does paradoxically not necessarily respect people with such diagnoses as ends in themselves. On the contrary, she argues that their inner dignity is not respected, but that it should be. Other such failures are due to the lack of inner dignity when it comes to Children’s rights as discussed by Rebecca Adami, and to the lack of recognition of human beings’ vulnerability as discussed by Katy Dineen. Fariba Majlesi criticizes a too strong emphasis on substantive notions of humanist education, which seem to hinder new ways of thinking; she argues that it is necessary to acknowledge the latter in and through education in order to preserve the dignity of human beings. Dignity, it is argued throughout the paper, has an inner moral worth, and is beyond price. (shrink)

We largely agree with Grimwade et al ’s1 conclusion that challenge trial participants may ethically be paid, including for risk. Here, we add further arguments, clarify some points from the perspective of economics and indicate areas where economists can support the development of a framework for ethically justifiable payment. Our arguments apply to carefully constructed and monitored controlled human infection model trials that have been appropriately reviewed and approved. Participants in medical studies perform a service. Outside the domain of research (...) participation, there is nearly universal agreement that workers providing a service should be compensated fairly, and that work involving more discomfort and risk should be compensated more generously. Accordingly, labour regulations impose floors, not caps on compensation. Caps, even if intended to protect against undue inducement, also raise concerns about illegal price-fixing that disadvantages workers. Such limits on payment for egg donors have successfully been challenged in court.i Moreover, caps on compensation may harm everyone at risk of infection, not just potential participants. Insufficient compensation may impede the recruitment of enough suitable subjects, for example, when representativeness of the subject sample is required. Delays in vaccine development not only prolong disruption of social, educational and economic activity but also lead to excess infections and deaths. Unlike paid CHIM participants, individuals exposed to such infection do not accept it voluntarily, are not compensated for it, and are unlikely to receive the level of medical supervision afforded to closely monitored CHIM participants. Payment caps can lead to attempts to circumvent the regulation. For example, many countries …. (shrink)

This essay briefly explores the phenomenon of nepantla in three representative cross-cultural encounters, in both initial and later phases: Spain-Latin America, England-India, and the West-Japan. N...

In recent years, many researchers engaged in diverse areas and approaches of “cultural-historical activity theory” (CHAT) realized an increasing international interest in Lev S. Vygotsky’s, A. N. Leont’ev’s, and A. Luria’s work and its continuations. Not so long ago, Yrjö Engeström noted that the activity approach was still “the best-held secret of academia” (p. 64) and highlighted the “impressive dimension of theorizing behind” it. Certainly, this remark reflects a time when CHAT was off the beaten tracks. But if this situation (...) begins to change today, in which direction will CHAT be heading? Will it continue to be one of those projects “unique for its practical, political, and civic engagement” committed “to ideals of social justice, equality, and social change” as it was in the beginning (Stetsenko & Arievitch, 2004, p. 58)? Although a positive future of CHAT seems to lie ahead, we consider in this article some of the problematics that may challenge all those who want to pass the “impressive dimensions of theorizing” from “insider” circles to a larger audience and from one generation to another as well as encourage newcomers to become part of this tradition through critical engagement in its theory and practice. A key to these engagements, we suggest, is not only the comprehensive empirical and philosophical basis, but also the role of dialectics as both topic and method. Therefore, the challenge for newcomers (as well as for “old-timers”) to take on the tradition of CHAT is not a small one indeed. We assume that a major reason for the increasing interest in CHAT lies in its potential to provide a non-reductionist approach to human development, which is due to its affinity to dialectics; however, the close interrelation to a tradition that reaches back to the theories of Georg W.F. Hegel and Karl Marx, among others, is not the easiest to master. In consideration of these difficulties, the purpose of this article is to investigate how contemporary approaches within CHAT can continue to provide a dialectical framework to preserve and renew the critical intention of this tradition, and how we run the risk of losing this sting. Thereby, we sensitize researchers to the problem of developing a cultural-historical approach within a historical situation that confronts us with new, unanswered questions. In this light, we also problematize the use of scientific language, for it may lead us to speak and argue un-dialectically when in fact we intend or ought to think dialectically. This article seeks to convey insights and arguments of how we can relate our theoretical approaches to a tradition of dialectical thinking and in what ways this is paramount for a critical engagement in theory and practice. In the first part, we therefore discuss not only some major theorems in Hegel’s and Marx’s work but also, and above all, Vygotsky’s way of developing the cultural-historical approach of psychology. Second, we argue that the contemporary, widely known version of CHAT, related to Yrjö Engeström’s theoretical and empirical work, neglects different aspects of dialectical thinking and consequently narrows its potential to a socio-critical approach to societal practice and human development. A crucial question of this scrutiny will be the notion of contradictions and how development is supposed to be achieved. In general, our intention is not only to clarify the role of dialectics as a method for activity theory but also to problematize the role of the subjects of research in CHAT and to confront ourselves with the problems of practicing and developing a critical science in face of a complex and challenging societal world. (shrink)

What are the prospects for a cognitive science of meaning? As stated, we think this question is ill posed, for it invites the conflation of several importantly different semantic concepts. In this paper, we want to distinguish the sort of meaning that is an explanandum for cognitive science—something we are going to call meaning—from the sort of meaning that is an explanans in cognitive science—something we are not going to call meaning at all, but rather content. What we are going (...) to call meaning is paradigmatically a property of linguistic expressions or acts: what one’s utterance or sentence means, and what one means by it. What we are going to call content is a property of, among other things, mental representations and indicator signals. We will argue that it is a mistake to identify meaning with content, and that, once this is appreciated, some serious problems emerge for grounding meaning in the sorts of content that cognitive science is likely to provide. (shrink)

Conveying emotions in spoken poetry may be based on a poem’s semantic content and/or on emotional prosody, i.e. on acoustic features above single speech sounds. However, hypotheses of more direct sound–emotion relations in poetry, such as those based on the frequency of occurrence of certain phonemes, have not withstood empirical (re)testing. Therefore, we investigated sound–emotion associations based on prosodic features as a potential alternative route for the, at least partially, non-semantic expression and perception of emotions in poetry. We first conducted (...) a pre-study designed to validate relevant parameters of joy- and sadness-supporting prosody in the recitation, i.e. acoustic production, of poetry. The parameters obtained thereof guided the experimental modification of recordings of German joyful and sad poems such that for each poem, three prosodic variants were constructed: one with a joy-supporting prosody, one with a sadness-supporting prosody, and a neutral variant. In the subsequent experiment, native German speakers and participants with no command of German rated the joyfulness and sadness of these three variants. This design allowed us to investigate the role of emotional prosody, operationalized in terms of sound-emotion parameters, both in combination with and dissociated from semantic access to the emotional content of the poems. The findings from our pre-study showed that the emotional content of poems (based on pre-classifications into joyful and sad) indeed predicted the prosodic features pitch and articulation rate. The subsequent perception experiment revealed that cues provided by joyful and sad prosody specifically affect non-German-speaking listeners’ emotion ratings of the poems. Thus, the present investigation lends support to the hypothesis of prosody-based iconic relations between perceived emotion and sound qualia. At the same time, our findings also highlight that semantic access substantially decreases the role of cross-language sound–emotion associations and indicate that non-German-speaking participants may also use phonetic and prosodic cues other than the ones that were targeted and manipulated here. (shrink)

A central challenge for research on how we should prepare students to manage crossing boundaries between different knowledge settings in life long learning processes is to identify those forms of knowledge that are particularly relevant here. In this paper, we develop by philosophical means the concept of a dialectical system as a general framework to describe the de-velopment of knowledge networks that mark the starting point for learning processes, and we use semiotics to discuss the epistemological thesis that any cognitive (...) access to our world of objects is mediated by signs and diagrammatic reasoning and abduction as those forms of practical knowledge that are crucial for the development of knowledge networks. The rich-ness of this theoretical approach becomes evident by applying it to an example of learning in a biological research context. At the same time, we take a new look at the role of mathematical knowledge in this process. (shrink)

In this study, we take up L. S. Vygotsky’s challenge to study learning and development in terms of categories, irreducible units that preserve the characteristics of the whole. One such category is experiencing [pereživanie], a process that integrates over the relation of person and environment. Using a case study from Iceland, we theorize the process of “becoming as a teacher-in-a-village school” in terms of experiencing [pereživanie]. The case describes a stage of development in the life of a person who becomes (...) a teacher and then experiences a developmental trajectory very different from his previous life as a fisherman. This is an aspect of teacher education that is hardly described in the teacher education literature which tend to be concerned with events after a person has entered a professional program or after a person has begun teaching. We discuss the implications of taking experiencing [pereživanie] as the developmental unit for theory and the practice of teacher education and development. (shrink)

Cantus firmus der analytischen Sprachphilosophie als der Philosophie des 20. Jahrhunderts ist die Theorie des Sprachverstehens, die für die Human- und die Sozialwissenschaft immer mehr in den Mittelpunkt tritt. Das Buch führt in die Problemsituation der sprachanalytischen Philosophie und Wissenschaftstheorie ein, die dann eintritt, wenn die metaphysische Bestimmung der Sprache (Scheitern des logischen Atomismus) und die Zurückführung der Rekonstruktion von Verstehen mit semantischen Begriffen, die sich auf den Ausdrucksgebrauch und die Satzwahrheit als Analysans beziehen, strittig wird. Die Problemsituation wird konstruktiv (...) an den beiden Traditionen der analytischen Philosophie, der klassischen Debatten logische versus begriffliche Analyse, semantische versus pragmatische Präsuppositionen und der nach-empiristischen Bedeutungstheorie dargestellt. Eine Orientierung über die sprachanalytische Handlungstheorie ergänzt die Untersuchung. Die Perspektive geht dahin, dass in der Frankfurter Schule der Sprechakttheorie eine Sprachpragmatik Weichen für eine Protosoziologie stellt. (shrink)

Title: Consuming Desire: Sexual Science and the Emergence of a Culture of Abundance, 1871-1914 Publisher: Cornell University Press ISBN: 080142058X Author: Lawrence Birken Title: Sexual Science: The Victorian Construction of Womanhood Publisher: Harvard University Press ISBN: 0674802918 Author: Cynthia Eagle Russett.

Das Husserlbild der Gegenwart ist noch weitgehend gepragt von den erkenntnistheoretischen "Logischen Untersuchungen", durch die Husserl in weitem MaBe als Begriinder einer neuen objektiven Logik gilt. Mitunter wird er sogar als einseitig orien tierter Rationalist und Aufklarer des 20. J ahrhunderts, als der "Cartesius unserer Tage" 1 angesehen. Dieses Bild Husserls kann wohl jederzeit durch seine Veroffent lichungen gerechtfertigt werden. Dennoch ist es einseitig und recht vordergriindig, da dabei voll und ganz iibersehen wird, daB auch der Bereich des Emotionalen flir (...) HusserI ein entscheiden gut wie nichts des Interessengebiet darstellt, wovon bislang so veroffentlicht worden ist. Wohl werden in seinen Schriften gclegentlich Fragen der Wertlehre, der Asthetik und Ethik angeschnitten 2, aber eine eingehende Auseinandersetzung mit derartigen Fragen liegt in keinem der veroffentlichten Werke vor. In Wirklichkeit aber war ihm die Begriindung einer echten wissenschaftlichen Ethik immer ein ernstes philosophisches An liegen. Bereits vor den "Logischen Untersuchungen" beschaf tigte sich Husserl mit ethischen Grundproblemen 3. Welche 1 Vgl. Briick, Maria, Dr. phil, Ubey das Verhiiltnis Hllsserls zu Franz Brentano, vor nehmlich mit Rucksicht auf Brentanos Psychologie, 1933, S. 7. Husserl selbst hat die Phiinomenologie in den "Cartesianischen Meditationen" (Husscrliana, Bd. I, 1950, S. (shrink)

Revolutionizing received opinion of Taoism's origins in light of historic new discoveries, Harold D. Roth has uncovered China's oldest mystical text--the original expression of Taoist philosophy--and presents it here with a complete translation and commentary. Over the past twenty-five years, documents recovered from the tombs of China's ancient elite have sparked a revolution in scholarship about early Chinese thought, in particular the origins of Taoist philosophy and religion. In _Original Tao,_ Harold D. Roth exhumes the seminal text of (...) Taoism--_Inward Training (Nei-yeh)_--not from a tomb but from the pages of the _Kuan Tzu,_ a voluminous text on politics and economics in which this mystical tract had been "buried" for centuries. _Inward Training_ is composed of short poetic verses devoted to the practice of breath meditation, and to the insights about the nature of human beings and the form of the cosmos derived from this practice. In its poetic form and tone, the work closely resembles the _Tao-te Ching_; moreover, it clearly evokes Taoism's affinities to other mystical traditions, notably aspects of Hinduism and Buddhism. Roth argues that _Inward Training_ is the foundational text of early Taoism and traces the book to the mid-fourth century B.C. (the late Warring States period in China). These verses contain the oldest surviving expressions of a method for mystical "inner cultivation," which Roth identifies as the basis for all early Taoist texts, including the _Chuang Tzu_ and the world-renowned _Tao-te Ching._ With these historic discoveries, he reveals the possibility of a much deeper continuity between early "philosophical" Taoism and the later Taoist religion than scholars had previously suspected. _Original Tao_ contains an elegant and luminous complete translation of the original text. Roth's comprehensive analysis explains what _Inward Training_ meant to the people who wrote it, how this work came to be "entombed" within the _Kuan Tzu,_ and why the text was largely overlooked after the early Han period. (shrink)

This chapter contains sections titled: Introduction Functional Attribution: Meeting the Explanatory Constraint Functional Attribution: Normativity Postscript: Counterpoint Notes References.

"Knowing and History" charts the development of Hegelian philosophy of history in France from the 1930s through the postwar period, and critically assesses its significance for an understanding of our cultural present and of the possibilities for making meaning out of change over time. Michael Roth provides detailed analyses of the works of three of the most important Hegelian thinkers: Jean Hyppolite, Alexandre Kojève, and Eric Weil. These philosophers turned to history as the source of truths and criteria of (...) judgment: they forged connections between history and knowing as a means of confronting key modem philosophical problems, and of engaging their contemporary political concerns. According to Roth, the French Hegelians' work illuminates the power and limitations of the philosophical approach to history. Further, he finds in the development of their philosophies one of the crucial transformations in modem intellectual history: the shift from a concern with questions of significance to a concern with questions of use or function. Relevant to a wide variety of disciplines, "Knowing and History" will appeal to those specializing in intellectual history and political theory, as well as philosophers of history, critical theorists, and students of modem French thought and culture. (shrink)

This title is part of UC Press's Voices Revived program, which commemorates University of California Press’s mission to seek out and cultivate the brightest minds and give them voice, reach, and impact. Drawing on a backlist dating to 1893, Voices Revived makes high-quality, peer-reviewed scholarship accessible once again using print-on-demand technology. This title was originally published in 1979.

How can we understand human agency, and what does it mean to educate character? In this essay Klas Roth develops a Kantian notion, one that suggests we render ourselves efficacious and autonomous in education and elsewhere. This requires, among other things, that we are successful in bringing about the intended result through our actions and the means used, and that we act in accordance with and are motivated by the Categorical Imperative. It also requires that we are or strive (...) to become virtuous and that we engage in moral reflection, and, furthermore, that actions are done for the sake of duty, that is, out of respect for the moral law. We accomplish such aims by developing our predispositions, namely the technical, the pragmatic, and the moral predisposition in a society. The extent to which we achieve this, Roth contends, demonstrates what we are prepared to make of ourselves. (shrink)

My concern here is to motivate some theses in the philosophy of mind concerning the interpersonal character of intentions. I will do so by investigating aspects of shared agency. The main point will be that when acting together with others one must be able to act directly on the intention of another or others in a way that is relevantly similar to the manner in which an agent acts on his or her own intentions. What exactly this means will become (...) clearer once we understand what it is to act directly on one’s own intentions. But I take it to be a fundamental assumption of the prevailing individualism of the theory of action— one at the core of its conception of the separateness of individuals— that one person cannot act directly on another’s intention. I agree that there is an important way in which we are or can be separate and autonomous thinkers and agents. But the way the individualist tries to capture this separateness is misguided. (shrink)

Although there are many points of continuity, there are also a number of changes in the pedagogical form of the anatomy lecture over the longue durée, over centuries of epistemic change, rather than over years or decades. The article begins with an analysis of the physical and technical arrangements of the early modern anatomy lecture, showing how these present a general underlying similarity compared to those in place today. It then goes on to consider examples of elements of speech and (...) presentation, description and illustration that are used in the biology lecture from the early modern (sixteenth to seventeenth centuries) and late modern (or contemporary) eras. The anatomy lecture thus demonstrates a basic physical and technical continuity in the classroom or theater, whereas the larger epistemic functions in which it is embedded have changed: from a descriptive, discursive function, focusing on individual organs and their physicality, to one that is more integrative, systemic and also performative in both form and content. (shrink)

In The Contemplative Foundations of Classical Daoism, Harold D. Roth explores the origins and nature of the Daoist tradition, arguing that its creators and innovators were not abstract philosophers but, rather, mystics engaged in self-exploration and self-cultivation, which in turn provided the insights embodied in such famed works as the Daodejing and Zhuangzi. In this compilation of essays and chapters representing nearly thirty years of scholarship, Roth examines the historical and intellectual origins of Daoism and demonstrates how this (...) distinctive philosophy emerged directly from practices that were essentially contemplative in nature. In the first part of the book, Roth applies text-critical methods to derive the hidden contemplative dimensions of classical Daoism. In the second part, he applies a "contemplative hermeneutic" to explore the relationship between contemplative practices and classical Daoist philosophy and, in so doing, brings early Daoist writings into conversation with contemporary contemplative studies. To this he adds an introduction in which he reflects on the arc and influence on the field of early Chinese thought of this rich vein of scholarship and an afterword in which he applies both interpretive methods to the vexing question of the authorship of the Inner Chapters of the Zhuangzi. The Contemplative Foundations of Classical Daoism brings to fruition the cumulative investigations and observations of a leading figure in the emerging field of contemplative studies as they pertain to a core component of early Chinese thought. (shrink)

Child maltreatment not only leads to epigenetic changes, but also increases the risk of related behavioral deficits and mental disorders. These issues presumably are most closely associated with epigenetic changes in the brain, but epigenetic changes in peripheral tissues like blood are often examined instead, due to their accessibility. As such, the reliability of using the peripheral epigenome as a proxy for that of the brain is imperative. Previously, our lab has found aberrant methylation at the Brain-derived neurotrophic factor gene (...) in the prefrontal cortex of rats following aversive caregiving. The current study examined whether aversive caregiving alters Bdnf DNA methylation in the blood compared to the prefrontal cortex. It was revealed that DNA methylation associated with adversity increased in both tissues, but this methylation was not correlated between tissues. These findings indicate that group trends in Bdnf methylation between blood and the brain are comparable, but variation exists among individual subjects. (shrink)

Stakeholder scholars have long explored how stakeholder relationships differ from economic transactions. We contribute to this ongoing inquiry by developing a conceptual framework of relationality in stakeholder theory that encompasses a stakeholder-theoretic extension of Williamson's contracting schema and a new typology of stakeholder relationships. Premised on understanding relationality as the need for informal human relationships beyond formal governance, our framework locates the key difference between transaction cost economics and stakeholder theory in their treatment of informal relationships. While transaction cost economics (...) perceives informal relationships to be shaped by formal governance structures and enforced by contractual safeguards, stakeholder theory is open to the possibility that some informal relationships between stakeholders may be genuinely moral and thus irreducible to formal governance and contractual safeguards. These stakeholder relationships may lead to unique economic effects described by instrumental stakeholder theory. The difference that we identified between the two literatures shows how stakeholder theory's embrace of relationality surpasses that of transaction cost economics. (shrink)

Robert Roth, among the first few Catholics to write favorably, even if critically, about American pragmatism, presents here a creative piece of comparative philosophy in which he achieves a long-term goal of attempting a reconciliation between pragmatism and a classical spiritual and religious perspective. The title, Radical Pragmatism, is an adaptation of William James’s "radical empiricism." James had argues that the classical empiricists, Locke and Hume, did not go far enough in their account of experience. They missed some of (...) its most important aspects, namely connections and relations, and as a result they were left with discrete sense data and sense objects. (shrink)

This handbook of Anabaptism and Spiritualism provides an informative survey of recent scholarship on the Radical Reformation, from the 1520s to the end of the eighteenth century. Each chapter offers a narrative summary that engages current research and suggests directions for future study.