Global society is facing formidable current and future problems that threaten the prospects for justice and peace, sustainability, and the well-being of humanity both now and in the future. Many of these problems are related to science and technology and to how they function in the world. If the social responsibility of scientists and engineers implies a duty to safeguard or promote a peaceful, just and sustainable world society, then science and engineering education should empower students to fulfil this responsibility. (...) The contributions to this special issue present European examples of teaching social responsibility to students in science and engineering, and provide examples and discussion of how this teaching can be promoted, and of obstacles that are encountered. Speaking generally, education aimed at preparing future scientists and engineers for social responsibility is presently very limited and seemingly insufficient in view of the enormous ethical and social problems that are associated with current science and technology. Although many social, political and professional organisations have expressed the need for the provision of teaching for social responsibility, important and persistent barriers stand in the way of its sustained development. What is needed are both bottom-up teaching initiatives from individuals or groups of academic teachers, and top-down support to secure appropriate embedding in the university. Often the latter is lacking or inadequate. Educational policies at the national or international level, such as the Bologna agreements in Europe, can be an opportunity for introducing teaching for social responsibility. However, frequently no or only limited positive effect of such policies can be discerned. Existing accreditation and evaluation mechanisms do not guarantee appropriate attention to teaching for social responsibility, because, in their current form, they provide no guarantee that the curricula pay sufficient attention to teaching goals that are desirable for society as a whole. (shrink)

: The belief persists in philosophy, religion, science, and popular culture that some special cognitive property of persons like self-consciousness confers a unique moral standing. However, no set of cognitive properties confers moral standing, and metaphysical personhood is not sufficient for either moral personhood or moral standing. Cognitive theories all fail to capture the depth of commitments embedded in using the language of "person." It is more assumed than demonstrated in these theories that nonhuman animals lack a relevant form of (...) self-consciousness or its functional equivalent. Although nonhuman animals are not plausible candidates for moral personhood, humans too fail to qualify as moral persons if they lack one or more of the conditions of moral personhood. If moral personhood were the sole basis of moral rights, then these humans would lack rights--and precisely for the reasons that nonhuman animals would. (shrink)

In this article I take an unusual starting point from which to argue for a unified cognitive science, namely a position defined by what is sometimes called the ‘life-mind continuity thesis’. Accordingly, rather than taking a widely accepted starting point for granted and using it in order to propose answers to some well defined questions, I must first establish that the idea of life-mind continuity can amount to a proper starting point at all. To begin with, I therefore assess the (...) conceptual tools which are available to construct a theory of mind on this basis. By drawing on insights from a variety of disciplines, especially from a combination of existential phenomenology and organism-centered biology, I argue that mind can indeed be conceived as rooted in life, but only if we accept at the same time that social interaction plays a constitutive role for our cognitive capacities. (shrink)

Discussions of research involving vulnerable populations have left the homeless comparatively ignored. Participation by these subjects in drug studies has the potential to be upsetting, inconvenient, or unpleasant. Participation occasionally produces injury, health emergencies, and chronic health problems. Nonetheless, no ethical justification exists for the categorical exclusion of homeless persons from research. The appropriate framework for informed consent for these subjects of pharmaceutical research is not a single event of oral or written consent, but a multi-staged arrangement of disclosure, dialogue, (...) and permission-giving. Payments and other rewards in biomedical research raise issues of whether it is ethical to offer inducements to the homeless in exchange for participation in drug studies. Such inducements can influence desperate persons who are seriously lacking in resources. The key is to strike a balance between a rate of payment high enough that it does not exploit subjects by underpayment and low enough that it does not create an irresistible inducement. This proposal does not underestimate the risks of research, which are often overestimated and need to be appraised in light of the relevant empirical literature. (shrink)

Nuffield Council on Bioethics, London * Corresponding author: Nuffield Council on Bioethics, 28 Bedford Square, London WC1B 3JS, UK. Email: hschmidt{at}nuffieldbioethics.org ' + u + '@' + d + ' '//--> Abstract In November 2007, the Nuffield Council on Bioethics published the report Public Health: Ethical Issues . While the report has been welcomed by a wide range of stakeholders, there has also been some criticism. First, it has been suggested that it is not clear why, in developing its ‘stewardship (...) model’, the Council felt the need to go beyond the liberal position developed by John Stuart Mill—what is it that the stewardship model adds? Second, it is suggested that the Report is confused about the concept of paternalism. Third, it is argued that the discussion of the concept of stewardship is lacking in detail and substance. We clarify the Working Party's thinking regarding these three areas, which demonstrates the robustness of the framework set out in the report. CiteULike Connotea Del.icio.us What's this? (shrink)

Reviews show that comprehensive studies of international media ethics are necessarily incomplete because not all countries have either media codes or comparable measurement instruments. This article reviews major studies of international and national approaches to media ethics and describes contexts for global studies and comparisons. The three likely universals of truth, responsibility, and the drive for free expression are hypothesized, and codes are explored to see which patterns endured.

The American Journal of Bioethics, Volume 11, Issue 8, Page W1-W3, August 2011.

(2005). Reflections on the Appointment of Dr. Edmund Pellegrino to the President's Council on Bioethics. The American Journal of Bioethics: Vol. 5, No. 6, pp. W8-W9. doi: 10.1080/15265160500388640.

There has been a fair amount of recent discussion about the implications that advances in neuroscience will have on the law and, in particular, legal responsibility. This discussion has been varied and includes, for example, the potential impact of neuroimaging techniques to reveal whether a defendant or witness is telling the truth, and consideration of whether our growing knowledge of brain function will warrant a revision in the law to make it more psychologically relevant.Tom Buller, Ph.D., is Associate Professor of (...) Philosophy at the University of Alaska Anchorage. His main research interests are in bioethics and neuroethics. (shrink)

The idea to utilise cognitive neuroscientific research for educational purposes is known as Mind-Brain Education or Educational Neuroscience. Despite some calls for an uncritical endorsement of such an agenda, a growing number of educational scholars argue that it must remain impossible to translate neurological descriptions into mental or educationally relevant descriptions. This paper takes these well-established arguments further by not only focusing upon these different levels of description but going beyond this issue to assess the theoretical foundations of cognitive science (...) as a functional theory of the mind. With relevance to education it is argued that because of its functional character a cognitive-psychological approach to education suffers from an inherent blind spot regarding the actor’s feelings and motivations. The paper concludes with the claim that, because of this experiential poverty, any cognitive neuroscientific approach must face severe limitations when utilised for educational purposes. (shrink)

Elaborates some of the background assumptions made by the chapters that follow and situates the theory that the author espouses within a wider context and range of alternatives. More specifically, it distinguishes between creature consciousness and state consciousness, and between access consciousness and phenomenal consciousness. And it defends representationalist accounts of consciousness against brute physicalist accounts. The chapter also introduces the remaining 11 chapters.

This is an introduction to a special number of the journal Etudes Philosophiques co-authored by Luc Foisneau and Tom Sorell.

Let us begin with a fundamental realization: No amount of thinking and no amount of public policy have brought us any closer to understanding and solving the problem of crime. The more we have reacted to crime, the farther we have removed ourselves from any understanding and any reduction of the problem. In recent years, we have floundered desperately in reformulating the law, punishing the offender, and quantifying our knowledge. Yet this country remains one of the most crime‐ridden nations. In (...) spite of all its wealth, economic development, and scientific advances, this country has one of the worst crime records in the world.With such realization, we return once again—as if starting anew—to the subject of crime, a subject that remains one of our most critical indicators of the state of our personal and collective being. If what is to be said seems outrageous and heretical, it is only because it is necessarily outside the conventional wisdom both of our understanding of the problem and of our attempt to solve it. (shrink)

The work of Ezequiel Di Paolo and Hanne De Jaegher has helped to transform the enactive approach from relative obscurity into a hotly debated contender for the future science of social cognition and cognitive science more generally. In this short introduction I situate their contributions in what I see as important aspects of the bigger picture that is motivating and inspiring them as well as the rest of this young community. In particular, I sketch some of the social issues that (...) go beyond mere academic debate, including how the methods and assumptions that inform orthodox cognitive science are intrinsically related to the critical state of affairs in our world today. I conclude with some personal recollections in order to give an idea of the context in which their ideas, and mine as well, came to fruition. (shrink)

Juvenal's third satire is a privileged piece of verbal diarrhoea. As the longest satire in Juvenal's well-attended Book 1, as the centre of this book, and as the one Juvenalian jewel that sparkles ‘non-rhetorically’, it has always been the critics’ darling. Its protagonist, on the other hand, has not always been so popular. Recently, reader sympathy for old Umbricius has shifted to laughter in his face; the old sense of ‘pathetic’ has ceded to the new. One of the central strategies (...) of the ‘Umbricius-as-caricature’ camp has been to point to the overtime worked by ‘mock-epic’ in this poem: Umbricius self-inflates to become another Aeneas, fleeing a crumbling Troy. But an oppositio is wedged in imitando. Umbricius makes his lengthy verbal preparations to depart from Rome for Cumae; Aeneas had come to Rome through Cumae. Umbricius withdraws to set up shop in the meagre countryside; Aeneas had escaped to cap his exile teleologically with the Greatest City That Will Ever Be. Still, Virgil's paradigm tale of displacement, drift and re-establishment underlies Umbricius' self-definition as an exile. Indeed exile, with a large and ever-increasing stock of mythical and historical examples, was a situation ripe for self-mythologizing. Umbricius stands in Aeneas' shadow then, standing it on its head. His recession also makes him into a Iustitia/Dikē figure, the final trace of the golden age, off to alloy himself elsewhere. In his mind, exile is rationalized by distinguished past examples; in ours, we laugh at how disparate example and man really are. That side of Umbricius has been done to death; or at least, for present purposes, to exile. (shrink)

Democracies and authoritarian regimes have different approaches to international law, grounded in their different forms of government. As the balance of power between democracies and non-democracies shifts, it will have consequences for international legal order. Human rights may face severe challenges in years ahead, but citizens of democratic countries may still benefit from international legal cooperation in other areas. Ranging across several continents, this volume surveys the state of democracy-enhancing international law, and provides ideas for a way forward in the (...) face of rising authoritarianism. (shrink)

This essay examines the conjunction of French historical epistemology and Lacanian theory in postwar France. In particular, Lacan's account of scientific formalization is scrutinized insofar as it develops aspects of the prior epistemological research of Gaston Bachelard, whose innovative approach to the problem of the nature and limits of scientific knowledge proved so influential on the subsequent field of French structuralism. Lacan's reflections on formalization will be shown, in contrast to Bachelard, to place an emphasis on the constitutive and limiting (...) role of language in its interaction with logical and scientific projects. In asking how Lacan's structural psychoanalysis extends and subverts the rationalist emphasis of French philosophy of science, I hope to provide a new optic through which to assess the role of formalization in critical theory today. (shrink)