El problema que se pretende resolver en este texto es el aporte del diálogo filosófico como unaaventura y experiencia que cura. El texto se justifica toda vez que ante una experiencia filosófica enla que las preguntas fundamentales parecen ser la fuente del quehacer filosófico, aparece el diálogocomo una excelente oportunidad de transformar la existencia y curar los males que aquejan alhombre postmoderno. El objetivo del texto se enmarca en la experiencia vital del filósofo quese ha dedicado toda su vida a (...) dar respuesta a inquietudes existenciales pero que en los actualesmomentos le apuesta al diálogo como la mejor manera de curar los males que nos aquejan. Laexperiencia curativa desde el filosofar transforma al ser humano y lo prepara para enfrentarlas grandes problemáticas de su quehacer cotidiano. La metodología utilizada fue de enfoquedescriptivo en la que las fuentes permitieron acercarse a la argumentación dialógica del filosofar.La experiencia íntima de la filosofía se da gracias al diálogo filosófico que, más que método, es unaexperiencia que posibilita la relación conmigo mismo, con los otros y con las cosas a través de lapalabra, la razón y la sensación que surge en el devenir mismo del diálogo; esto es lo que lleva aentender el diálogo como una experiencia que cura y transforma. Por medio del diálogo filosófico,se logra un autoconocimiento que tiene el poder de curar, sanar, reparar y transformar a la personahumana, al “hombre de carne y hueso”. (shrink)

En este texto vamos a analizar el concepto de “Metafísica Popular” en los escritos menores de Schopenhauer. Según este autor, aquél concepto reemplaza al de religión. Así pues, para el presente artículo es necesario plantear el interrogante ¿por qué la religión se considera, en la obra de Schopenhaer, como metafísica? ¿y por qué es denominada popular? De este modo, el análisis a realizar estribará en responder a ese interrogante, procurando dar una lectura actual a este problema latente en la época (...) de este pensador. (shrink)

La metafísica popular es uno de los temas que aborda Arthur Schopenhauer en sus escritos menores. Aquél concepto representa lo que se denomina como “religión”, aunque en Schopenhauer va a tomar un matiz de performatividad más elevado e instaura un análisis que va más allá de la manifestación del dogma religioso. Para este autor, la religión, al igual que la filosofía, se presta para satisfacer la necesidad metafísica de los hombres. Luego de evidenciar la supremacía de la filosofía frente a (...) la religión, muestra las falencias de esta última. En la obra de Schopenhauer, la religión está bien y cumple un objetivo primordial para los hombres y en este sentido deviene metafísica popular, sin embargo, no puede desconocerse lo que ha hecho a través de la historia. Vamos a evidenciar en los comentarios que hace esta autor en el diálogo entre Filatetes y Demófeles en el segundo tomo de los Parerga y Paralipómena, algunas posturas filosóficas que están en favor de la religiosidad, aunque este no fue el objetivo centrar de Schopenhauer. (shrink)

La propuesta antropológica del médico español Pedro Laín Entralgo, se direcciona a la ejecución de un proyecto académico y autobiográfico, desde el cual se vivencien relaciones interpersonales genuinas, en las que siendo el otro desconocido, sin nombre, sea ayudado en su menesterosidad. Laín está convencido de que la razón suficiente para ser solidario con el otro es su condición de persona y, por serlo, debo creerle y serle prójimo. Dicho proyecto es denominado por Laín “pleisología de la vida cotidiana”; tal (...) propuesta resulta necesaria y debe ser acogida por el cristianismo en nuestros días. Se hace perentorio, hacer del cristianismo una propuesta con sentido, para ello, quien se quiera cristiano, que asuma su modo de serlo como vocación y la formule como un proyecto personal (sea persona), responsable y desde allí contribuya a la humanización de las relaciones humanas mediante la práctica de un amor samaritano. (shrink)

Humility is increasingly recognized as an essential attribute for individuals at top management levels to build successful organizations. However, research on CEO humility has focused on how humble chief executive officers (CEOs) shape collective perceptions through their interactions and behaviors with other organizational members while overlooking CEOs’ critical role in making strategic decisions. We address this unexplored aspect of CEO humility by proposing that humble CEOs influence decision-making decentralization at the top management team (TMT) and subsequently promote an organizational ethical (...) culture. Using a sample of CEOs and TMT members from 120 small- and medium-sized enterprises, we find strong support for our hypotheses. We discuss important implications for research on CEO humility and strategic leadership. (shrink)

Some authors have argued that consideration of alternative claims, theories, or worldviews is necessary for a proper or sound critical assessment of a claim or set of claims. However, an understanding of interpretation and beliefs as inherently holistic suggests that interpretation already involves the recogllition of alternatives, and that therefore assessment also necessarily involves their comparison. Starting from this idea, it will be argued that presuppositions can be regarded as limits to the range of alternatives that are considered by the (...) author of the claims, as seen by an interpreter making the assessment. However, a result of this consists in the fact that these assumptions can only be found in the conversational interaction between the author’s and the interpreter’s broader belief systems. Some implications for a conversational form of criticality will also be derived from here. (shrink)

Se ofrece una posible lectura de la trascendencia levinasiana desde el fenómeno de la responsabilidad, lectura que no es posible desde la lógica de la libertad, sino en cuanto que trascendencia del retorno sin partir de ninguna parte. Esto exige aceptar que la sensibilidad es el punto cero de la situación, con lo que se pone de manifiesto que el hombre, antes de trascender y responder, está encarnado. Por lo tanto, la corporalidad del cuerpo es el hecho desde el cual (...) un sujeto responsable es posible. The article offers a possible reading of transcendence in Levinas from the perspective of the phenomenon of responsibility, a reading that is only possible from the logic of freedom as the transcendence of returning without having ever left. This entails accepting that sensibility is the ground zero of the situation, which makes evident that human beings are embodied before transcending and responding. Therefore, the body's corporality is the fact that makes possible a responsible subject. Neste artigo, oferece-se uma possível leitura da transcendência levinasiana a partir do fenómeno da responsabilidade, leitura que não é possível sob a lógica da liberdade, mas sim enquanto transcendência do retorno sem partir de nenhum lugar. Isso exige aceitar que a sensibilidade é o ponto de partida da situação, com o que se manifesta que o homem, antes de transcender e responder, está encarnado. Portanto, a corporalidade do corpo é o fato do qual um sujeito responsável é possível. (shrink)

En este texto se desarrollará una temática problemática y dilemática en tanto que se hará una reflexión sobre los efectos de la pandemia para las personas. Se afirmará que esta pandemia ha dejado enfermedades por tratar y curar; estas enfermedades no son solo del cuerpo; nos ha dejado entender la necesidad de cuidado de sí como un cuidado también del otro. Por esto, planear y proponer algunas virtudes que orienten dicha búsqueda de sabiduría. El texto consta de seis partes donde (...) se enmarcará la pandemia como el problema a abordar, luego se tratará el asunto de la acción humana y sus implicaciones para sí mismo y para el otro; estas acciones provienen de la autonomía y del cuidado de sí que requiere unas virtudes con las cuales se transforma a la persona y a la comunidad. (shrink)

Se ofrece una posible lectura de la trascendencia levinasiana desde el fenómeno de la responsabilidad, lectura que no es posible desde la lógica de la libertad, sino en cuanto que trascendencia del retorno sin partir de ninguna parte. Esto exige aceptar que la sensibilidad es el punto cero de la situación, con lo que se pone de manifiesto que el hombre, antes de trascender y responder, está encarnado. Por lo tanto, la corporalidad del cuerpo es el hecho desde el cual (...) un sujeto responsable es posible. (shrink)

El presente texto presenta una reflexión sobre lo que es y representa la literatura filosófica para el escritor y filósofo desde el referente teórico del autor español Don Miguel de Unamuno, filósofo y literato; muestra cómo en la literatura y en la filosofía se conjugan la vida y la muerte de todos los que intervienen en ella (autor, personajes y lector), como la paradoja misma del vivir haciendo un recorrido crítico-reflexivo fundamentado en tres conceptos que son la literatura, la filosofía (...) y la vida. Como fruto de esta reflexión se plantea que para el filósofo la vida es una aventura íntima y discontinua. (shrink)

For millennia it has been discussed whether literature appropriately can or should be used in education for a moral purpose. Taking as a premise that it can actually be educative and not merely moralising, we tackle the case made against such use, based on the claim that it would be perverting the aesthetic nature of literature as a form of art, as it would be instrumentalised. Given that this claim is based on a dichotomy between an aesthetically educative approach and (...) a morally educative approach to literature, we examine how warranted such a formulation of this dichotomy is. We argue that, at least on some occasions, those two educative approaches to literature—the aesthetic and the moral—can actually be mutually reinforcing in such a way that aesthetic appreciation will suffer if the moral is not deeply examined with both mind and heart, and vice versa. This does not mean, however, that this relation of mutual contribution will always obtain in a neat way. It may actually be the case that just in a few cases, and only if carried out in a pedagogically appropriate manner, it will be correct to use literature with a morally educative purpose. (shrink)

This study aims to test the theoretical model of career adaptability of refugees to investigate the dynamics of successful resettlement. The theoretical model is grounded on career construction and social network theory. We employ quantitative and qualitative methodologies to test the model in a sample of Venezuelans living and working in Colombia. The quantitative results provide partial support for Campion’s model. However, we test an alternative model and find that career adaptability has a direct relationship with subjective resettlement. In addition, (...) cultural identification plays a buffering role on the harmful effects of discrimination on subjective resettlement. Qualitative results from eight in-depth interviews shed light on the process of refugee resettlement, thus revealing the role of social networks. Our study contributes to previous research on refugees by testing, adapting, and expanding a novel model of work resettlement and focusing on a group of refugees transitioning from one emerging country to another emerging country. (shrink)

Traditionally, philosophical inquiry into pedagogical issues has occurred far from the classrooms in which pedagogy materialises. However, an organised form of inquiry into issues of a normative nature and of an analytic nature, making use of ideas obtained in an empirical way in classroom and classroom-related situations, is both feasible and desirable. About desirability, this form of inquiry depends on the particularities of the local situations, and that helps to take them into account when deciding on how to improve pedagogical (...) practice. That is, it contextualises pedagogical decisions. About feasibility for normative issues, an analysis based on Donald Davidson’s philosophy of language shows that there is nothing that compels empirical observations to be descriptive and to not be normative. And normative occasional beliefs acquired empirically can serve as a general confrontation or testing field for ideas about the justification of pedagogical actions or strategies. About feasibility for analytic issues, as a consequence of giving up the analytic–synthetic distinction it is argued that they can also be explored by means of occasional beliefs acquired empirically, when confronted with the implications of the definition of any pedagogical concept. (shrink)

Paul Hirst’s idea of moral education is distinctive in the central role it attributes to social practices. For him, ethical principles and virtues should not be seen as abstract entities theoretically derived and then applied in education so that students learn to reason from those principles or live by those virtues. Instead, Hirst’s moral education incorporates an initiation into social practices and comes back to them by means of situated critical reflection from within those practices themselves. Embracing Hirst’s proposed central (...) role of social practices, this paper spells out the key role that emotions play in moral education so understood and their relations with social practices. As emotions materialize our deeply held values, incorporated into lived experience, their cultivation will not simply be a matter of deliberation, but rather of the practical exploration of social practices that can nurture and sustain them. (shrink)

The current dominant approach on the assessment of critical thinking takes as a starting point a conception of criticality that does not commit to any substantive view or context of meaning concerning what issues are relevant to be critical about in society or in life. Nevertheless, as a detailed examination of the identification of assumptions shows, when going from the theory of critical thinking to the praxis of producing and evaluating arguments, the critical person will inevitably make such commitments from (...) particular perspectives, using particular contexts of meaning. But then she may fail to take notice of relevant ones and may end up using her critical powers in a mercenary way. It is then proposed, in the context of assessment of critical thinking, to choose and use some privileged contexts of meaning, while making them available for critical scrutiny and allowing for the possibility that new ones be brought up by those being assessed. (shrink)

En el artículo se plantea que la libertad de expresión es vulnerada de manera distinta a los escenarios tradicionales en razón del uso del Big Data y otras tecnologías como el análisis predictivo de datos y la personalización de contenido. Esta vulneración resulta diferente de la habitual puesto que no existe imposibilidad o limitación a expresar lo que se quiere de manera espontánea, sino que, la libertad de expresión se ve coartada ex ante a través de la generación de circunstancias (...) en las que lo que se expresa viene dado previamente a través de información adecuada de manera personalizada según el perfil de quien opina. Para lograr presentar esta tesis, se efectúa un marco de referencia en el que este fenómeno se contextualiza. Al final se realiza una propuesta para disminuir o eliminar esta vulneración a la libertad de expresión. (shrink)

Some authors have argued that consideration of alternative claims, theories, or worldviews is necessary for a proper or sound critical assessment of a claim or set of claims. However, an understanding of interpretation and beliefs as inherently holistic suggests that interpretation already involves the recogllition of alternatives, and that therefore assessment also necessarily involves their comparison. Starting from this idea, it will be argued that presuppositions can be regarded as limits to the range of alternatives that are considered by the (...) author of the claims, as seen by an interpreter making the assessment. However, a result of this consists in the fact that these assumptions can only be found in the conversational interaction between the author’s and the interpreter’s broader belief systems. Some implications for a conversational form of criticality will also be derived from here. (shrink)

La resolución 466 de 2007, promulgada por el Ministerio de Educación Nacional, representa un avatar sin precedentes en la institucionalización de la Ciencia Política en Colombia. Aunque avanza en la definición de las características específicas de calidad y desarrollo de los programas en materia de metodología, sin embargo no logra establecer una diferenciación clara entre los programas de ciencias sociales. Por esta razón, el presente artículo indaga por la especificidad disciplinar de la Ciencia Política, a partir de la revisión de (...) los métodos de investigación, en los programas de pregrado de las universidades de Bogotá. Para este efecto, está dividido en dos partes: primero, una revisión de la discusión epistemológica sobre los métodos de la disciplina en Francia e Inglaterra; y segundo, una revisión de los contenidos y la bibliografía de los syllabus de metodología de los programas de ciencias sociales de las universidades de Bogotá. Al final, se espera demostrar que no existen métodos específicos de Ciencia Política sino métodos genéricos para las ciencias sociales. (shrink)

Este artículo trabaja con el concepto de juventud aceptado dentro de la sociología y la psicología social y lo lleva a un contexto concreto, la sociedad chilena. El concepto se modifica a partir de una serie de mecanismos de carácter negativo y se crea un particular imaginario social. Ese imaginario social representa a los jóvenes, en la mayoría de los casos, como un sector marginal y conflictivo de la sociedad. El análisis este universo social, legitimado por la familia, los medios (...) de comunicación y otras agencias de socialización, resulta indispensable para comprender la situación y buscar alternativas.This article works with the concept of youth accepted inside the sociology and the social psychology and takes it to a concrete context, the Chilean society. The concept is modified from a series of mechanisms of negative character and there is created an imaginary social individual. This imaginary social one represents the young men, in the majority of the cases, as a marginal and troubled sector of the society. The analysis of this social universe, legitimized by the family, the mass media and other agencies of socialization, turns out to be indispensable to understand the situation and to look for alternatives. (shrink)

Bajo el título Territorio y voluntad comunitaria, la editorial Aula de Hu- manidades, de Bogotá, publicó en 2021 el trabajo de investigación doc- toral de Rodrigo Escobar-Holguín: “El ordenamiento territorial como acto volitivo comunitario. Un enfoque fenomenológico”, sustentado en junio de 2019, como requisito para optar al título de doctor en Filosofía por la Universidad del Valle en Cali, Colombia. La tesis fue dirigida por el profesor Julio César Vargas Bejarano y el jurado evaluador estuvo compuesto por los profesores (...) Ana Patricia No- guera, Javier San Martín y Esteban Marín Ávila. (shrink)

Andrés de Guevara y Basoazábal (1748-1801), jesuita novohispano guanajuatense, escribió las Institutionum elementarium philosophiae, donde su autor ofrece un currículo deseable para la juventud mexicana que incluya la ciencia moderna empírica, la política virtuosa y la sabiduría humana. A través de una traducción comparativa del latín al español del proemio de la citada obra, este artículo pretende: 1) contextualizar al autor novohispano, 2) mostrar la recepción de la ciencia moderna desde los elementos aristotélicos de los que Guevara dispuso, y (...) 3) mostrar que la modernidad y la tradición aristotélica se enriquecieron mutuamente; y lo que debía de reformarse era la escolástica anquilosada. Se concluye que a través del proemio De vicissitundinibus de Guevara se evidencia la recepción mexicana de la modernidad emanada de una mentalidad aristotélica. (shrink)

El concepto de autopoiesis ha tenido un importante impacto en el ámbito de las ciencias sociales, en la filosofía y las humanidades en general. Algunos intelectuales contemporáneos han llevado a cabo una apropiación crítica del mismo y otrxs han realizado una traspolación directa desde la biología hacia sus respectivas disciplinas y campos de interés. El objetivo del presente artículo es desarrollar un estudio comparativo sobre ciertos usos críticos y no críticos del concepto de autopoiesis que, en su mayoría, hasta el (...) momento no han sido examinados en profundidad y menos aún de una manera comparativa. Se trata de trabajos de investigadorxs con recorridos, intereses y posiciones ético-políticas diversas: Terry Winograd y Fernando Flores, Arturo Escobar, Félix Guattari, Rosi Braidotti, Sylvia Wynter y Donna Haraway. (shrink)

Aún no hay consenso sobre el sentido de la filosofía en la obra de Jorge Luis Borges. Los ejemplos de la crítica que doy a continuación van desde aquellos que se oponen a ver en el corpus borgesiano ideas filosóficas serias (Sábalo, Massuh) hasta quienes hablan de Borges como un verdadero filósofo de América Latina (Moulines). En el medio, hay interpretaciones moderadas y muy sugestivas. Estas últimas son las más: algunas destejen los hilos filosóficos en la obra de Borges (Ñuño, (...) Dapía), otras filosofan con Borges (Champeau, Sierra Mejía) y las últimas sitúan esa obra en la historia de la filosofía de Occidente (Rest, Mateos). (shrink)

A version of intuitionistic type theory is extended with opposite types, allowing a different formalization of negation and obtaining a paraconsistent type theory (⁠|$\textsf{PTT} $|⁠). The rules for opposite types in |$\textsf{PTT} $| are based on the rules of the so-called constructible falsity. A propositions-as-types correspondence between the many-sorted paraconsistent logic |$\textsf{PL}_\textsf{S} $| (a many-sorted extension of López-Escobar’s refutability calculus presented in natural deduction format) and |$\textsf{PTT} $| is proven. Moreover, a translation of |$\textsf{PTT} $| into intuitionistic type theory (...) is presented and some properties of |$\textsf{PTT} $| are discussed. (shrink)

In this paper I argue that the search for explainable models and interpretable decisions in AI must be reformulated in terms of the broader project of offering a pragmatic and naturalistic account of understanding in AI. Intuitively, the purpose of providing an explanation of a model or a decision is to make it understandable to its stakeholders. But without a previous grasp of what it means to say that an agent understands a model or a decision, the explanatory strategies will (...) lack a well-defined goal. Aside from providing a clearer objective for XAI, focusing on understanding also allows us to relax the factivity condition on explanation, which is impossible to fulfill in many machine learning models, and to focus instead on the pragmatic conditions that determine the best fit between a model and the methods and devices deployed to understand it. After an examination of the different types of understanding discussed in the philosophical and psychological literature, I conclude that interpretative or approximation models not only provide the best way to achieve the objectual understanding of a machine learning model, but are also a necessary condition to achieve post hoc interpretability. This conclusion is partly based on the shortcomings of the purely functionalist approach to post hoc interpretability that seems to be predominant in most recent literature. (shrink)

Plagiarism is a serious, yet widespread type of research misconduct, and is often neglected in developing countries. Despite its far-reaching implications, plagiarism is poorly acknowledged and discussed in the academic setting, and insufficient evidence exists in Latin America and developing countries to inform the development of preventive strategies. In this context, we present a longitudinal case study of seven instances of plagiarism and cheating arising in four consecutive classes of an Epidemiology Masters program in Lima, Peru, and describes the implementation (...) and outcomes of a multifaceted, “zero-tolerance” policy aimed at introducing research integrity. Two cases involved cheating in graded assignments, and five cases correspond to plagiarism in the thesis protocol. Cases revealed poor awareness of high tolerance to plagiarism, poor academic performance, and widespread writing deficiencies, compensated with patchwriting and copy-pasting. Depending on the events’ severity, penalties included course failure and separation from the program. Students at fault did not engage in further plagiarism. Between 2011 and 2013, the Masters program sequentially introduced a preventive policy consisting of: intensified research integrity and scientific writing education, a stepwise, cumulative writing process; honor codes; active search for plagiarism in all academic products; and a “zero-tolerance” policy in response to documented cases. No cases were detected in 2014. In conclusion, plagiarism seems to be widespread in resource-limited settings and a greater response with educational and zero-tolerance components is needed to prevent it. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

In this paper I argue that the search for explainable models and interpretable decisions in AI must be reformulated in terms of the broader project of offering a pragmatic and naturalistic account of understanding in AI. Intuitively, the purpose of providing an explanation of a model or a decision is to make it understandable to its stakeholders. But without a previous grasp of what it means to say that an agent understands a model or a decision, the explanatory strategies will (...) lack a well-defined goal. Aside from providing a clearer objective for XAI, focusing on understanding also allows us to relax the factivity condition on explanation, which is impossible to fulfill in many machine learning models, and to focus instead on the pragmatic conditions that determine the best fit between a model and the methods and devices deployed to understand it. After an examination of the different types of understanding discussed in the philosophical and psychological literature, I conclude that interpretative or approximation models not only provide the best way to achieve the objectual understanding of a machine learning model, but are also a necessary condition to achieve post hoc interpretability. This conclusion is partly based on the shortcomings of the purely functionalist approach to post hoc interpretability that seems to be predominant in most recent literature. (shrink)

One of the strongest defences of free speech holds that autonomy requires the protection of speech. In this paper I examine five conditions that autonomy must satisfy. I survey recent research in social psychology regarding automatic behaviour, and a challenge to autonomy is articulated. I argue that a plausible strategy for neutralising some of the autonomy-threatening automatic responses consists in avoiding the exposure to the environmental features that trigger them. If this is so, we can good autonomy-based pro tanto reasons (...) for controlling exposure to certain forms of speech. (shrink)

In this paper I examine the notion of ‘artifact’ and related notions in the dominant version of extended cognition theory grounded on extended functionalism. Although the term is ubiquitous in the literature, it is far from clear what ECT means by it. How are artifacts conceptualized in ECT? Is ‘artifact’ a meaningful and useful category for ECT? If the answer to the previous question is negative, should we worry? Is it important for ECT to have a coherent theory of artifacts? (...) And what are the demands and constraints that ECT imposes on this theory? I distinguish between two aspects of ECT, one narrow, aligned with extended functionalism ; and one broad or pluralistic, in which EF is combined with other theoretical resources in the context of diverse research programs. I begin by determining the problems in conceptualizing artifacts from EF. Then I address the question of why a concept of artifact may be relevant to ECT. Next, I examine the efforts of Richard Heersmink to combine ECT with dominant theories of artifacts in the philosophy of technology. I argue that both approaches fail to yield a meaningful notion of artifact, let alone one of ‘cognitive’ artifact. Finally, I argue that narrow ECT places rather strong constraints on a theory of artifacts, since it locates the specificity of ‘artifact’ in material aspects of realization that are, by definition, outside its theoretical purview. I examine, then discard, the possibility that a materialist and objectivist theory of artifacts may be of help. And finally I briefly explore some ways in which a broad, pluralistic ECT may address some of these shortcomings. (shrink)

In this article I respond to Yuk Hui by revisiting the crossroads in the philosophy of technology as represented by the philosophies of Stiegler and Ihde. Whereas Hui proposes the concept of cosmotechnics as an integrating perspective, I conceive of the crossroads in other terms, namely from the perspective of substantivism. I characterize our present situation, what a philosophy of technology should address and then examine Hui’s notion of cosmotechnics from this alternative perspective. My main concern is to show future (...) paths of development for cosmotechnical thought. (shrink)

This paper introduces a body of research on Organizational Behavior and Industrial/organizational Psychology that expands the range of empirical evidence relevant to the ongoing character-situation debate. This body of research, mostly neglected by moral philosophers, provides important insights to move the debate forward. First, the OB/io scholarship provides empirical evidence to show that social environments like organizations have significant power to shape the character traits of their members. This scholarship also describes some of the mechanisms through which this process of (...) reshaping character takes place. Second, the character-situation debate has narrowly focused on situational influences that affect behavior episodically and haphazardly. The OB/io research, however, highlights the importance of distinguishing such situational influences from influences that, like organizational influences, shape our character traits because they are continuous and coordinated. Third, the OB/io literature suggests that most individuals display character traits that, while local to the organization, can be consistent across situations. This puts pressure on the accounts of character proposed by traditional virtue ethics and situationism and provides empirical support to interactionist models based on cognitive-affective processing system theories of personality. Finally, the OB/io literature raises important challenges to the possibility of achieving virtue, provides valuable and untapped resources to cultivate character, and suggests new avenues of normative and empirical research. (shrink)

Variations in life history define key comparative and evolutionary biological questions, important for understanding the mechanisms of mammalian evolutionary divergence, developmental adaptability and plasticity. In this regard, the differences among predominantly altricial and precocial species represent a particularly significant, if still poorly understood and contested case. Here, it will be shown how the classical analysis of such ontogenetic variations, going back to the semantic biology of A. Portmann, can be expanded and synthesized with comparative physiological approaches, based on the negentropic (...) theory of ontogeny by I. A. Arshavsky and his school. In this little received but pioneering tradition, extensive comparative and experimental investigations were carried out on the role of musculoskeletal systems and stressors in driving life history variations, particularly in the altricial-precocial spectrum. As shown by Arshavsky and co-workers, by focusing on general allometric regularities, the approximations based on the classical energy rules of surface and mass offer valuable benchmarks, but also predictions that are frequently violated by the variability of physiological and metabolic scaling relationships among altricials and precocials, and thus, a complex and historical approach is needed to describe their local physiological mechanisms and systemic regularities. This paper shows how Arshavsky’s findings and framework can play an integrative role in this context, potentially helping to bridge the mainly descriptive approach of semantic morphology, as developed by Portmann’s school, with the more functional explanations predominating current ecology and life history theory. These problems can be important for biosemiotics by highlighting the contingent, activity-dependent, and surplus anabolic stress mechanisms underlying diversification in eutherian developmental systems and possibly, the epigenetic evolution of pace-of-life syndromes. (shrink)