The rapidly changing field of genetics affects society through advances in health-care and through implications of genetic research. This study addresses the impacts of new genetic discoveries and technologies on different segments of today's society. The book begins with a chapter on genetic complexity, and subsequent chapters discuss moral and ethical questions arising from today's genetics from the perspectives of health care professionals, the media, the general public, special interest groups and commercial interests.

Research in the humanities and social sciences thrives on critical reflections that unfold with each research project, not only in terms of knowledge created, but in whether chosen methodologies served their purpose. Ethics forms the bulwark of any social science research methodology and it requires continuous engagement and reengagement for the greater advancement of knowledge. Each chapter in this book will draw from the empirical knowledge created through intensive fieldwork and provide an account of ethical questions faced (...) by the contributors, placing them in the context of contemporary debates surrounding the theory and practice of ethics. The chapters have been thematically organized into five sections: Feminist Ethics: Cross-Cultural Reflections and Its Implications for Change; Researching Physical and Sexual Violence in Non-Academic Settings: A Need for Ethical Protocols; Human Agency, Reciprocity, Participation and Activism: Meanings for Social Science Research Ethics; Emotions, Conflict and Dangerous Fields: Issues of “Safety” and Reflective Research; and Social Science Education: Training in Ethics or “Ethical Training” and “Ethical Publicizing." This inter-disciplinary volume will interest students and researchers in academic and non-academic settings in core disciplines of Anthropology, Sociology, Law, Political Science, International Relations, Geography, or inter-disciplinary degrees in Development Studies, Health Studies, Public Health Policy, Social Policy, Health Policy, Psychology, Peace and Conflict studies, and Gender Studies. The book features a foreword by His Holiness The Dalai Lama. (shrink)

Central Asian researchers are underrepresented in the global research production in social sciences, resulting in a limited Central Asian perspective on many social issues. To stimulate the production of local knowledge, it is important to develop strong research cultures, including knowledge of ethical practices in research with human participants. There is currently scarce evidence about research ethics regulations used by social science researchers working in the Central Asian region. This article reports findings from an online (...) survey conducted in Kazakhstan, Kyrgyzstan, and Uzbekistan ( n = 296) from October 2021 to January 2022. Focusing on three Central Asian countries, this article addresses the following research questions: What are the attitudes and practices of social science researchers based in Central Asia toward research ethics regulations and research ethics committees (RECs)? Is research ethics training associated with improved attitudes and practices in relation to research ethics among social scientists based in Central Asia? Is research experience associated with improved attitudes and practices in relation to research ethics among social scientists based in Central Asia? Regression analyses results demonstrate that locally based social scientists with prior research ethics training implement ethical procedures in their empirical research practice more often compared to researchers without any prior research ethics training. The preliminary findings indicate that research ethics training is positively associated with Central Asia-based social science researchers’ engagement in ethical research, thus potentially increasing the amount and quality of empirical social science research produced in the region. (shrink)

Richard Rorty challenges the traditional use of hermeneutic understanding to defend the methodological autonomy of the social sciences, claiming that hermeneutics is part of both social and natural science and, moreover, that it exposes the limits of ?epistemologically centered philosophy?. Hermeneutics is interested in edification rather than truth, in finding new ways of speaking rather than adjudicating knowledge claims or securing the grounds of rational consensus. Although Rorty refers to Gadamer's ?philosophical hermeneutics? as support for this position, (...) Gadamer's own analysis points in a different direction. First, it distinguishes the social from the natural sciences as forms of practical, not theoretical, knowledge. As hermeneutic analyses, the social sciences participate in an on?going dialogue about values and forms of life. Second, the goal of this dialogue is cognitive and normative agreement. Indeed, hermeneutics is an act of integration which tries to expand consensus between different cultures and historical perspectives by mediating their claims to truth. (shrink)

The formal and empirical-generative perspectives of computation are demonstrated to be inadequate to secure the goals of simulation in the social sciences. Simulation does not resemble formal demonstrations or generative mechanisms that deductively explain how certain models are sufficient to generate emergent macrostructures of interest. The description of scientific practice implies additional epistemic conceptions of scientific knowledge. Three kinds of knowledge that account for a comprehensive description of the discipline were identified: formal, empirical and intentional knowledge. The use of (...) formal conceptions of computation for describing simulation is refuted; the roles of programming languages according to intentional accounts of computation are identified; and the roles of iconographic programming languages and aesthetic machines in simulation are characterized. The roles that simulation and intentional decision making may be able to play in a participative information society are also discussed. (shrink)

Participation of the Public in Science: Towards a New Kind of Scientific Practice Participation of the public in science has been the object of an increasing number of social and political philosophical studies, but there is still hardly any epistemological study of the topic. While it has been objected that involvement of the public is a threat to the integrity of science, the apparent indifference of philosophers of science seems to testify to its lack of (...) relevance to conceptions of scientific activity. I argue both that it is not a threat to science and that it is relevant to philosophy of science by showing that it constitutes a new kind of epistemic practice. Two main objections to the idea that the involvement of non-scientists, with their situated perspective and contextual values, can form an epistemic practice will be addressed: the first bears on the epistemic potentialities of the cooperation between scientist and non-scientists; the second on the possibility that this cooperation takes the form of a practice. (shrink)

In this study, we aimed to investigate how prospective science teachers, who participated in a series of explicit-reflective activities for NOS teaching, understood "science in a social and cultural context" in the context of a biographical documentary film. We adopted a phenomenological approach. The data were analyzed descriptively by considering the aspects of nature of science and the levels of understanding as defined in Dilthey's hermeneutic approach. In this way, we determined participants’ levels of hermeneutic understanding (...) regarding the nature of science. The findings show that the participants regarded science within the framework of aspects of the consensus view blended with somewhat authentic interpretations and at a basic level of understanding from the point of view of hermeneutics. This finding highlights the importance of integrating the hermeneutic approach into the teaching process in understanding science. (shrink)

Several arguments have been put forward about the benefits of young people carrying out their own social science research in terms of empowering their voices and their participation. Much less attention has been paid to investigating the understandings young people develop about the research process itself. Seven twelve-year olds carried out self-directed social science research into a topic of their choice. Towards the end of their six months experience, we used a questionnaire and follow-up semi-structured interviews (...) to investigate, from a sociocultural perspective, what the young people thought about being a researcher. Thematic analysis of the interviews identified three themes and eight subthemes suggesting that they were aware of: the need to demonstrate researcher/research integrity ; the need for good interpersonal skills and standards, and good self-management skills (be resilient, agentic, committed and go... (shrink)

Philosophy of science is showing an increasing interest in the social aspects and the social organisation of science—the ways social values and social interactions and structures play a role in the creation of knowledge and the ways this role should be taken into account in the organisation of science and science policy. My thesis explores a number of issues related to this theme. I argue that a prominent approach to the social (...) organisation of science—Philip Kitcher’s well-ordered science—runs into a number of problems. They undermine its philosophical plausibility and practical usefulness. I agree with Kitcher that arguments about the social organisation of science should recognise profound societal consequences of science. Kitcher argues that the appropriate organisation of science should therefore take into account laypersons’ values and needs when making decisions concerning research planning, evaluation and application. My criticisms show that this is not enough. Drawing on Helen Longino ideas, I argue that laypersons’ perspectives and knowledge may also be relevant when doing research. In order to show how more inclusive research practices may be possible, I discuss connections between philosophy of science and some developments in science policy, which has also recently shown considerable interest in democratic participation. I demonstrate how public participation experiments in science policy may sometimes be close enough to what the philosopher would recommend. Their analysis can thus be helpful for understanding how societal developments may provide opportunities for the involvement of laypersons in science and what factors may endanger its success. I conclude that a way to pursue a more socially relevant philosophy of science is to focus on the points of contact and possibilities of cooperation between philosophical proposals and these public participation initiatives. (shrink)

Mario Bunge, author of the monumental Treatise on Basic Philosophy, is widely renowned as a philosopher of science. In this new and ambitious work he shifts his attention to the social sciences and the social technologies. He considers a number of disciplines, including anthropology, sociology, economics, political science, law, history, and management science. Bunge contends that social science research has fallen prey to a postmodern fascination with irrationalism and relativism. He urges social (...) scientists to re-examine the philosophy and the methodology at the base of their discipline. Bunge calls for objective and relevant fact-finding, rigorous theorizing, and empirical testing, as well as morally sensitive and socially responsible policy design. (shrink)

The social impact of robotics applied to domains such as education, religion, nursing, and therapy across the world depends on the level of technology as well as the culture in which it is used. By studying how robots are used in Iran, a technologically-savvy country with a long history and a rich culture, we explore their possible impact on interrelated areas of religious and ethical features in education in an Islamic society. To accomplish this task, a preliminary exploratory study (...) was conducted using two social robots as teaching assistants in Islamic religion classes for 42 elementary students. More than 90% of the participants in the study absolutely preferred the robot-assisted religion class over one taught by a human. Building on the results from the students’ viewpoints and exam scores, the acceptability and potential of using social robots in the education of Islamic religious concepts in Iran are further discussed in this paper. (shrink)

In this introduction to the Topical Collection on Social and Cognitive Diversity in Science, we map the questions that have guided social epistemological approaches to diversity in science. Both social and cognitive diversity of different types is claimed to be epistemically beneficial. The challenge is to understand how an increase in a group’s diversity can bring about epistemic benefits and whether there are limits beyond which diversity can no longer improve a group’s epistemic performance. The (...) contributions to the Topical Collection discuss various proposals to maintain an appropriate amount of cognitive diversity in science, for instance, by recruiting and retaining practitioners from underrepresented social groups, providing incentives for explorative and risky research, encouraging interdisciplinary collaborations and stakeholder participation in research, requiring industry scientists to share their evidence, and developing strategies to encounter politically motivated attempts to manufacture doubt. To be successful, efforts to promote diversity in science should anticipate risks related to institutional interventions, navigate trade-offs between different types of epistemically good outcomes, and identify hidden costs that such policies may cause for various actors. Such efforts need to be assessed not only from an epistemic perspective but also from the point of view of fairness and the political legitimacy of scientific institutions. (shrink)

L’environnement apparaît à des moments et sous des formes différentes dans les musées de sciences et les musées de société : entre les écomusées soutenus par le premier ministère de l’Environnement, et l’apparition du thème des crises environnementales et du développement durable dans les musées de sciences, on repère également des divergences fortes dans le sens des dynamiques participatives, les dimensions politiques des savoirs sur les relations entre l’homme et la nature, le développement d’une ingénierie des technologies sociales. Le musée (...) apparaît dans cette perspective non pas comme un lieu de diffusion des sciences, mais comme un lieu d’expression culturelle des sciences, sciences de la nature, et sciences sociales.Since the support given to eco-museums by the first Ministry for the Environment and the emergence of environ-mental crisis and sustainable development as an exhibition theme, science museums and social museums have treated the environment at different times and in different ways. Considerable differences can be discerned in areas such as participa-tory dynamics, the political dimensions of knowledge on relationships between humans and nature and the development of social engineering technologies. Museums in this sense increasingly appear to be no longer places for disseminating science, but places for cultural expressions of science, natural sciences and social sciences. (shrink)

Plant genome editing has the potential to become another chapter in the intractable debate that has dogged agricultural biotechnology. In 2016, 107 Nobel Laureates accused Greenpeace of emotional and dogmatic campaigning against agricultural biotechnology and called for governments to defy such campaigning. The Laureates invoke the authority of science to argue that Greenpeace is putting lives at risk by opposing agricultural biotechnology and Golden Rice and is notable in framing Greenpeace as unethical and its views as marginal. This paper (...) examines environmental, food and farming NGOs’ social and ethical concerns about genome editing, situating these concerns in comparison to alternative ethical assessments provided by the Nuffield Council on Bioethics, a key actor in this policy debate. In doing so, we show that participant NGOs and the Nuffield Council on Bioethics share considerable concerns about the social and ethical implications of genome editing. These concerns include choices over problem/solution framing and broader terminology, implications of regulatory and research choices on consumer choice and relations of power. However, GM-engaged NGOs and the Nuffield Council on Bioethics diverge on one important area: the NGOs seek to challenge the existing order and broaden the scope of debate to include deeply political questions regarding agricultural and technological choices. This distinction between the ethical positions means that NGOs provide valuable ethical insight and a useful lens to open up debate and discussion on the role of emerging technologies, such as genome editing, and the future of agriculture and food sovereignty. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Books ReceivedThe Ambitions of Curiosity: Understanding the World in Ancient Greece and China. By G.E.R. Lloyd. Cambridge: Cambridge University Press, 2002. Pp. xvi + 175. Price not given.The Art of the Han Essay: Wang Fu's Ch'ien-Fu Lun. By Anne Behnke Kinney. Tempe: Center for Asian Studies, Arizona State University, 1990. Pp. xi + 154. Paper $10.00.The Autobiography of Jamgön Kongtrul: A Gem of Many Colors. By Jamgön Kongtrul Lodrön (...) Thayé and translated by Richard Barron (Chökyi Nyima). Ithaca, New York: Snow Lion Publications, 2003. Pp. xxii + 549. Price not given.Awesome Nightfall: The Life, Times, and Poetry of Saigyō. By William R. LaFleur. Boston: Wisdom Publications, 2003. Pp. xiii + 173. Paper $14.95.Becoming the Compassion Buddha: Tantric Mahamudra for Everyday Life. By Lama Thubten Yeshe, edited by Robina Courtin, and foreword by Geshe Lhundub Sopa. Boston: Wisdom Publications, 2003. Pp. xi + 194. Paper $14.95.Between Two Worlds East and West: An Autobiography. By J. N. Mohanty. New Delhi: Oxford University Press, 2002. Pp. ix + 134. Hardcover RS 525.00.The Chinese Face of Jesus Christ. Edited by Roman Malek, S.V.D. Sankt Augustin, Germany: Institut Monumenta Serica and China-Zentrum; and Nettetal, Germany: Steyler Verlag, 2002. Pp. 391. EUR 40.00.Chinese Medicine in Contemporary China: Plurality and Synthesis. By Volker Scheid. Durham and London: Duke University Press, 2002. Pp. xiv + 407. Hardcover $69.95. Paper $23.95.Confucian Feminist: Memoirs of Zeng Baosun (1893-1978). Translated and adapted by Thomas L. Kennedy. Philadelphia: American Philosophical Society, 2002. Pp. xxi + 170. Price not given.Consciousness Studies: Cross-Cultural Perspectives. By K. Ramakrishna Rao. Jefferson (North Carolina) and London: McFarland and Company, 2002. Pp. 367. Hardcover $65.00.Constituting Communities: Theravāda Buddhism and the Religious Cultures of South and Southeast Asia. Edited by John Clifford Holt, Jacob N. Kinnard, and Jonathan S. Walters. Albany: State University of New York Press, 2003. Pp. viii + 224. Hardcover $65.50. Paper $21.95.Developments in Indian Philosophy from Eighteenth Century Onwards: Classical and Western. By Daya Krishna. Volume X Part 1 of History of Science, Philosophy and Culture in Indian Civilization, edited by D. P. Chattopadhyaya. New [End Page 110] Delhi: Centre for Studies in Civilizations, 2001. Pp. xxiii + 417. Hardcover RS 1200.East and West: Identità e dialogo interculturale. By Giangiorgio Pasqualotto. Venezia: Marsilo Editori, 2003. Pp. 210. EUR 16.00.Effortless Action: Wu-wei as Conceptual Metaphor and Spiritual Ideal in Early China. By Edward Slingerland. New York: Oxford University Press, 2003. Pp. xii + 352. Price not given.Encountering Kā lī: In the Margins, at the Center, in the West. Edited by Rachel Fell McDermott and Jeffrey J. Kripal. Berkeley and Los Angeles: University of California Press, 2003. Pp. xviii + 321. Hardcover $55.00, £37.95. Paper $21.95, £15.95.Encyclopedia of Chinese Philosophy. Edited by Antonio S. Cua. New York and London: Routledge, 2003. Pp. xx + 1020. Hardcover $150.00.Essays on Indian Philosophy. By J. N. Mohanty and edited by Purushottama Bilimoria. New Delhi: Oxford University Press, 2002. Pp. xxxvii + 347. Paper RS 525.00.Faith, Humor, and Paradox. By Ignacio L. Götz. Westport, Connecticut: Praeger Publishers, 2002. Pp. 136. Hardcover $61.95.Four Illusions: Candrakīrti's Advice for Travelers on the Bodhisattva Path. Translated by Karen C. Lang. New York: Oxford University Press, 2003. Pp. xv + 240. Price not given.The Great Awakening: A Buddhist Social Theory. By David R. Loy. Boston: Wisdom Publications, 2003. Pp. 223. Paper $16.95.The Hidden History of The Tibetan Book of the Dead. By Bryan J. Cuevas. New York: Oxford University Press, 2003. Pp. xi + 328. Price not given.Huang Di nei jing su wen: Nature, Knowledge, Imagery in an Ancient Chinese Medical Text. By Paul U. Unschuld. Berkeley and Los Angeles: University of California Press, 2003. Pp. xii + 520. Hardcover $75.00, £52.00.In Dewey's Wake: Unfinished Work of Pragmatic Reconstruction. Edited by William J. Gavin. Albany: State University of New York Press, 2003. Pp. vi + 249. Hardcover $71.50. Paper $23.95.Knowledge and Freedom in Indian Philosophy. By Tara Chatterjea. Lanham, Maryland: Lexington Books, 2002. Pp. xvi + 159. Hardcover... (shrink)

Continuing advances in human ability to manipulate matter at the atomic and molecular levels (i.e. nanoscale science and engineering) offer many previously unimagined possibilities for scientific discovery and technological development. Paralleling these advances in the various science and engineering subdisciplines is the increasing realization that a number of associated social, ethical, environmental, economic and legal dimensions also need to be explored. An important component of such exploration entails the identification and analysis of the ways in which current (...) and prospective researchers in these fields conceptualize these dimensions of their work. Within the context of a National Science Foundation funded Research Experiences for Undergraduates (REU) program in nanomaterials processing and characterization at the University of Central Florida (2002–2004), here I present for discussion (i) details of a “nanotechnology ethics” seminar series developed specifically for students participating in the program, and (ii) an analysis of students’ and participating research faculty’s perspectives concerning social and ethical issues associated with nanotechnology research. I conclude with a brief discussion of implications presented by these issues for general scientific literacy and public science education policy. (shrink)

Recent science and technology studies have analyzed questions of nonexpert participation in science, technology, and science policy from an empirically grounded perspective. The introduction to this special issue offers a double contribution to this debate. First, it presents a summary of the state of the art and an outline of the historical emergence of the participatory question. The argument distinguishes four periods since the late nineteenth century, each with a specific relationship between expert and nonexpert knowledge (...) ranging from a hybrid, to a politicized, to an autonomous, to a participatory relationship. Second, the introduction summarizes the contributions to this issue. Their common concern is to take the debate one step further by critically reflecting the problems and limitations of participatory practices. The contributions point out the need for contextualizing the participatory question within the wider social, economic, and political circumstances in which participatory science and technology is set. (shrink)

The tremendous recent growth of the women's movement as a political force has been accompanied by an event of equal import to the academic world--the development of the discipline of women's studies. Colleges across the nation are establishing programs in this area. Women's Studies is a classroom anthology designed for use in these newly-introduced courses.

Social work and other professions struggle with the roles of knowledge and values in the study of society and human lives, and in professional practice. Discussions of this topic range from those who see relatively clear distinctions between these concepts and those for whom the lines between the concepts are blurred. For those who separate theory and knowledge from values and ethics there is further discussion in the literature on which is the appropriate foundation for social work practice. (...) The following discussion examines two arguments: firstly, that these concepts, and the two camps they can be placed into, are distinct and should be kept separate; and secondly, the alternative perspective that the concepts overlap and that the separation into two camps is false. The analysis here outlines these perspectives and suggests reasons why shades of both are necessary to fully understand and participate in the reality of social work as a profession and an academic discipline. (shrink)

Drawing on interdisciplinary, feminist insights, we encourage social psychologists to embrace the active participation of marginalized groups in social disparities research. We explain how the absence of marginalized groups' perspectives in research presents a serious challenge to understanding intergroup dynamics and concomitant disparities, and how their inclusion could assuage some of social psychology's “fatal flaws.”.

This volume explores the potential of employing a relational paradigm for the purposes of interdisciplinary exchange. Bringing together scholars from the social sciences, philosophy and theology, it seeks to bridge the gap between subject areas by focusing on real phenomena.Although these phenomena are studied by different disciplines, the editors demonstrate that it is also possible to study them from a common relational perspective that connects the different languages, theories and perspectives which characterize each discipline, by going beyond their (...) differences to the core of reality itself. As an experimental collection that highlights the potential that exists for cross-disciplinary work, this volume will appeal to scholars across a range of field concerned with critical realist approaches to research, collaborative work across subjects and the manner in which disciplines can offer one another new insights. (shrink)

What does it take to see how autistic people participate in social interactions? And what does it take to support and invite more participation? Western medicine and cognitive science tend to think of autism mainly in terms of social and communicative deficits. But research shows that autistic people can interact with a skill and sophistication that are hard to see when starting from a deficit idea. Research also shows that not only autistic people, but also their non-autistic (...) interaction partners can have difficulties interacting with each other. To do justice to these findings, we need a different approach to autistic interactions—one that helps everyone see, invite, and support better participation. I introduce such an approach, based on the enactive theory of participatory sense-making and supported by insights from indigenous epistemologies. This approach helps counteract the homogenising tendencies of the “global mental health” movement, which attempts to erase rather than recognise difference, and often precludes respectful engagements. Based in the lived experiences of people in their socio-cultural-material and interactive contexts, I put forward an engaged—even engaging—epistemology for understanding how we interact across difference. From this perspective, we see participatory sense-making at work across the scientific, diagnostic, therapeutic, and everyday interactions of autistic and non-autistic people, and how everyone can invite and support more of it. (shrink)

Two major social science perspectives on wife abuse have emerged in the last decade. One is a family violence perspective; the other is a feminist perspective. The purpose of this article is to compare the basic premises, methodology, and conclusions of these two perspectives with respect to their views of women and gender. The perspectives differ in the priority that they assign to gender as a factor in the abuse of women by husbands and male intimates, (...) and these differences have implications for research and policy on wife abuse. I argue that the feminist perspective portrays the realities of battering more accurately, and I conclude with directions for future research. (shrink)

The need to make young scientists aware of their social responsibilities is widely acknowledged, although the question of how to actually do it has so far gained limited attention. A 2-day workshop entitled “Prepared for social responsibility?” attended by doctoral students from multiple disciplines in climate science, was targeted at the perceived needs of the participants and employed a format that took them through three stages of ethics education: sensitization, information and empowerment. The workshop aimed at preparing (...) doctoral students to manage ethical dilemmas that emerge when climate science meets the public sphere (e.g., to identify and balance legitimate perspectives on particular types of geo-engineering), and is an example of how to include social responsibility in doctoral education. The paper describes the workshop from the three different perspectives of the authors: the course teacher, the head of the graduate school, and a graduate student. The elements that contributed to the success of the workshop, and thus make it an example to follow, are (1) the involvement of participating students, (2) the introduction of external expertise and role models in climate science, and (3) a workshop design that focused on ethical analyses of examples from the climate sciences. (shrink)

The relationship between science and democracy has been an interesting and important issue in the study of philosophy as well as political science. Democracy does not only apply in the political realm but can also be seen in the context of science. This paper uses a political-philosophical approach to explore the relationship between science and democracy from the perspective of Philip Kitcher. As far as the philosophical research model used in this research is the concept (...) of figure thinking by using primary sources in the form of Philip Kitcher's two main works among other works, namely: Kitcher's Science, Truth, and Democracy (2001) and Science in a Democratic Society (2011), as well as secondary sources such as books, journal articles and sources relevant to the concepts of the relationship between science and democracy. This paper concludes that the relationship between science and democracy according to Kitcher is based on the concept of a partnership model. This model emphasizes that scientists should consider how knowledge can be applied in a social and practical context, as well as enabling the active participation of the public democratically in the process of scientific research. The relationship between science and democracy, according to Kitcher, relates to the epistemological and socio-practical significance to be taken into account in scientific decision-making, as well as taking into account the public perspective in decision-making. In Kitcher’s perspective too, integration between science and democracy became essential to forming a normative framework for more transparent, democratic scientific research, and producing high-quality knowledge. (shrink)

Growing economic inequality, workforce precarity, the perceived meaninglessness of many jobs, and the prospect of widespread technological unemployment have led to an unprecedented level of critical scrutiny of the institution of work. Some scholars go so far as to propose that we should take seriously, or even embrace, a “post-work” future. This volume aims to provide the first critical overview of the scholarly arguments about the design and desirability of such a “post-work” world. Topics addressed in its chapters include the (...) historical origins of the work ethic; work’s relation to freedom, leisure, and self-realization; alternative visions of a post-work world; the intersection of post-work thinking with economic justice; and post-work’s relevance to environmental sustainability, care work, and democratic change. (shrink)

There is a strong need to connect agricultural research to social movements and community-based food system reform efforts. Participatory research methods are a powerful tool, increasingly used to give voice to communities overlooked by academia or marginalized in the broader food system. Plant breeding, as a field of research and practice, is uniquely well-suited to participatory project designs, since the basic process of observing and selecting plants for desirable traits is accessible to participants without formal plant breeding training. The (...) challenge for plant breeders engaged in participatory research is to consider not only how their work incorporates farmer input in developing new varieties, but also how it interacts with broader questions of food sovereignty, food justice, diversity and democratization in the food system. This article examines these issues in the context of the Seed to Kitchen Collaborative, a participatory variety evaluation and breeding project at the University of Wisconsin-Madison. (shrink)

This is an expanded and thoroughly revised edition of the widely adopted introduction to the philosophical foundations of the human sciences. Ranging from cultural anthropology to mathematical economics, Alexander Rosenberg leads the reader through behaviorism, naturalism, interpretativism about human action, and macrosocial scientific perspectives, illuminating the motivation and strategy of each.Rewritten throughout to increase accessibility, this new edition retains the remarkable achievement of revealing the social sciences’ enduring relation to the fundamental problems of philosophy. It includes new discussions of (...) positivism, European philosophy of history, causation, statistical laws, quantitative models, and postempiricist social science, along with a completely updated literature guide that keys chapters to widely anthologized papers. (shrink)

There are concerns that participation in open science will lead to various forms of exploitation – of researchers and scholars in low-income countries and under-resourced institutions. This article defends a contrary thesis and demonstrates the exact ways the underexplored notions of communal relationships, human dignity and social justice – and the normative principles to which they give rise – grounded in African philosophy can usefully address critical concerns regarding exploitation in the sharing of research resources to facilitate open (...) partnership/collaboration and reuse. Further research is required to study the specific roles different institutions can play in facilitating open practice and contribute towards establishing effective structures that can enhance equity and balance unfavourable power asymmetries. (shrink)

There are concerns that participation in open science will lead to various forms of exploitation – of researchers and scholars in low-income countries and under-resourced institutions. This article defends a contrary thesis and demonstrates the exact ways the underexplored notions of communal relationships, human dignity and social justice – and the normative principles to which they give rise – grounded in African philosophy can usefully address critical concerns regarding exploitation in the sharing of research resources to facilitate open (...) partnership/collaboration and reuse. Further research is required to study the specific roles different institutions can play in facilitating open practice and contribute towards establishing effective structures that can enhance equity and balance unfavourable power asymmetries. (shrink)

This is the first book in the new series, is a comprehensive introduction to philosophical problems in the social sciences, encompassing traditional and contemporary perspectives. It is readily accessible, with a firm emphasis on communicating difficult philosophical ideas clearly and effectively to those from outside this discipline. Ted Benton and Ian Craib move systematically through major topic areas, from positivism to post-structuralism, using a wide variety of examples and cases to illustrate key themes.

Abstract The questions of whether the news media are biased, and if so, in what direction, typically generate more heat than light. Here, we review some of the most recent and meritorious empirical studies on media bias. This evidence suggests that several prominent national news outlets have a distinct slant to the left or right, and that exposure to these sources influences both public opinion and voting behavior.

There are concerns that participation in open science will lead to various forms of exploitation – of researchers and scholars in low‐income countries and under‐resourced institutions. This article defends a contrary thesis and demonstrates the exact ways the underexplored notions of communal relationships, human dignity and social justice – and the normative principles to which they give rise – grounded in African philosophy can usefully address critical concerns regarding exploitation in the sharing of research resources to facilitate open (...) partnership/collaboration and reuse. Further research is required to study the specific roles different institutions can play in facilitating open practice and contribute towards establishing effective structures that can enhance equity and balance unfavourable power asymmetries. (shrink)

One of the most influential philosophers in the English-speaking world, Charles Taylor is internationally renowned for his contributions to political and moral theory, particularly to debates about identity formation, multiculturalism, secularism, and modernity. In _Modern Social Imaginaries,_ Taylor continues his recent reflections on the theme of multiple modernities. To account for the differences among modernities, Taylor sets out his idea of the social imaginary, a broad understanding of the way a given people imagine their collective social life. (...) Retelling the history of Western modernity, Taylor traces the development of a distinct social imaginary. Animated by the idea of a moral order based on the mutual benefit of equal participants, the Western social imaginary is characterized by three key cultural forms—the economy, the public sphere, and self-governance. Taylor’s account of these cultural formations provides a fresh perspective on how to read the specifics of Western modernity: how we came to imagine society primarily as an economy for exchanging goods and services to promote mutual prosperity, how we began to imagine the public sphere as a metaphorical place for deliberation and discussion among strangers on issues of mutual concern, and how we invented the idea of a self-governing people capable of secular “founding” acts without recourse to transcendent principles. Accessible in length and style, _Modern Social Imaginaries_ offers a clear and concise framework for understanding the structure of modern life in the West and the different forms modernity has taken around the world. (shrink)

This inclusive cross-cultural study rethinks the nexus between engineering education and context. In so doing the book offers a reflection on contextual boundaries with an overall boundary crossing ambition and juxtaposes important cases of critical participation within engineering education with sophisticated scholarly reflection on both opportunities and discontents. Whether, and in what way engineering education is or ought to be contextualized or de-contextualized is an object of heated debate among engineering educators. The uniqueness of this study is that this debate (...) is given comprehensive coverage - presenting both instrumentally inclined as well as radical positions on transforming engineering education. In contextualizing engineering education, this book offers diverse commentary from a range of disciplinary, meta- and interdisciplinary perspectives on how cultural, professional, institutional, and educational systems contexts shape histories, structural dynamics, ideologies and challenges as well as new pathways in engineering education. Topics addressed include examining engineering education in countries ranging from India to America, to racial and gender equity in engineering education and incorporating social awareness into the area. Using context as "bridge" this book confronts engineering education head on. Contending engineering ideologies and corresponding views on context are juxtaposed with contending discourses of reform. The uniqueness of the book is that it brings together scholars from the humanities, the social sciences and engineering from Europe - both East and West - with the United States, China, Brazil, India and Australia. (shrink)

The thought about this book has been developed with the view of adding value to the teaching of Research Methodology for undergraduate and graduate students in developing economies like Sierra Leone. At the same time, it is a very useful tool for professionals engaged in research as part of their work life and for which their understanding of the dichotomy between Research Methods and Research Methodology needs to be addressed. It is divided into distinct sections, which makes it very easy (...) for the beginner researcher to understand the difference in concepts used, while at the same time enhancing their basic understanding of scientific tool(s) needed to pursue ontological research, with the aim of adding new value in the body of knowledge. The main motivation for producing the first edition is based on the following: ● To write a book that focused on using and applying the techniques of research methodology in a research setting. ● To write a book that is accessible to students and practicing researchers in developing country like Sierra Leone, where the subject matter is not so well taught, but critical in developing knowledge capacity for graduates entering the profession of research. ● To pursue critical research, particularly in the social science field pertaining to Econometrics, Sociology, Development Economics and many more. (shrink)

The essay begins with an explanation of the underlying theological vision that supports Catholic social teaching's commitment to the centrality of the common good and the role of solidarity as both a virtue and a norm. The vision of humanity as one family and the church as a sacrament of unity is the foundation for a communitarian ethic that prizes inclusion, participation, and relative equality in the quest for a truly just society. An array of social science (...) studies is then employed to show that economic inequality “bleeds” into other realms of public life to undermine fundamental commitments of American society, namely, equal opportunity and political democracy. The essay concludes that an understanding of Catholic social teaching promotes a critical perspective that is deeply at odds with ongoing trends in the U.S. economy. (shrink)

This paper describes differences in two perspectives on the idea of virtue as a theoretical foundation for positive organizational ethics (POE). The virtue ethics perspective is grounded in the philosophical tradition, has classical roots, and focuses attention on virtue as a property of character. The positive social science perspective is a recent movement (e.g., positive psychology and positive organizational scholarship) that has implications for POE. The positive social science movement operationalizes virtue through an empirical (...) lens that emphasizes virtuous behaviors. From a virtue ethics perspective, a behaviorally based account of virtue is a weak theory of virtue. Observations are suggested for integrating the two perspectives. First, virtue should always be understood as an excellence and is often an optimal point between extreme dysfunctions on continuum of potential states. Second, an empirical exploration of virtue needs to account for character and context. Finally, the properties of organization-level virtue need to be further specified and explored. Implications and directions for future research are discussed. (shrink)

Citizen Inquiry: Synthesising Science and Inquiry Learning is the first book of its kind to bring together the concepts of citizen science and inquiry-based learning to illustrate the pedagogical advantages of this approach. It shifts the emphasis of scientific investigations from scientists to the general public, by educating learners of all ages to determine their own research agenda and devise their own investigations underpinned by a model of scientific inquiry. 'Citizen Inquiry' is an original approach to research education (...) that refers to mass participation of the public in joining inquiry-led scientific investigations. Using a range of practical case studies underpinned by the theory of inquiry-based learning, this book has significant implications for teaching and learning through exploration of how new technologies can be used to engage with scientific research. Key features include: a new perspective on science education and science practice through crowd-sourced research explanation of the benefits of this innovative approach to teaching and learning a steady shift of emphasis from theory to application for readers to thoroughly understand the current state of research in the field and its applications to practice examples of practical applications of this approach and recommendations on how successful citizen inquiry applications can be developed This edited volume is essential reading for academic researchers and professional educators interested in the potential of online technology in all levels of education, from primary and secondary level through to further education and lifelong learning. It will be ideal reading on any undergraduate or postgraduate course involving Research Methods in education as well as developments in science education and educational software. (shrink)

This study explores new philosophical foundations for democracy in revolutions. Alain Badiou’s thought is in focus, but this essay is not just an exegesis. The thought of Alain Badiou is appraised (and adapted) in this essay in the light of the main currents of European thought on the hopes and history of European revolutions. This essay dismisses Badiou’s ultra-gauche Maoism, focusing instead on Badiou’s ways to reconcile revolutionary change, social inclusion and human freedom. These ways are important. By overcoming (...) hegemonic traditions of study, Badiou’s methods promote democratic ethics of restraint. They also help re-invigorate methods in the social sciences privileging participant perspectives. (shrink)

Written by a diverse range of scholars, this accessible introductory volume asks: What is implicit bias? How does implicit bias compromise our knowledge of others and social reality? How does implicit bias affect us, as individuals and participants in larger social and political institutions, and what can we do to combat biases? An interdisciplinary enterprise, the volume brings together the philosophical perspective of the humanities with the perspective of the social sciences to develop rich lines (...) of inquiry. Its 12 chapters are written in a non-technical style, using relatable examples that help readers understand what implicit bias is, its significance, and the controversies surrounding it. Each chapter includes discussion questions and additional annotated reading suggestions. And a companion webpage contains teaching resources. The volume is invaluable resource for students―and researchers―seeking to understand criticisms surrounding implicit bias, as well as how one might answer them by adopting a more nuanced understanding of bias and its role in maintaining social injustice. (shrink)