Drawing out literal and metaphorical meanings of 'foreignness' this wide-ranging volume offers much to scholars of postcolonial, gender, and cultural studies seeking new approaches to the study of alterity.

The volume documents, and makes an original contribution to, an astonishing period in twentieth-century philosophy—the progress of Arne Naess's ecophilosophy from its inception to the present. It includes Naess's most crucial polemics with leading thinkers, drawn from sources as diverse as scholarly articles, correspondence, TV interviews and unpublished exchanges. The book testifies to the skeptical and self-correcting aspects of Naess's vision, which has deepened and broadened to include third world and feminist perspectives. Philosophical Dialogues is an essential addition to the (...) literature on environmental philosophy. (shrink)

"Writing in a lively and refreshingly clear American English, Zimmerman provides an uncompromisingly honest and judicious account... of Heidegger’s views on technology and his involvement with National Socialism.... One of the most important books on Heidegger in recent years." —John D. Caputo "... superb... " —Thomas Sheehan, The New York Review of Books "... thorough and complex... " —Choice "... excellent guide to Heidegger as eco-philosopher." —Radical Philosophy "... engrossing, rich in substance... makes clear Heidegger's importance for the (...) issue of technology, ethics, and politics." —Religious Studies Review The relation between Martin Heidegger’s understanding of technology and his affiliation with and conception of National Socialism is the leading idea of this fascinating and revealing book. Zimmerman shows that the key to the relation between Heidegger’s philosophy and his politics was his concern with the nature of working and production. (shrink)

Oxford Studies in Metaphysics is the forum for the best new work in this flourishing field. Much of the most interesting work in philosophy today is metaphysical in character: this new series is a much-needed focus for it. OSM offers a broad view of the subject, featuring not only the traditionally central topics such as existence, identity, modality, time, and causation, but also the rich clusters of metaphysical questions in neighbouring fields, such as philosophy of mind and philosophy of science. (...) Besides independent essays, volumes will often contain a critical essay on a recent book, or a symposium that allows participants to respond to one another's criticisms and questions. Anyone who wants to know what's happening in metaphysics can start here. Volume Two begins with a major paper on consciousness by Ned Block. Block examines 'Max Black's Objection to Mind-Body Identity', an argument for a dualism of physical and phenomenal properties, closely related to Jackson's 'knowledge argument'. His extensive exploration of this family of arguments for property dualism includes considerable discussion of John Perry and Stephen White; their responses to Block's paper complete the section on the metaphysics of consciousness.Three papers consider the thesis that the future is, in some sense, 'open'. Eli Hirsch elaborates a view according to which contingent statements about the future can be indeterminate in truth-value, while preserving 'straight logic', including a principle of bivalence. Peter Forrest defends a sort of 'growing block' theory of the passage of time, emphasizing the way such a metaphysics, combined with a truth-maker principle, can provide an analysis of natural necessity. Trenton Merricks presents a trenchant and original criticism of the 'growing block' theory of time.The volume continues with a group of papers on problems of ontology. Thomas Hofweber's paper, defending nominalism from the objection that there are 'inexpressible' properties and propositions, won the first annual Oxford Studies in Metaphysics Younger Scholar Prize. The papers by Phillip Bricker and Michael Loux examine a couple of deep divides within ontology. John Hawthorne's paper raises some extremely puzzling questions about the nature of persons, given the ontology needed for Timothy Williamson's theory of vagueness. Hawthorne uses these problems to motivate an alternative style of epistemicism. The final three papers take up several issues in the metaphysics of traditional theism. Michael Bergmann and Jeffrey Brower raise objections to combining a Platonic conception of universals with the doctrine of divine aseity; while Brian Leftow defends a non-Platonic theory of universals - a kind of divine-concept nominalism. Hud Hudson suggests that contemplation of the possibility of higher dimensions opens up new avenues in theodicy. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Philosophical Perspectives Volume 17, Language and Philosophical Linguistics, contains over 20 articles from leading philosophers of language and linguists ...

In recent years, a number of theorists have developed approaches to social cognition that highlight the centrality of social interaction as opposed to mindreading (e.g. Gallagher and Zahavi 2008 ; Gallagher 2001 , 2007 , 2008 ; Hobson 2002 ; Reddy 2008 ; Hutto 2004 ; De Jaegher 2009 ; De Jaegher and Di Paolo 2007 ; Fuchs and De Jaegher 2009 ; De Jaegher et al. 2010 ). There are important differences among these approaches, as I will discuss, but (...) they are united by their commitment to the claim that various embodied and extended processes sustain social understanding and interaction in the absence of mindreading and thus make mindreading superfluous. In this paper, I consider various ways of articulating and defending this claim. I will argue that the options that have been offered either fail to present an alternative to mindreading or commit one to a radical enactivist position that I will give reasons for being skeptical about. I will then present an alternative and moderate version of interactionism, according to which the embodied and extended processes that interactionists emphasize actually complement mindreading and may even contribute as an input to mindreading. (shrink)

Michael-John Turp | : There is little consensus concerning the truth or reference conditions for evaluative terms such as “good” and “bad.” In his paper “Good and Evil,” Geach proposed that we distinguish between attributive and predicative uses of “good.” Foot, Thomson, Kraut, and others have put this distinction to use when discussing basic questions of value theory. In §§1-2, I outline Geach’s proposal and argue that attributive evaluation depends on a prior grasp of the kind of thing (...) that is evaluated, which is another way of saying a prior grasp of a thing’s nature. In §§3-4, I discuss the evaluation of artifacts, which provide the clearest examples of attributive evaluation. This allows me to address a series of problems apparently facing the idea of attributive goodness. In §5, I consider the neo-Aristotelian idea that we can extend attributive accounts of goodness to human lives, and I pay attention to Foot’s account of natural goodness. This leads me to consider the goodness of human life as a whole in §6. At this point. I depart from Geach’s approach and argue that questions of attributive goodness finally give rise to questions of predicative or absolute goodness. | : Il y a peu de consensus sur la vérité ou les conditions de référence pour les termes évaluatifs tels que « bon » et « mauvais ». Dans son article « Good and Evil », Geach a proposé de distinguer les usages attributif et prédicatif du « bon ». Foot, Thomson, Kraut et d’autres considèrent qu’il faut utiliser cette distinction lorsqu’il s’agit des questions fondamentales de la théorie de la valeur. Dans les parties 1-2, je décris ici la proposition de Geach et je prétends que l’évaluation attributive dépend d’une compréhension préalable du genre de chose qui est évaluée, ce qui est une autre façon de dire une compréhension préalable de la nature d’une chose. Dans les parties 3-4, je discute de l’évaluation des artefacts, qui fournissent les exemples les plus clairs d’évaluation attributive. Cela me permet d’illustrer une série de problèmes apparemment liés à l’idée de la bonté attributive. Dans la partie 5, je considère l’idée néo-aristotélicienne voulant que nous puissions étendre notre compréhension de la bonté attributive aux vies humaines, et je me penche sur l’idée de bonté naturelle selon Foot. Cela me conduit à considérer la bonté de la vie humaine comme un tout, dans la partie 6. De là, je m’éloigne de l’approche de Geach pour affirmer que les questions de bonté attributive suscitent finalement des questions de bonté prédicative ou absolue. (shrink)

In this brief discussion, we explicate and evaluate Heyes and colleagues’ deflationary approach to interpreting apparent evidence of domain-specific processes for social percep- tion. We argue that the deflationary approach sheds important light on how functionally specific processes in social perception can be subserved at least in part by domain-general processes. On the other hand, we also argue that the fruitfulness of this approach has been unnecessarily hampered by a contrastive conception of the relationship between domain- general and domain-specific processes. (...) As an alternative, we propose a complementary conception: the identification of domain-general processes that are engaged in instances of social perception can play a positive, structuring role by adding additional constraints to be accounted for in modelling the domain-specific processes that are also involved in such instances. (shrink)

In the current paper, we present and discuss a series of experiments in which we investigated people’s willingness to ascribe intentions, as well as blame and praise, to groups. The experiments draw upon the so-called “Knobe Effect”. Knobe [2003. “Intentional action and side effects in ordinary language.” Analysis 63: 190–194] found that the positiveness or negativeness of side-effects of actions influences people’s assessment of whether those side-effects were brought about intentionally, and also that people are more willing to assign blame (...) for negative side-effects of actions than they are to assign praise for positive side-effect of actions. Building upon this research, we found evidence that the positiveness or negativeness of side-effects of group actions influences people’s willingness to attribute intentions to groups, and that people are more willing to assign blame to groups for negative side-effects of actions than they are to assign praise to groups for positive side-effects of... (shrink)

In recent years, a number of approaches to social cognition research have emerged that highlight the importance of embodied interaction for social cognition (Reddy, How infants know minds, 2008; Gallagher, J Conscious Stud 8:83–108, 2001; Fuchs and Jaegher, Phenom Cogn Sci 8:465–486, 2009; Hutto, in Seemans (ed.) Joint attention: new developments in psychology, philosophy of mind and social neuroscience, 2012). Proponents of such ‘interactionist’ approaches emphasize the importance of embodied responses that are engaged in online social interaction, and which, according (...) to interactionists, present an alternative to mindreading as a source of social understanding. We agree that it is important to take embodied interaction seriously, but do not agree that this presents a fundamental challenge to mainstream mindreading approaches. Drawing upon an analogy between embodied interaction and the exercise of expert skills, we advocate a hierarchical view which claims that embodied social responses generally operate in close conjunction with higher-level cognitive processes that play a coordinative role, and which are often sensitive to mental states. Thus, investigation of embodied responses should inform rather than conflict with research on mindreading. (shrink)

Bundel bijdragen over wijsgerige ontwikkelingen in Nederland in de twintigste eeuw.

In lieu of an abstract, here is a brief excerpt of the content:Romanticism and Coleridge’s Idea of HistoryMichael John Kooy*Romantic historiography is widely understood in methodological terms as a subjectively determined treatment of the human past, according to which historical knowledge is grounded in imaginative activity. That ambition was amply fulfilled in Scott’s historical novels, as Georg Lukacs once demonstrated. 1 Writing in broader terms, Hayden White characterized that whole creative enterprise as an “effort at palingenesis,” the striving to (...) recreate or relive the past in individual consciousness. 2In more recent years, as the approach to the period has become more historicist, criticism has begun to separate the historical and the aesthetic aspects of this romantic sensibility, usually emphasizing one at the expense of the other. The result has been a standoff in critical thinking about the way Romanticism represents the past. One side is occupied by some new historicists who claim to find a precedent for their own methodology among prominent figures of the period. Heyne, Wordsworth, and Keats, it turns out, not only were engaged actively in their own contemporary history, but they also demonstrated in their sophisticated evocation of the past the impossibility of overcoming historical difference by reference to natural law. 3 Arguments advanced on the other side of the controversy insist that the Romantics were not nearly such good historicists as supposed. In these accounts, often allied to post-structuralism, the aesthetic absolutism implicit in the high romantic argument is undiminished by the burgeoning historical consciousness in the period. Indeed, Romanticism’s aesthetic [End Page 717] retrieval of the past appears to be an instance of how subjectivity, rather than admit its own historicity, again asserts mastery over the object through its own self-will. 4Each of these accounts commands a considerable following, and a peace between them seems unlikely, indeed undesirable. On one matter they do agree, though, and that is in their distrust of Coleridge. His historiography—the notion that ideas make history and that the way to get at these ideas is aesthetically—is too idealist for today’s historicists and too monumentally subjective for the post-structuralists. I think both judgments are hasty. Coleridge, more than most contemporaries, reflected for many years upon the difficulties that arose in his own attempts to interpret historical knowledge (which appeared as a subjective, aesthetic construct) in systematic terms (as the reflection of natural order); and a good look at the record will show that his thought is not quite so anti-historical as some believe, and his subjective approach not nearly so absolutist.The goal of this essay is to rehabilitate Coleridge’s idea of history, considering what it tells us about Romanticism and how it foreshadows current debates about methodology. 5 More specifically, I want to show how in different contexts Coleridge treats, with varying degrees of success, history as an ideational field that is both created and then interpreted by an inquiring subject. First, at the literary and cultural level, history is conceived as the object of imaginative reconstruction, where subjectivity provisionally orders the mass of material according to an idea found nowhere within history itself. Here the anti-positivist bias of Coleridge’s idealist historiography dominates a project that is, both in orientation and achievement, not so much cognitive as aesthetic. Secondly, at the level of religion, history is conceived in mythic terms, the past being revealed only symbolically to the discerning inquirer who must interpret the Christian mythos as recorded in the inspired biblical account of the nation of Israel. Here it is the application of certain interpretive or hermeneutic strategies that determines success or failure. Finally, as a single idea, history is conceived as the process of humanity seeking consciousness of itself, and this Coleridge expresses in a narrative of universal proportions, beginning in apostasy and ending in grace. Here teleology dominates, but as Coleridge discovers, this providential [End Page 718] history is a story that cannot be fully told, thought, or even, it turns out, imagined. It can only be postulated as an idea of reason or, in religious terminology, held as an article of faith. In a curious return to aesthetics Coleridge argues that for the grand historical narrative, just as for art... (shrink)

The phenomenon of commitment is a cornerstone of human social life. Commitments make individuals' behavior predictable, thereby facilitating the planning and coordination of joint actions involving multiple agents. Moreover, commitments make people willing to rely upon each other, and thereby contribute to sustaining characteristically human social institutions such as jobs, money, government and marriage. However, it is not well understood how people identify and assess the level of their own and others' commitments. The Philosophy and Psychology of Commitment explores and (...) explains the philosophical and cognitive issues that underpin commitment. John Michael considers how commitments motivate us and their often implicit and tacit nature. To flesh out the philosophical framework of his argument he draws on experimental work with young children, adults and human-robot interaction within the context of joint action, considering the role of the emotions and whether very young children are capable of joint action. Providing an important account of the nature and operation of commitment, this book is essential reading for those working in philosophy of psychology, cognitive science, experimental philosophy, and social and developmental psychology. It will also be of interest to those working in emerging fields such as human-robot interaction and behavioural economics. (shrink)

Philosophical Perspectives Volume 17, Language and Philosophical Linguistics, contains over 20 articles from leading philosophers of language and linguists.

Norms are standards against which actions, dispositions of mind and character, states of affairs and so forth can be measured. They also govern our behaviour, make claims on us, bind us and provide reasons for action and thought that motivate us. J. L. Mackie argued that the intrinsic prescriptivity, or to-be-pursuedness, of moral norms would make them utterly unlike anything else that we know of. Therefore, we should favour an error theory of morality. Mackie thought that the to-be-pursuedness would have (...) to be built into mind-independent moral reality. One alternative, however, is that the to-be-pursuedness is built into our faculty of moral sensibility. There is a large body of empirical evidence demonstrating that the emotions play a central role in making moral judgments. I shall argue that this helps to explain how normative judgments are reliably and non-accidentally related to motivation. I shall also argue that emotional experience has the right structure and properties to provide us with a defeasible warrant for normative knowledge. The role of the emotions in our moral psychology does not obviously support anti-realism. Rather, emotional experience can be intentional, evaluative, evaluable, and quasi-perceptual. This makes emotional experience a plausible candidate for constituting a non-queer faculty of moral sensibility. (shrink)

Interest in philosophy of management continues to grow. Growth of the philosophy of management might result from the consideration of man's potential as viewed by two different men, an industrialist and a philosopher. James Finney Lincoln was president and board chairman of The Lincoln Electric Company for 37 years. During that time, and for 14 previous years when he was the firm's general manager, he developed a philosophy basic to a practice of business management that gained national and international attention. (...) Wilhelm von Humboldt was a very gifted person with many accomplishments including those as a Prussian statesman, a humanist, and a linguistics scholar. A comparison of both men's philosophies reveals the following: In each view man's potentiality was approached by the dynamic, on-going process of developing his latent abilities or powers. Both views stressed freedom as being critical to the development of man's latent abilities or powers. For Lincoln the individual must gain satisfaction from the recognition of developing his latent abilities. For Humboldt the individual must enjoy the 'freedom of developing himself.' Lincoln warned against custom as being a barrier to development since it places man in situations which are without variation, forcing him merely to follow precedent. Humboldt, in addition to freedom, stated that "a variety of situations" is essential for development. 2012 APA, all rights reserved). (shrink)

The Oxford Handbook of Metaphysics offers the most authoritative and compelling guide to this diverse and fertile field of philosophy. Twenty-four of the world's most distinguished specialists provide brand-new essays about 'what there is': what kinds of things there are, and what relations hold among entities falling under various categories. They give the latest word on such topics as identity, modality, time, causation, persons and minds, freedom, and vagueness. The Handbook's unrivaled breadth and depth make it the definitive reference work (...) for students and academics across the philosophical spectrum. (shrink)

How do social media affect interpersonal relationships? Adopting a Strawsonian framework, I argue that social media make us more likely to adopt the objective attitude towards persons. Technologically mediated communication tends to inhibit interpersonal emotions and other reactive attitudes. This is due to a relative lack of the social cues that typically enable us to read minds and react to them. Adopting the objective attitude can be harmful for two reasons. First, it tends to undermine the basis of interpersonal relationships. (...) In particular, I argue that friendship is a relationship between persons that requires the participant stance. Second, it is a morally risky attitude that makes us more likely to treat persons in problematic, thing-like ways. Some philosophers have rightly urged that social media are compatible with virtuous, Aristotelian friendship. Notwithstanding, I argue that the harms associated with the objective attitude are more pressing than they might appear if we restrict our focus to relatively virtuous people with the social competence to flourish in morally risky online environments. (shrink)

In recent years, there has been a great deal of controversy in the philosophy of mind, developmental psychology and cognitive neuroscience both about how to conceptualize empathy and about the connections between empathy and interpersonal understanding. Ideally, we would first establish a consensus about how to conceptualize empathy, and then analyze the potential contribution of empathy to interpersonal understanding. However, it is not at all clear that such a consensus will soon be forthcoming, given that different people have fundamentally conflicting (...) intuitions about the concept of empathy. Thus, instead of trying to resolve this controversy, I will try to show that a fair amount of consensus is within reach about how empathy can be a source of interpersonal understanding even in the absence of a consensus about how to conceptualize empathy. As we shall see, the main controversy concerns a few phenomena that some researchers view as necessary conditions of empathy, but which others view either as merely characteristic features or as consequences of empathy. My strategy will be to try to show how empathy can generate interpersonal understanding by virtue of these phenomena—regardless of whether one chooses to conceptualize them as necessary conditions of empathy. (shrink)

In this paper, I show how theoretical discussion of recent research on the abilities of infants and young children to represent other agents’ beliefs has been shaped by a descriptivist conception of mental content, i.e., to the notion that the distal content of a mental representation is fixed by the core body of knowledge that is associated with that mental representation. I also show how alternative conceptions of mental content—and in particular Ruth Millikan’s teleosemantic approach—make it possible to endorse the (...) view that infants have the ability to track beliefs by as early as 6 months while failing to understand some of the ways in which beliefs combine with each other and with other mental states in contributing to inferences and actions. In articulating this view, I will draw upon Millikan’s recently developed notion of ‘unicepts’. Unicepts, according to Millikan, are the basic representational vehicles that underpin our abilities to identify objects, properties, relations and kinds. When applied to research on mindreading in infancy and early childhood, Millikan’s approach generates fruitful new questions about the development of belief reasoning, and about the functions of belief reasoning in infancy and at different stages of childhood. (shrink)

A considerable body of research has documented the emergence of what appears to be instrumental helping behavior in early childhood. The current study tested the hypothesis that one basic psychological mechanism motivating this behavior is a preference for completing unfinished actions. To test this, a paradigm was implemented in which 2-year-olds (n = 34, 16 female/18 male, mostly White middle-class children) could continue an adult’s action when the adult no longer wanted to complete the action. The results showed that children (...) continued the adult’s actions more often when the goal had been abandoned than when it had been reached (OR = 2.37). This supports the hypothesis that apparent helping behavior in 2-year-olds is motivated by a preference for completing unfinished actions. (shrink)

In recent years, developmental psychologists have increasingly been interested in various forms of prosocial behavior observed in infants and young children—in particular comforting, sharing, pointing to provide information, and spontaneous instrumental helping. We briefly review several models that have been proposed to explain the psychological mechanisms underpinning these behaviors. Focusing on spontaneous instrumental helping, we home in on models based upon what Paulus :77–81, 2014) has dubbed ‘goal-alignment’, i.e. the idea that the identification of an agent’s goal leads infants to (...) take up that goal as their own. We identify a problem with the most well-known model based upon this idea, namely the ‘goal contagion’ model. The problem arises from the way in which the model specifies the content of the goal which is identified and taken up. We then propose an alternative way of specifying the content of the goal, and use this as a starting point for articulating an alternative model based upon the idea of alignment, namely the ‘goal slippage’ model. By elucidating the difference between goal contagion and goal slippage, we contribute to the articulation of experimental criteria for assessing whether and when the mechanisms specified by these two models are at work. (shrink)

Gradually emerging from the so-called 'linguistic turn', philosophy in the second half of the twentieth century witnessed what we might follow P. M. S. Hacker in describing as a 'naturalistic turn'. This change of direction, an abandon­ment of traditional philosophical methods in favour of a scientific approach, or critics would say a scientistic approach, has met with widespread approval. In the first part of the paper I look to establish the centrality of the normative to the dis­cipline of epistemology. I (...) then turn to examine Quine's attempt to reduce norma­tive discourse to instrumental rationality, and the more fully developed accounts provided by Stich, Kornblith and Papineau. I argue that these accounts fail because they insist on a constitutive connection between desires and the ends of epistemic activity. I conclude with the suggestion that a more plausible position severs this connection, in favour of an objective, externalist account of ends and reasons. (shrink)

In recent years, several minimalist accounts of joint action have been offered (e.g. Tollefsen Philosophy of the Social Sciences 35:75–97, 2005; Sebanz et al. Journal of Experimental Psychology: Human Perception and Performance, 31(6): 234–1246, 2006; Vesper et al. Neural Networks 23 (8/9): 998–1003, 2010), which seek to address some of the shortcomings of classical accounts. Minimalist accounts seek to reduce the cognitive complexity demanded by classical accounts either by leaving out shared intentions or by characterizing them in a way that (...) does not demand common knowledge of complex, interconnected structures of intentions. Moreover, they propose models of the actual factors facilitating online coordination of movements. The present proposal aims to enrich a minimalist framework by showing how shared emotions can facilitate coordination without presupposing common knowledge of complex, interconnected structures of intentions. Shared emotions are defined for the purposes of this paper as affective states that fulfill two minimal criteria: (a) they are expressed (verbally or otherwise) by one person; and (b) the expression is perceived (consciously or unconsciously) by another person. Various ways in which the fulfillment of (a) and (b) can lead to effects that function as coordinating factors in joint action are distinguished and discussed. (shrink)

Johann Friedrich Blumenbach has been called ‘The Father of Physical Anthropology’ because of his pioneering publications describing human racial variation. He proposed a racial typology consisting of five ‘major varieties/races’ of humanity. Since the 1990s, Londa Schiebinger and other Anglophone scholars have argued that Blumenbach’s writings on race show evidence that he was significantly influenced by nineteenth-century race supremacist beliefs which held Europeans/caucasians to be the highest ranked and most beautiful race. However, these modern authors relied largely on Thomas Bendyshe’s (...) 1865 English translations of Blumenbach’s Latin and German texts. As documented herein, Bendyshe’s publication includes numerous translation errors which form a pattern indicating that he employed two translators. The first translator was consistent with five earlier English translations. The second translator was not consistent with the earlier translators. This second translator also used English terms that denigrated extra-Europeans while adulating Europeans. Furthermore, Bendyshe’s1865 translation regularly used the term ‘beauty’ to translate different Latin words that Blumenbach used to express his nuanced view of aesthetics and structural symmetry. Given the inconsistency and errors in Bendyshe’s 1865 translations, they should not be unquestionably accepted as an accurate reflection of Blumenbach’s views. (shrink)

Other people in our culture actively transform our behavioral dispositions and mental states by shaping them in various ways. In the following, we highlight three points which Veissière et al. may consider in leveraging their account to illuminate the dynamics by which this occurs, and in particular, to shed light on how social cognition supports, and is supported by, enculturation.

This paper, based on a talk given at the Art Gallery of New South Wales, is presented as an example of philosophy done in an art gallery. Its subject is Tom Roberts’ painting Holiday Sketch at Coogee (1888), and as well as responding directly to the painting in the environment of the gallery, it draws on the author's memories of seeing that painting in other times and places. It draws on these personal experiences to relate Roberts’ painting to a controversial (...) idea laid out by art historian Heinrich Wölfflin, and to more recent conventionalist and resemblance theories of pictorial representation. It finishes by affirming one of Roberts’ important achievements: his discarding of inherited European ways of picture‐making, and his place among the first generation of non‐indigenous artists to represent the real colours of the Australian landscape. (shrink)

Ever since the heyday of British Emergentism in the late nineteenth and early twentieth centuries, discussions of emergence have been a fairly constant source of titillation as well as controversy and confusion. Different authors have used the terms “emergence” and “emergentism” to characterize a myriad related but distinct conceptions, spanning fields as various as physics, chemistry, biology, sociology, psychology, robotics and philosophy.