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  1. Philosophical Scrutiny of Evidence of Risks: From Bioethics to Bioevidence.Deborah G. Mayo & Aris Spanos - 2006 - Philosophy of Science 73 (5):803-816.
    We argue that a responsible analysis of today's evidence-based risk assessments and risk debates in biology demands a critical or metascientific scrutiny of the uncertainties, assumptions, and threats of error along the manifold steps in risk analysis. Without an accompanying methodological critique, neither sensitivity to social and ethical values, nor conceptual clarification alone, suffices. In this view, restricting the invitation for philosophical involvement to those wearing a "bioethicist" label precludes the vitally important role philosophers of science may be able to (...)
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  • Ethical Risk Management Education in Engineering: A Systematic Review.Yoann Guntzburger, Thierry C. Pauchant & Philippe A. Tanguy - 2017 - Science and Engineering Ethics 23 (2):323-350.
    Risk management is certainly one of the most important professional responsibilities of an engineer. As such, this activity needs to be combined with complex ethical reflections, and this requirement should therefore be explicitly integrated in engineering education. In this article, we analyse how this nexus between ethics and risk management is expressed in the engineering education research literature. It was done by reviewing 135 articles published between 1980 and March 1, 2016. These articles have been selected from 21 major journals (...)
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  • How simulations fail.Patrick Grim, Robert Rosenberger, Adam Rosenfeld, Brian Anderson & Robb E. Eason - 2011 - Synthese 190 (12):2367-2390.
    ‘The problem with simulations is that they are doomed to succeed.’ So runs a common criticism of simulations—that they can be used to ‘prove’ anything and are thus of little or no scientific value. While this particular objection represents a minority view, especially among those who work with simulations in a scientific context, it raises a difficult question: what standards should we use to differentiate a simulation that fails from one that succeeds? In this paper we build on a structural (...)
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  • Applying the contribution principle.Christian Barry - 2005 - Metaphilosophy 36 (1-2):210-227.
    When are we responsible for addressing the acute deprivations of others beyond state borders? One widely held view is that we are responsible for addressing or preventing acute deprivations insofar as we have contributed to them or are contributing to bringing them about. But how should agents who endorse this “contribution principle” of allocating responsibility yet are uncertain whether or how much they have contributed to some problem conceive of their responsibilities with respect to it? Legal systems adopt formal norms (...)
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  • Nauka i wartościowania — uwagi o kondycji filozoficznej refleksji nad nauką.Trela Grzegorz - 2014 - Argument: Biannual Philosophical Journal 4 (2):277-298.
    Science and valuation — remarks about the condition of philosophical re ection on science this text is an attempt at a more general look at twentieth‐century philosophical re ection on science conceived as persistent trials to eliminate the non‐eliminateable, i.e. valuations. In this article, I recall the most important concepts of knowledge developed in the twentieth‐century philosophy of science by exposing assumed axiology in, among other things: the Vienna Circle, Karl raimund Popper’s falsi cationism, the historical and social approach of (...)
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