For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of (...) responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is a first step in developing preventive measures. Previous (...) research has attempted to do this through the use of self-report surveys, but such research takes considerable time and resources to conduct and suffers from low response rates and social desirability bias. To address this limitation in existing research, this study links existing data from records of other-reported cheating to university registration data in order to examine 6 cheating risk factors identified in previous research: maturity level, gender, grade point average, major, international student status, and fear of punishment. The results of the study suggest that international and transfer students, particularly those who are male, in high-risk majors, and have lower grade point averages, are in particular need of preventative education. Likewise, those faculty who teach in computer science, engineering and economics majors should do more to educate implement practices to reduce the likelihood of cheating. (shrink)

Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high (...) aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them. (shrink)

Purpose – This paper aims to respond to Curno’s piece on the Challenges to ethical publishing in the digital era. Design/methodology/approach – In this response, the author argues that a focus on “publication ethics” may perpetuate the problem of unethical conduct because such a focus ignores the influences of the educational ethics pipeline. Findings – As a result, the author issues two calls for action: we must cease operating in our ethical silos and educational leaders must publicly recognize the problem (...) of unethical conduct and fully commit to addressing it. Originality/value – This response challenges the notions of ethical silos and the inaction by educational institutions to properly train ethical professionals, authors and researchers. (shrink)

Emotions seem to be epistemically assessable: fear of an onrushing truck is epistemically justified whereas, mutatis mutandis, fear of a peanut rolling on the floor is not. But there is a difficulty in understanding why emotions are epistemically assessable. It is clear why beliefs, for instance, are epistemically assessable: epistemic assessability is, arguably, assessability with respect to likely truth, and belief is by its nature concerned with truth; truth is, we might say, belief’s “formal object.” Emotions, however, have formal objects (...) different from truth: the formal object of fear is danger, the formal object of indignation is injustice, and so on. Why, then, are emotions epistemically assessable too? Here we make a negative claim and a positive claim. On the negative side, we consider how cognitivist and perceptualist accounts of emotion may respond to this challenge, and argue against those responses. On the positive side, we develop an alternative picture of the domain of the epistemically evaluable, according to which any mental state which is constitutively evidence-responsive is epistemically assessable, regardless of whether its formal object is truth. (shrink)

Abstract Today’s scholarship and policymaking on business and human rights (BHR) urges businesses to better understand their human rights responsibilities and remedy them, when and if abuses do occur. Despite the public discourse about businesses and human rights, the state—as the main duty bearer in international human rights law—plays a fundamental role as the protector and enforcer of human rights obligations. Yet, the existing literature overlooks state involvement as perpetrators of abuse in the corporate context. We develop the term _economic (...) complicity_ to shed light on the state’s role in directly or indirectly abusing human rights within a corporation’s sphere of influence, such as police violence toward nonviolent protesters or granting environmental licenses without adhering to legally required community consultations. We ask: What contributes to the state’s engagement in economic complicity in corporate human rights abuses? We assess hypotheses emergent from the democratic change and development studies literatures with a unique database that includes economic complicity data from Latin America, the Corporations and Human Rights Database (CHRD). This research has important theoretical implications for the business ethics and BHR literatures, as understanding economic complicity highlights the need for business actors to avoid shirking their moral responsibilities to not only ‘do no harm’ but also to protect human rights when they are threatened by the state. (shrink)

Twelve-month-old infants interacted with two strangers in a free-play context. In the Experimental condition, one stranger vocally responded immediately to infants’ looks towards her, whereas the other was yoked to the Contingent partner with a 1-, 2-, or 3-s delay. In the Control condition, the Non-Contingent partner emitted the first vocalization and other non-contingent vocalizations during the free play session. The Contingent partner acted the same as in the Experimental condition. When a novel event occurred after the free-play session, infants (...) looked significantly more to the Contingent partner regardless of condition. The study highlights infants’ selective looking to temporally contingent partners in novel situations. (shrink)

While it is commonly accepted that justified beliefs must be strongly supported by evidence and that support comes in degrees, the question of how much evidential support one needs in order to have a justified belief remains. In this paper, I consider how the question about degrees of evidential support connects with recent debates between consequentialist and deontological explanations of epistemic norms. I argue that explaining why strong, but not conclusive, evidential support is required for justification should be one explanandum (...) that such theories seek to explain. Furthermore, I argue that foundational theories that appeal to the promotion of epistemic value (especially consequentialism, but perhaps also some versions of epistemic deontology) are better suited to provide such an explanation. (shrink)

Volume 52, Issue 9, August 2020, Page 931-936.

The current chapter provides an overview of research on responses in moral dilemmas where maximization of outcomes for the greater good (utilitarianism) conflicts with adherence to moral norms (deontology). Expanding on a description of the traditional paradigm to study moral-dilemma judgments (i.e., the trolley problem), the chapter reviews the most prominent dual-process account of moral-dilemma judgments, normative conclusions that have been derived from this account, and criticisms raised against this line of work. The following sections review advances in the development (...) of alternative approaches that aim to address shortcomings of the traditional dilemma paradigm as well as the implications of this work for psychological theories of moral-dilemma judgments and philosophical inferences about the normative implications of moral-dilemma research. The chapter concludes with a review of research on the links between moral-dilemma judgments and social impressions. (shrink)

Many individuals have experienced a multitude of chronic stressors and diminished psychological functioning during COVID-19. The current study examined whether biases towards positive social media or positive autobiographical memories was related to increases in psychological functioning during COVID-19. Participants were 1071 adults (Mage = 46.31; 58% female; 78% White) recruited from MTurk. Participants reported on their social media consumption and autobiographical recall, positive and negative affect, and dysphoria symptoms. Results indicated that, at the first assessment collected in the spring and (...) summer of 2020, positively biased social media consumption was cross-sectionally related to higher levels of positive affect, and positively biased autobiographical recall was cross-sectionally related to lower levels of negative affect and dysphoria symptoms. Sensitivity analyses examined cross-sectional relations from a second assessment collected in fall 2020, and prospective cross-lagged analyses. The findings point to potential psychological benefits of positive biases during chronic stressors. (shrink)

A central theme in recent research on attitudes is the distinction between deliberate, "explicit" attitudes and automatic, "implicit" attitudes. The present article provides an integrative review of the available evidence on implicit and explicit attitude change that is guided by a distinction between associative and propositional processes. Whereas associative processes are characterized by mere activation independent of subjective truth or falsity, propositional reasoning is concerned with the validation of evaluations and beliefs. The proposed associative-propositional evaluation model makes specific assumptions about (...) the mutual interplay of the 2 processes, implying several mechanisms that lead to symmetric or asymmetric changes in implicit and explicit attitudes. The model integrates a broad range of empirical evidence and implies several new predictions for implicit and explicit attitude change. (shrink)

In this provocative monograph, Bertram Malle describes behavior explanations as having a dual nature -- as being both cognitive and social acts -- and proposes...

Em vista da grande multiplicidade de linguagens e considerando que a alfabetização é uma importante prática de letramento na constituição da criança, este artigo tem o objetivo de identificar o tipo de abordagem dado à imagem em um livro didático do 1º ano, aprovado pelo PNLD. O intuito é discutir em que medida a amostra analisada favorece uma leitura compreensiva e crítica do texto imagético. Para tanto, as ponderações foram realizadas por meio de uma epistemologia interpretativa, à luz da teoria (...) dos letramentos sob uma perspectiva sociocultural, e também a partir da sintaxe da linguagem visual, que pode trazer uma contribuição positiva às análises discursivas visuais. A pesquisa indica que a imagem é proposta a partir de perspectivas socioculturais; que as atividades de leitura favorecem o letramento visual e que a condução do professor pode fazer diferença nas abordagens e leituras.Considering the multitude of languages and the fact that beginning literacy is a key literacy practice in children's education, we aim at identifying how images are approached in a textbook used in the first grade of elementary school and accredited by Brazil's National Textbook Program. We also seek to discuss the extent to which the analyzed sample provides a comprehensive and critical reading of visual texts. The analysis was done based on interpretive epistemology, the sociocultural approach to literacy, and visual language syntax, which can contribute positively to the analysis of visual discourse. We concluded that the image in the sample is presented from sociocultural approaches, that the reading activities foster visual literacy, and that teachers' support plays a significant role in adopting approaches to reading and in conducting reading activities per se. (shrink)

The Routledge Handbook of Philosophies and Theories of Early Childhood Education and Carebrings together leading writers in the field to provide a much-needed, authoritative guide to the major philosophies and theories which have shaped approaches to Early Childhood Education and Care. Providing a detailed overview of key concepts, debates and practical challenges, the handbook combines theoretical acumen with specific examples to show how philosophies and theories have evolved over the centuries and their impact on policy and society. It examines the (...) ways in which societies define and make sense of childhood and the factors that influence the development of philosophies about young children and their learning. The collection offers an insight into the key theorists and considers how the economics and politics of their time and personal ideology influenced their ideas about childhood. It looks at curricula and provision which have proved inspirational and how these have impacted on policy and practice in different parts of the world. The handbook also explores alternative and perhaps less familiar philosophies and ideas about babies and young children, their place in society and the ways in which it might be appropriate to educate them Bringing together specially commissioned pieces by a range of international authors, this handbook will enable academics, research students, practitioners and policy-makers to reflect on their own understandings and approaches, as well as the assumptions made in their own and other societies. (shrink)

In this postformal co-autoethnographic research, the authors explore the changing landscape of American research universities from their respective locations as mid-career, post-tenure critical ped...

Broadening participation in early science, technology, engineering and math learning outside of school is important for families experiencing poverty. We evaluated variations of the Teaching Together STEM pre-kindergarten program for increasing parent involvement in STEM learning. This informal STEM, family engagement program was offered in 20 schools where 92% of students received free/reduced lunch. The core treatment included a series of family education workshops, text messages, and family museum passes. The workshops were delivered at school sites by museum outreach educators. (...) We randomly assigned schools to business-as-usual control or one of three additive treatment groups. Using an additive treatment design, we provided the core program in Treatment A, we added take-home STEM materials in Treatment B, and added materials + parent monetary rewards in Treatment C. The primary outcome was parent involvement in STEM. There were no significant impacts of any treatment on parent involvement; however, the groups that added take-home materials had larger effect sizes on parent involvement at posttest and later, kindergarten follow-up. Adding parent monetary rewards only produced short-term improvements in parent involvement that faded at follow-up. We discuss implications for other community-sponsored family engagement programs focused on informal STEM learning, including considering characteristics of families who were more versus less likely to attend. These null findings suggest that alternatives to in-person family education workshops should be considered when parents are experiencing poverty and have competing demands on their time. (shrink)

ABSTRACT:How does the state influence stakeholder legitimacy? And how does this process affect an industry’s ethical challenges? Stakeholder theory adopts a forward-looking perspective and seeks to understand how managers can address stakeholders’ claims to improve the firm’s ability to create value. Yet, existing work does not adequately address the role of the state in defining the stakeholder universe nor the implications this may have for subsequent ethical challenges managers face. This article develops a political stakeholder theory by weaving together the (...) political economy, stakeholder theory, and legitimacy literatures. Political ST shows how state policies influence stakeholder legitimacy and, in turn, affect an industry’s ethical challenges. This article integrates the concept of agonism to address the perennial tension between markets and states and its implications for firms and their managers. Political ST is then applied to the case of microfinance, followed by a discussion of the contributions of this approach. (shrink)

Sensitivity to interpersonal timing was assessed in mother–infant interaction. In Study 1, 3-month-old infants interacted with their mothers over television and the mothers’ audio-visual presentation was either live or temporally delayed by 1 second. Infants gazed longer when the mother was presented live compared to delayed by 1 second, indicating that they detected the temporal delay. In Study 2, mothers interacted with their 3-month-old infants over television and the infants’ audio-visual presentation was either live or temporally delayed by 1 second. (...) Mothers’ behavior was not altered by a 1-second delay in their infants’ behavior compared to a live presentation. In Study 3 and 4, the results were replicated with 6-month-old infants. Whereas infants detected the temporal delay in maternal responses, mothers likely adjusted to the delay in infant behavior. The discussion focuses on the role of interpersonal timing for detecting social contingency in dyadic and triadic communication. (shrink)

Approximately thirty almost entirely overlooked books appeared in Europe between 1500 and 1700 that include the word anthropologia in their titles. At first glance, the content of these works bears no resemblance to anthropology as we think of it. They present a combination of medieval traditions, cutting-edge medical practices, and evolving natural philosophical and theological systems found in universities of all confessions across Europe. But these largely overlooked sources reveal that the disciplines we use to study ourselves may have developed (...) from an intertwined natural philosophical and religious system. They suggest that anthropology’s typical origin narrative should be reconsidered. (shrink)

This volume provides an overview of recent research on the nature, causes, and consequences of cognitive consistency. In 21 chapters, leading scholars address the pivotal role of consistency principles at various levels of social information processing, ranging from micro-level to macro-level processes. The book's scope encompasses mental representation, processing fluency and motivational fit, implicit social cognition, thinking and reasoning, decision making and choice, and interpersonal processes. Key findings, emerging themes, and current directions in the field are explored, and important questions (...) for future research identified. (shrink)

Nielsen reports digital content engagement rose by 215% in the U.S. alone from March 2019 to March 2020. In light of this increased traffic, newsroom and publication standards must better ex...

Highlights the roles of intention and intentionality in social cognition.

This article explores several entanglements between human judgments of intentionality and morality (blame and praise). After proposing a model of people’s folk concept of intentionality I discuss three topics. First, considerations of a behavior’s intentionality a ff ect people’s praise and blame of that behavior, but one study suggests that there may be an asymmetry such that blame is more affected than praise. Second, the concept of intentionality is constitutive of many legal judgments (e.g., of murder vs. manslaughter), and one (...) study illustrates people’s subtle considerations of intentionality in making those judgments. Third, controversial recent studies suggest that moral considerations can affect judgments of intentionality, and an asymmetry may exist such that blame a ff ects those judgments more than praise. I report two new studies that may shed light on these recent findings, and I discuss several theoretical models that might account for the impact of moral considerations on intentionality judgments and for the relationship between the two more generally. (shrink)

A widespread assumption in recent research on attitudes is that self-reported evaluations reflect conscious attitudes, whereas indirectly assessed evaluations reflect unconscious attitudes. The present article reviews the available evidence regarding unconscious features of indirectly assessed “implicit” attitudes. Distinguishing between three different aspects of attitudes, we conclude that people sometimes lack conscious awareness of the origin of their attitudes, but that lack of source awareness is not a distinguishing feature of indirectly assessed versus self-reported attitudes, there is no evidence that people (...) lack conscious awareness of indirectly assessed attitudes per se, and there is evidence showing that, under some conditions, indirectly assessed attitudes influence other psychological processes outside of conscious awareness. Implications for the concept of “implicit attitudes” are discussed. (shrink)

Robot ethics encompasses ethical questions about how humans should design, deploy, and treat robots; machine morality encompasses questions about what moral capacities a robot should have and how these capacities could be computationally implemented. Publications on both of these topics have doubled twice in the past 10 years but have often remained separate from one another. In an attempt to better integrate the two, I offer a framework for what a morally competent robot would look like and discuss a number (...) of ethical questions about the design, use, and treatment of such moral robots in society. Instead of searching for a fixed set of criteria of a robot’s moral competence I identify the multiple elements that make up human moral competence and probe the possibility of designing robots that have one or more of these human elements, which include: moral vocabulary; a system of norms; moral cognition and affect; moral decision making and action; moral communication. Juxtaposing empirical research, philosophical debates, and computational challenges, this article adopts an optimistic perspective: if robotic design truly commits to building morally competent robots, then those robots could be trustworthy and productive partners, caretakers, educators, and members of the human community. Moral competence does not resolve all ethical concerns over robots in society, but it may be a prerequisite to resolve at least some of them. (shrink)

ETUDES DE PHILOLOGIE ET D'HISTOIRE Bertram Eugene Schwarzbach Voltaire's Old Testament Criticism 1971 - LIBRAIRIE DROZ- GENEVE ...

In lieu of an abstract, here is a brief excerpt of the content:Karen J. Warren:Her Work in The Making of EcofeminismTricia Glazebrook (bio)Karen J. Warren was born on Long Island, New York, on September 10, 1947. She received a Bachelor of Arts degree from the University of Minnesota in 1970, and a Master's degree (1974) and Doctorate (1978) from the University of Massachusetts—Amherst. Her dissertation was one of the first on environmental ethics. In the early years of her career, she (...) taught at St. Olaf College in Northfield Minnesota, until 1985 when she joined the Philosophy department at Macalester College in St. Paul, Minnesota. In 1995, she was the second Ecofeminist Scholar-in-Residence at Murdoch University in Australia. In 2002, she was a Round Table Scholar at Oxford University. In 2004, she held the Women's Chair in Humanistic Studies at Marquette.Throughout these achievements, Warren was a dynamic thinker committed to 'real world' issues and strongly committed to public engagement. She took philosophy to be a democratic practice and was committed to the social impacts of philosophy. In her outreach, she taught prison inmates and developed award-winning environmental curricula for schoolchildren, for which she received awards. She was an international scholar who faced issues in peace studies, feminism, and environmental ethics, and is known for bringing those areas of research together. In feminism, her Unconventional History of Philosophy: Conversations Between Men and Women Philosophers (2009), a fifteen-chapter book that pairs female and male philosophers throughout the centuries, is a fascinating book that breaks down the gender bias in philosophy that has rarely recognized women's contributions to the discipline, and seems to be continuing that practice. She is most known for her work as an ecofeminist, that is the focal topic of this paper. [End Page 1]The first time I met Karen was in 1995 when I invited her to Colgate University in upstate New York to celebrate its twenty-fifth year since it began accepting female students. She changed everything—epistemology, ontology, ethics … I learned from her what, beyond contemporary science-based definitions of knowledge, is another kind of knowing from generations of experience built in long-standing cultures. For quite some time, ethics was not considered in philosophy really to be philosophy that, like science, was expected to be grounded on logic. Contemporary 'science,' a generalization that actually covers a wide range of disciplines—e.g., biology, physics, actuarial science, computer science, etc.—is logical in so far as it is more or less based on quantitative assessment using numerical data and mathematics. Ethics, that is inherently qualitative, is not taken to carry the neutrality of mathematics and science. Warren rejected that view and instead, as I will show in more detail below, argued for a different logic based on care. She also argued that understanding what knowledge is is unique to culture, and on this basis, she has advocated for listening to indigenous voices and voices in the global South that are outside Eurocentric knowledge systems despite the impacts of colonialism. Before taking on these issues, however, Warren's role in ecofeminism, that emerged during her higher education in philosophy, and her development in consequence of her ecofeminist thinking, must first be addressed.Practically speaking, the crucially impactful thing that Warren did for ecofeminism was to sustain it. In the 1970s, ecofeminism was emerging with a vision of women's power that was challenged by the women's connection to nature as her reproductive capacity, hence re-awakening an essentialist inscription of biologism for women that once again implied mothers' natural confinement to domesticity. Ecofeminists responded to this challenge. Ortner (1974) argued that women are not closer to nature than men, just constructed to appear so, thereby making change possible only if achieved in both cultural assumptions and social institutions. Amongst such debates, new medical technologies were appropriating the birthing process. Ecofeminist writers, such as Mary Daly in Gyn/Ecology (Daly 1978) and Susan Griffin in Woman and Nature: The Roaring Inside Her (Griffin 1978), both published in 1978, wanted to take that power back from patriarchy through the "Great Goddess" as a "symbol of life and death powers and waxing and waning energies in the universe and in... (shrink)

Based on a review of several “anomalies” in research using implicit measures, Machery (2021) dismisses the modal interpretation of participant responses on implicit measures and, by extension, the value of implicit measures. We argue that the reviewed findings are anomalies only for specific—influential but long-contested—accounts that treat responses on implicit measures as uncontaminated indicators of trait-like unconscious representations that coexist with functionally independent conscious representations. However, the reviewed findings are to-be-expected “normalities” when viewed from the perspective of long-standing alternative frameworks (...) that treat responses on implicit measures as the product of dynamic processes that operate on momentarily activated, consciously accessible information. Thus, although we agree with Machery that the modal view is empirically unsupported, we argue that implicit measures can make a valuable contribution to understanding the complexities of human behavior if they are used wisely in a way that acknowledges what they can and cannot do. (shrink)

Relationships between stakeholders and businesses have the potential for conflict and cooperation. Such conflicts arise out of real differences in values and interests. This article explores the employment relationship as an emblematic case of business–stakeholder relations in which conflict is inevitable because employers and employees have interests that are at least partially conflicting, even while some degree of collaboration and shared interests underpins the existence of all employment relationships. We build on insights from the philosophy of agonism to develop the (...) concept of agonistic business responsibility, which is a stakeholder management orientation that views conflict and contestation differently from the status quo, which we term antagonistic business irresponsibility. We discuss the broader implications of these ideas for stakeholder relations at the organizational level and the prospect of strengthened institutions at the societal level. (shrink)

Even though morally competent artificial agents have yet to emerge in society, we need insights from empirical science into how people will respond to such agents and how these responses should inform agent design. Three survey studies presented participants with an artificial intelligence agent, an autonomous drone, or a human drone pilot facing a moral dilemma in a military context: to either launch a missile strike on a terrorist compound but risk the life of a child, or to cancel the (...) strike to protect the child but risk a terrorist attack. Seventy-two percent of respondents were comfortable making moral judgments about the AI in this scenario and fifty-one percent were comfortable making moral judgments about the autonomous drone. These participants applied the same norms to the two artificial agents and the human drone pilot. However, people ascribed different patterns of blame to humans and machines as a function of the agent’s decision of how to solve the dilemma. These differences in blame seem to stem from different assumptions about the agents’ embeddedness in social structures and the moral justifications those structures afford. Specifically, people less readily see artificial agents as embedded in social structures and, as a result, they explained and justified their actions differently. As artificial agents will perform many actions with moral significance, we must heed such differences in justifications and blame and probe how they affect our interactions with those agents. (shrink)

This article asks, what is worth knowing? The concept of objectivity in contemporary philosophy of science is argued to de-value indigenous knowledge-systems and gendered approaches. Community bias is argued to confound rogue research with gendered and indigenous situatedness. This problem is resolved using the innovation of ‘ecosystem services.’ Technoscience is explained as the appropriation of science by capital interests and strong critique from Vandana Shiva in the global South is provided. Finally, because philosophers of science resist discussion of sociopolitical issues, (...) the “very notion of philosophy of science” is argued to be in crisis caused by limited understanding of ‘knowledge’ that has been reduced to post-Enlightenment science, and by neglect of the broader human context within which the sciences work. (shrink)

This paper challenges that Ihde’s and Stiegler’s approaches stand in radical opposition. It argues that ethos is prior to law, exposes a Heideggerian rift between technoscience and technics, and rejects separation of theory from practice in favor of logics of poiêsis.