In October of 2014, news outlets began reporting on a case of a lesbian couple suing a sperm bank for receiving the wrong donor's sperm.1 As the lawsuit Cramblett v. Midwest Sperm Bank alleged, not only did the couple receive the wrong donor's sperm but they had specifically chosen a white donor with blonde hair and blue eyes and the sperm they received had been from a black donor.2 Both women were white. The couple gave birth to a black/mixed-race child (...) in 2012 and claimed that their daughter's race posed particular challenges for their family, from facing prejudice in their nearly all white community to difficulties dealing with their daughter's hair. The couple sued for "wrongful birth" and "breach of warranty,"... (shrink)

This paper offers a critical phenomenological view of the concept of access intimacy, a term coined by disability justice advocate Mia Mingus. Access intimacy refers to a mode of relation between disabled people or between disabled and non-disabled people that can be born of concerted cultivation or instantly intimated and centrally concerns the feeling of someone genuinely understanding and anticipating another’s access needs. Putting in conversation this notion of intimacy with Kym Maclaren’s critical phenomenological account of intimacy, I show how (...) accessibility is not about what one person or institution can do for another but involves an ongoing, interpersonal process of relating and taking responsibility for our inevitable encroachment on one another in ways that enhance one another’s freedom. (shrink)

Russell’s “Meeting the Moment: Bioethics in the Time of Black Lives Matter” expertly identifies how race and racism are matters of bioethical concern that ought to be addressed via an indivi...

While the principles of reproductive justice are generally agreed upon in progressive reproductive political circles, other theoretical frameworks such as reparative justice can further foster the goals of the movement. In the literature, however, reparative justice has been insufficiently explored as it relates to reproductive injustice. My concern in this essay is therefore the development of conceptual architecture for understanding reproductive justice as reparative in nature. A reparative approach to reproductive ethics importantly takes up the demand to situate reproduction within (...) ongoing historical and sociopolitical contexts. It makes transparent the harms generated by an oppressive social order and the depths to which conditions must change for reproductive justice to emerge. To construct the relationship between reparative and reproductive justice, I employ Olúfemi Táíwò’s constructivist view of reparations as an ongoing, generative, and ultimately world-building project. For, if reproductive justice is about developing enabling conditions wherein folks can control their birthing options and parent in safe and healthy environments, then a constructivist reparative approach is necessary—one which takes seriously the accumulative harms of history and their relation to transforming social structures in the present. (shrink)

When considering the relation between race, disability, and reproduction, race and disability tend to figure as outcomes of reproduction. It is assumed that one births a child with a certain race and ability status as a function of biological and genetic processes. This paper shifts such analyses of race and disability in the context of contemporary reproduction to examine how race and disability are not only produced but are productive. Building on recent work describing race as a technology emergent in (...) certain sociopolitical contexts and used to develop and maintain certain ways of life, intimate and collective relations, and political orders, this essay examines the possibilities for understanding disability as a technology. It argues that race and disability function as technologies in contemporary reproductive practices through the naturalization of choice, the normative production of ‘risk,’ and the making and unmaking of kinship. (shrink)

Bioethics, Volume 36, Issue 3, Page 336-345, March 2022.

This article is motivated by a concern about the increasing embrace of apolitical and ahistorical notions of racial “mixedness” and “impurity.” It draws on recent examples from the United States and South Africa in order to direct attention to the difficulties of identifying logics that, on the face of it, seem to evade conventional claims of racism, but nevertheless, as it will argue, rely on racist notions that must be challenged. These include examples in the United States and South Africa (...) of individuals self-identifying as a stand-alone mixed race category as well as white Afrikaners in South Africa uncritically appropriating claims to mixed heritage. This article is critical of these phenomena because of what it finds to be a lack of politically and historically situated understandings of the notions of purity and impurity and their relation to racism. (shrink)

In this paper, questions regarding the cultural understanding of mixed race are explored, which have the ability to complicate the accepted portrayal of race in society as a black/white binary system. Thus, the acknowledgement of something other than this binary system offers new ways of theorizing about race, particularly concerning the sociopolitical implications of mixed-race designation. This paper argues that the visually mixed-race person has a certain direct ability to challenge the binary and its racist logic. Furthermore, this paper goes (...) on to offer a unique interpretation of where power for working against a racially oppressive system lies within critical mixed-race theory. (shrink)

There are some arguments supporting the pessimistic meta-induction, coming from the direction of quantum theory (A. Kukla and J. Walmsley), from the direction of Laudan’s list with successful but false theories, and from the specific direction of the phlogiston theory (whom Kukla Walmsley, and S. Psillos consider to be false). Against these arguments we believe we can successfully oppose, in the first case the interactive quantum realism of I. Niiniluoto, in the second case the realism of the theoretical theoretical constituents (...) responsible for the empirical success of the theories of S. Psillos, and in the third case the analysis of the phlogiston theory done by V. Verronen, R. Vihalemm and E. McMullin (who suggested that this theory was simultaneously insufficiently mature and approximately true). Our conclusion does not necessary prove that the perspective of the scientific realism is true, but rather that the pessimistic meta-induction attack against it proves to be unconvincing. (shrink)

On the basis of Bandura’s social cognitive theory, researchers often assume that a teachers’ self-efficacy will have a positive effect on teaching quality. However, the available empirical evidence is mixed. Building on previous research into TSE, we examined whether assessing class-/task-specific TSE gives a more accurate indication of the associations between TSE assessments and student-rated teaching quality. The analyses were based on the English sample of the Teaching and Learning International Survey Video Study. Mathematics teachers rated their self-efficacy beliefs using (...) generalized task-specific TSE items and class-/task-specific TSE items. Their students rated the quality of teaching in their math class. Multilevel regression analyses revealed stronger associations between student-rated teaching quality and class-/task-specific TSE than generalized task-specific TSE. We discuss possible reasons for these results and outline the potential benefits of using class-specific assessments for future TSE research. (shrink)

A commitment to receive input from stakeholders is often obligatory in the crafting of environmental policies. This requirement is presumed to satisfy certain conditions of democracy. In this article, by drawing from pragmatism, we examine the logic of participation and prerequisites of the meaningful game of asking for and giving reasons. We elaborate the nature and significance of three components—the game, the pleadings, and the reasons. We conclude by offering the conditions under which the stakeholder game might be considered legitimate.

According to a growing body of studies, people’s ability to forecast future emotional experiences is generally biased. Nonetheless, the existing literature has mainly explored affective forecasting in relation to specific events, whereas little is still known about the ability to make general estimations of future emotional states. Based on existing evidence suggesting future-oriented disposition as a key factor for mental health, the aims of the current study were (1) to investigate the relationship between negative (NA) and positive (PA) affective forecasting (...) biases and perceived psychological well-being, and (2) to explore whether positively biased predictions are associated with resilience and foster one’s skills to cope with stressful events. To do so, we asked 85 undergraduate students to forecast PA and NA over two weeks, as well as to report their daily affect through a web-based Ecological Momentary Assessment. According to the results, positively biased PA forecasting (i.e., overestimating positive emotional states) was associated with greater perceived psychological well-being and higher resilience. When high levels of stress were experienced, participants holding an optimistic, yet biased, estimation of future PA were more likely to successfully manage stressors, thus maintaining lower levels of NA and higher levels of positive emotions. We suggest that positively biased PA forecasting is an adaptive cognitive distortion that boosts people’s resilience and mental health, thus opening new avenues for the promotion of psychological well-being. (shrink)

This comprehensive and up-to-date textbook gives a clear account of the different philosophical and theoretical approaches to psychology and discusses major philosophical questions such as free will and the relation between mind and body.

For implementing ethics in AI technology, there are at least two major ethical challenges. First, there are various competing AI ethics guidelines and consequently there is a need for a systematic overview of the relevant values that should be considered. Second, if the relevant values have been identified, there is a need for an indicator system that helps assessing if certain design features are positively or negatively affecting their implementation. This indicator system will vary with regard to specific forms of (...) AI technology. An adequate indicator system for the ethical development of recommendation algorithms, for example, will diverge considerably from another for autonomous road vehicles, although both are based on shared values. In this contribution, we propose solutions to both challenges with regard to the special case of the development of an AI-assisted rescue robot. (shrink)

Trait Selective Abortions (TSA) have come under critique as a medical practice that presents potential disabled infants as burdens and lacking the potential for meaningful lives. This paper, using the author’s background as a disabled person, contends that the philosophy underpinning TSAs reflects liberal society’s lack of a theory of needs. The author argues for a care ethics based approach informed by disability analyses to engage with TSAs.

This study explores the relationship between moral intensity and the use of different sensemaking strategies in military critical incidents. First, narratives of military personnel were used to select prototypical high/low moral intensity critical incidents. In a follow-up, a scenario study was conducted with active duty military personnel to examine the relationship between moral intensity and the use of sensemaking tactics. This study offers three main conclusions. First, the use of sensemaking tactics is strongly tied to the level of moral intensity (...) in the situation. In high-intense situations, the servicemen draw on previous experiences, prediction of consequences, and help of others to recognize and interpret the situation. Less attention goes out to higher level critical thinking. Thus, it seems that in these critical incidents, the servicemen react without giving room for thorough consideration and deliberation. Second, the number of deployments a serviceman experienced influences the perceived seriousness and harmfulness of the situation negatively in low-intense situations. Finally, and in line with earlier studies, the results indicate that the concept of moral intensity is formed out of three rather than the six dimensions originally proposed by Jones. The implications of these findings are discussed. (shrink)

Crosslinguistically, the same modal words can be used to express a wide range of interpretations. This crosslinguistic trend supports a Kratzerian analysis, where each modal has a core lexical entry and where the difference between an epistemic and a root interpretation is contextually determined. A long-standing problem for such a unified account is the equally robust crosslinguistic correlation between a modal’s interpretation and its syntactic behavior: epistemics scope high (in particular higher than tense and aspect) and roots low, a fact (...) which has led to proposals that hardwire different syntactic positions for epistemics and roots (cf. Cinque’s hierarchy). This paper argues that the range of interpretations a modal receives is even more restricted: a modal must be keyed to certain time-individual pairs, but not others. I show that this can be captured straightforwardly by minimally modifying the Kratzerian account: modals are relative to an event—rather than a world—of evaluation, which readily provides a time (the event’s running time) and (an) individual(s) (the event’s participants). I propose that this event relativity of modals can in turn explain the correlation between type of interpretation and syntactic position, without stipulation of an interpretation-specific height for modals. (shrink)

Bi-directional differences in social communication and behavior can contribute to poor interactions between autistic and non-autistic people, which in turn may reduce social opportunities for autistic adults and contribute to poor outcomes. Historically, interventions to improve social interaction in autism have focused on altering the behaviors of autistic people and have ignored the role of NA people. Recent efforts to improve autism understanding among NA adults via training have resulted in more favorable views toward autistic people, yet it remains unknown (...) whether these benefits extend to real-world interactions between autistic and NA people. The current study explores whether a brief autism acceptance training program can improve social interactions between autistic and NA adults. Thirty-nine NA males were randomly assigned to complete AAT or a no-training control condition, then participated in a 5-min unstructured conversation with an unfamiliar autistic male. Following the conversation, participants rated their perceptions of interaction quality, first impressions of their partner, and their interest in future interactions with their partner. In dyads where the NA individual completed AAT, both the autistic and NA person endorsed greater future interest in hanging out with their partner relative to dyads in which the NA adult did not complete AAT. However, other social interaction outcomes, including ratings of interaction quality and first impressions of autistic partners, largely did not differ between training and no-training conditions, and assessments of the interaction were largely unrelated for autistic and NA partners within dyads. Results also indicated that NA participants, but not autistic participants, demonstrated substantial correspondence between evaluations of their partner and the interaction, suggesting that autistic adults may place less weight on trait judgments when assessing the quality of an interaction. These findings suggest that the brief AAT for NA adults used in this study may increase mutual social interest in real-world interactions between NA and autistic adults, but more systematic changes are likely needed to bridge divides between these individuals. Future work with larger, more diverse samples is recommended to further explore whether interventions targeting NA adults are beneficial for improving autistic experiences within NA social environments. (shrink)

This study intends to show that the question whether faith can be justified without proofs can be resolved by importing ideas from Kierkegaard’s and Plantinga’s affirmative take on the matter. There is a deep similarity between the way they understand belief in God and belief in Christianity: for both the first is considered universal human knowledge and the second seen as a gift from God. Against the charge that such an understanding is irrational Plantinga offers an externalist epistemological model which (...) allows those beliefs to be warranted. The authors also share the modern idea that there is an objective truth, combining it with the postmodern stance that no method exists which would guarantee access to it. A specific contribution on Kierkegaard’s part to the understanding of the rationality of transitions toward a Christian stage of existence is to show in detail the way in which such transitions are mediated through inwardnes - a perspective akin to Michael Polanyi’s scientific epistemology. One can see in both authors not only a deep commonality of ideas, but also a remarkable way in which their understandings augment each other. Whereas Plantinga’s inquiry contributes to the rational plausibility of a “Justified Faith without Reasons” project, Kierkegaard’s venture balances such a logical-analytic effort with a deep existential inquiry. (shrink)

This paper proposes a theoretical framework for understanding fat stigma and its impact on people’s well-being. It argues that stigma should never be used as a tool to achieve public health ends. Drawing on Bruce Link and Jo Phelan’s 2001 conceptualization of stigma as well as the works of Hilde Lindemann, Paul Benson, and Margaret Urban Walker on identity, positionality, and agency, this paper clarifies the mechanisms by which stigmatizing, oppressive conceptions of overweight and obesity damage identities and diminish moral (...) agency, arguing that the use of obesity-related stigma for public health ends violates the bioethics principles of nonmaleficence, autonomy, and justice. (shrink)

This paper discusses the interaction of aspect and modality, and focuses on the puzzling implicative effect that arises when perfective aspect appears on certain modals: perfective somehow seems to force the proposition expressed by the complement of the modal to hold in the actual world, and not merely in some possible world. I show that this puzzling behavior, originally discussed in Bhatt (1999, Covert modality in non-finite contexts) for the ability modal, extends to all modal auxiliaries with a circumstantial modal (...) base (i.e., root modals ), while epistemic interpretations of the same modals are immune to the effect. I propose that implicative readings are contingent on the relative position of the modal w.r.t. aspect: when aspect scopes over the modal (as I argue is the case for root modals), it forces an actual event, thereby yielding an implicative reading. When a modal element scopes over aspect, no actual event is forced. This happens (i) with epistemics, which structurally appear above tense and aspect; (ii) with imperfective on a root modal: imperfective brings in an additional layer of modality, itself responsible for removing the necessity for an actual event. This proposal enables us to solve the puzzle while maintaining a standardized semantics for aspects and modals. (shrink)

How do children learn the meanings of propositional attitude verbs? We argue that children use information contained in both syntactic distribution and pragmatic function to zero in on the appropriate meanings. Specifically, we identify a potentially universal link between semantic subclasses of attitude verbs, their syntactic distribution and the kinds of indirect speech acts they can be used to perform. As a result, children can use the syntax as evidence about the meaning, which in turn constrains the kinds of pragmatic (...) enrichments they do and do not make in understanding these verbs in conversation. (shrink)

It has been suggested that states have no right to directly discriminate against would-be immigrants on grounds of race or sex. However, while the discourse on cases of wrongful discrimination has largely focused on discrimination on grounds of gender, race, and sexual orientation, states frequently engage in discrimination of a different kind when it comes to admissions and naturalisation policies. It is assumed that the anti-discrimination principle does not include cases of talent-based discrimination, and that these fall well within the (...) rights of states. I wish to suggest, to the contrary, that selecting immigrants on the basis of talent is a form of wrongful discrimination. First, with reference to Deborah Hellman’s expressive theory of discrimination, I explain what is wrongful about particular forms of state discrimination between would-be migrants. Next, I tackle the issue of immigrant selection on grounds of talent, which I refer to as ‘talent-based selection’. Unlike gender or race-based selection, it is generally not regarded as wrongful discrimination, for the reason that it does not express disrespect in the same way that sexist or racist selection criteria does. I argue that this assumption is mistaken, as talent-based discrimination does involve the expression of disrespect. In the present context, it has the expressive effect of reproducing demeaning stereotypes about low-skilled foreigners. Finally, I anticipate four objections to my conclusion. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...) curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and non-verbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. (shrink)

Doing philosophy for/with children and exposing students to multiple perspectives, exemplified within the Austrian Centre of Philosophy with Children’s implementation project of the Philosophical Enquiry Advancing Cosmopolitan Engagement (PEACE) curriculum in schooling, may offer a valuable written, taught, and tested curriculum for democratic citizenry. This paper provides an analysis that seeks to present, describe, critique, and make recommendations on the PEACE curriculum. The paper asks the question: In what ways does the Philosophical Enquiry Advancing Cosmopolitan Engagement as a 21st century (...) curriculum address education for democratic citizenry? In this evaluation the ways in which issues of culture and identity, human rights and democracy are perceived and addressed, along with issues of critical thinking and reasoning in verbal and nonverbal language are attended. Concepts of collaboration, cooperation, teacher support and development are also critiqued. This critique is based on a ten-day Austrian Center of Philosophy with Children conference and training course on the PEACE curriculum, and consists of open-ended interviews, personal observations, and published reports on pre- and post-test results of the PEACE curriculum. Exploring the integration of the Austrian Center of Philosophy with Children PEACE curriculum and the Philosophy for/with Children methodology, this paper utilizes Hansen’s (1995) five principles for guiding curriculum development practice as a framework for analysis. It is hoped that findings and recommendations from this study may stir further exploration and contribute to the work of Philosophy for/with Children in democratic education for 21st century citizenry worldwide. Keywords: Democratic education, Philosophy for/with Children, Philosophical Enquiry Advancing Cosmopolitan Engagement (P.E.A.C.E.) Curriculum, Curriculum development, 21st Century citizenry, critical thinkin. (shrink)

This article discusses the difference between comradeship, brotherhood, and friendship in a military context. The difference between these bonds will be made clear with the help of the story of Achilles and Patroclus, poems of the war poets, and Aristotle's books on friendship in the Ethica Nicomachea, amplified with insightful reflections on this classical text by several present-day philosophers.