The US neutrino community gathered at the Workshop on the Intermediate Neutrino Program at Brookhaven National Laboratory February 4-6, 2015 to explore opportunities in neutrino physics over the next five to ten years. Scientists from particle, astroparticle and nuclear physics participated in the workshop. The workshop examined promising opportunities for neutrino physics in the intermediate term, including possible new small to mid-scale experiments, US contributions to large experiments, upgrades to existing experiments, R&D plans and theory. The workshop was organized into (...) two sets of parallel working group sessions, divided by physics topics and technology. Physics working groups covered topics on Sterile Neutrinos, Neutrino Mixing, Neutrino Interactions, Neutrino Properties and Astrophysical Neutrinos. Technology sessions were organized into Theory, Short-Baseline Accelerator Neutrinos, Reactor Neutrinos, Detector R&D and Source, Cyclotron and Meson Decay at Rest sessions.This report summarizes discussion and conclusions from the workshop. (shrink)

Take the following version of scientific realism: we have good reason to believe that (some of the) current scientific theories tell us something specific about the underlying, i.e. unobservable, structures of the world, for instance that there are electrons with a certain electric charge, or that there are viruses that cause certain diseases. Popper, the rationalist, would not have adhered to the proposed formulation of scientific realism in terms of the rationality of existential beliefs concerning unobservables. Popper did not believe (...) in belief. According to Van Fraassen, the empiricist, one may yet have a rational existential belief concerning unobservables, given a liberal notion of rationality of belief. In this paper I will investigate to what extent a reassessment of both Popper’s rejection of the rationality of belief and Van Fraassen’s reformulation of the rationality of belief, points towards a new and pragmatist dissolution of the ‘problem of scientific realism’. (shrink)

In addition to considering sociocultural, political, economic, and ethical factors, effectively engaging socioscientific issues requires that students understand and apply scientific explanations and the nature of science. Promoting such understandings can be achieved through immersing students in authentic real-world contexts where the SSI impacts occur and teaching those students about how scientists comprehend, research, and debate those SSI. This triangulated mixed-methods investigation explored how 60 secondary students’ trophic cascade explanations changed through their experiencing place-based SSI instruction focused on the Yellowstone (...) wolf reintroduction, including scientists’ work and debates regarding that issue. Furthermore, this investigation determined the association between the students’ post place-based SSI instruction trophic cascade explanations and NOS views. Findings from this investigation demonstrate that through the place-based SSI instruction students’ trophic cascade explanations became significantly more accurate and complex and included more ecological causal mechanisms. Also, significant and moderate to moderately large correlations were found between the accuracy and contextualization of students’ post place-based SSI instruction NOS views and the complexity of their trophic cascade explanations. Empirical substantiation of the association between the complexity of students’ scientific explanations and their NOS views responds to an understudied area in the science education research. It also encourages the consideration of several implications, drawn from this investigation’s findings and others’ prior work, which include the need for NOS to be forefront alongside and in connection with science content in curricular standards and through instruction focused on relevant and authentic place-based SSI. (shrink)

Some of the authors of the essays on Chinese philosophers prefer the pin yin system of romanization for Chinese names and words, while others prefer the Wade‐Giles system. Given that both systems are in wide use today, important names and words are given in both their pin yin and Wade‐Giles formulations. The author's preference is printed first, followed by the alternative romanization within brackets.

SummaryTake the following version of scientific realism: we have good reason to believe that (some of the) current scientific theories tell us something specific about the underlying, i.e. unobservable, structures of the world, for instance that there are electrons with a certain electric charge, or that there are viruses that cause certain diseases. Popper, the rationalist, would not have adhered to the proposed formulation of scientific realism in terms of the rationality of existential beliefs concerning unobservables. Popper did not believe (...) in belief. According to Van Fraassen, the empiricist, one may yet have a rational existential belief concerning unobservables, given a liberal notion of rationality of belief. In this paper I will investigate to what extent a reassessment of both Popper’s rejection of the rationality of belief and Van Fraassen’s reformulation of the rationality of belief, points towards a new and pragmatist dissolution of the ‘problem of scientific realism’. (shrink)

SummaryTake the following version of scientific realism: we have good reason to believe that (some of the) current scientific theories tell us something specific about the underlying, i.e. unobservable, structures of the world, for instance that there are electrons with a certain electric charge, or that there are viruses that cause certain diseases. Popper, the rationalist, would not have adhered to the proposed formulation of scientific realism in terms of the rationality of existential beliefs concerning unobservables. Popper did not believe (...) in belief. According to Van Fraassen, the empiricist, one may yet have a rational existential belief concerning unobservables, given a liberal notion of rationality of belief. In this paper I will investigate to what extent a reassessment of both Popper’s rejection of the rationality of belief and Van Fraassen’s reformulation of the rationality of belief, points towards a new and pragmatist dissolution of the ‘problem of scientific realism’. (shrink)

THE PAPER ATTEMPTS TO RESCUE LEWIS'S DOCTRINE OF\nEXPRESSIVE LANGUAGE FROM THE SLOUGH INTO WHICH IT HAS\nLATELY BEEN FLUNG. THE PAPER DOES FOUR THINGS: PART I\nRECALLS LEWIS'S DOCTRINE OF EXPRESSIVE STATEMENTS\n('EXPRESSIVES'); PART II STATES THE VARIOUS CRITICISMS THAT\nHAVE BEEN SENT AGAINST THEM TOGETHER WITH CRITICISMS OF\nLEWIS'S CLAIMS THAT EXPRESSIVES WERE BOTH EMPIRICAL AND\nCERTAIN AND THAT THEY COULD SERVE AS ATOMS FOR HIS\nMOLECULAR 'TERMINATING JUDGMENTS', PART III DEMONSTRATES\nTHAT LEWIS'S EXPRESSIVES ARE REALLY SIMILES, SHARING ALL\nTHE PROPERTIES ATTRIBUTED TO SIMILES INCLUDING BEING\nCERTAIN, IN A (...) SIMILETIC WAY, AS WELL AS BEING EMPIRICAL;\nPART IV SHOWS THAT THE CRITICISMS STATED IN PART II SEEM TO\nREST ON A MISUNDERSTANDING OF EXPRESSIVES AND EXPRESSIVE\nLANGUAGE BUT THAT THEY CAN ALL BE MET BY EMPLOYING THE\nLANGUAGE MODEL OF SIMILE DEMONSTRATED IN PART III. (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)

Life as a complicated process is composed of causal phenomena. But even if we know the reasons of all that happens in a living organism, we do not know what life really is. The problem of intercausal relation, of “causal structure” remains. The reason why a process takes place, must be found by analysis, causal structures are found by synthesis of the results of this analysis. Causal structures are characterized by two kinds of equilibrium: energetic and specific equilibrium. A state (...) of physical equilibrium is characterized by a minimum of free energy; a biological energetic equilibrium is an organized one, where the vital factors activate the production of energy by each other and force each other to limit that production to the necessary measure. A specific equilibrium is characterized by the properties of its factors, properties by which those factors act as a cause after having received a specific stimulation. Every factor possesses two specific properties, in accordance with the properties of two neighbouring factors, as a link between two other links in a chain . Both forms of equilibrium authorise us to speak of living systems as a “whole”. In the second part of this paper we treat the dynamic aspect of the functions of living systems as a “whole”. This dynamic aspect manifests itself in growth and probably in cortical functions. Blastomeres represent, when isolated, the “whole” of growing potentialities of a germe. In normal contact with each other they restrict themselves to produce a part of that “whole”, in harmony with that which other blastomeres produce. This harmonious restriction can be explained by interaction between all the blastomeres by which every blastomere suppresses in other blastomeres all that it will produce itself. Blastomeres must therefore act on other blastomees not according to their isolate “being”, but according to the influences which they undergo by all other blastomeres, that means according to their “rôle”. There must be a causal net of interaction between all the blastomeres and that net “as a whole” determines every step of growth. Such a net of relation determines also human history and sociology. Materialism only took account of isolated causes, vitalism only of the effect of the net of causal relations without understanding that such a net might be analysed. In reality there is neither materialism nor vitalism.La vie est un phénomène complexe, se composant de différents phénomènes causals, qui un jour peut-être seront réduits à la causalité physique et chimique. Cependant connaitre toutes les causes des phénomènes vitaux ne signifie pas connaître la vie. Le problème de la vie ne se borne pas aux rapports causals, mais implique surtout les rapports intercausals, c'est à dire l'harmonie ou l'équilibre de ses parties constituantes. La vie comme phénomène est provoquée par une „structure causale”. Tandis que les causes sont trouvées par l'analyse, les rapports intercausals doivent être recherchés par la synthèse, c'est-à-dire par la réconstruction de la réalité de l'organisme vivant en se servant des données analytiques. Le système vivant est en équilibre énergétique et spécifique. Les facteurs énergétiques sont interlacés de telle façon, qu'ils s'activent entre eux et qu'ils se forcent entre eux à se resteindre au développement de l'énergie nécessaire. Un équilibre physique c'est l'état d'énergie libre minimum, tandis que l'équilibre biologique c'est un état d'énergie organisée. Dans un équilibre spécifique on ne peut se borner aux effects causals se manifestant par un phénomène. Il faut décrire les rapports des propriétés spécifiques de tous les facteurs; ce sont ces propriétés qui leur permettent d'agir comme cause, lorsqu'-ils sont atteint d'une excitation spécifique. Les facteurs possèdent au moins deux propriétés spécifiques, adaptées à deux facteurs voisins, comme chaque anneau d'une chaine s'adaptant à deux anneaux voisins . Le fait que l'on trouve dans chaque individu ces deux formes d'équilibre nous donne le droit de créer le concept du „tout” par rapport auquel on peut constater l'harmonie de tous les tacteurs.C'est là le „tout statique”, reste encore le „tout dynamique” qui se manifeste par la croissance et probablement par les phénomènes se produisant dans l'écorce cérébrale, base des actes psychiques. Les parties représentent beaucoup de possibilités qui ne se réalisent pas; p.e. les blastomères peuvent représenter le „tout” de l'organisme, tandis qu'ils se borneront dans la croissance normale à la production d'une part de l'individu. Il y a une interaction entre tous les blastomères, de façon que, par la suppression ou par l'activation mutuelle, chaque partie réalise ce que lui laissent les autres et ce qui est en harmonie avec ce que produiront les autres. De cette façon il y aura de l'harmonie dans tout ce qui sera produit. Les parties agissent par cette interaction, non selon leur „être”, en tant que cellule isolée, mais selon leur „rôle” dans le „tout” du germe, rôle qui est déterminé par cette interaction mutuelle universelle. C'est cette interaction qui détermine le „patron causal”, responsable de chaque étappe de la coissance. Ainsi ce ne sont pas les facteus isolés, mais le réseau des rapports établis entre tous les facteurs, qui gouvernent les phénomènes de la croissance. Ce réseau, par activation ou par suppression, détermine à chaque instant les propriétés causales des parties, d'entre toutes les multiples possibilités. Les possibilités étant données dans les cellules, c'est le „tout” du réseau des rapports qui détermine la croissance. Le matérialisme n'a vu que les causes isolées, telles qu'ellés se manifestent dans les expériences des physiciens, grâce à la technique; le vitalisme n'a vu que le „tout”, sans tâcher de l'analyser afin de trouver à sa base le système causal compliqué, que nous avons tâché de décrire. Dans la réalité la théorie du causalisme ni celle du vitalisme le tiennent plus de bout. (shrink)

In Insensitive Semantics (INS) and earlier work (see for example C&L (1997), (1998), (2004), (2005)) we defend a combination of two views: speech act pluralism and semantic minimalism. We're not alone advocating speech act pluralism; a modified version of it can be found in Mark Richard (1998), and we're delighted to have found a recent ally in Scott Soames (see chapter 3 of Soames (2001)1). There's less explicit support for minimalism, though we think it’s one way to interpret parts of (...) Donald Davidson's work. John MacFarlane's reply to INS made clear to us that there might be more minimalists than we thought and that MacFarlane is one of them. MacFarlane's Non-Indexical Contextualism (NIC) incorporates a version of semantic minimalism; this made us realize that others who sympathize with MacFarlane's view (for example Mark Richard (2003) and Egan, Hawthorne and Weatherson (2005)) are, in effect, semantic minimalists. (shrink)

Effective objective (sachlich) verbal communication is dependent upon the use of linguistic locutions which are: a) suitable for some special purposes, b) clear ( i.e ., having a satsifactorily high degree of subsumability), and c) in accordance with some ordinary (i.e. , frequently occurring) language usages. Only in so far as point c is concerned is a study of actual language usage of (indirect) value to philosophers. And this holds true regardless of whether one's underlying assumption tends towards the view: (...) 1) that ordinary language is perfect (Oxford), or: 2) that ordinary language is a mess (Oslo). In any case, one needs to know about the most ordinary usages to prevent unnecessarily drastic deviations from them. Drastic deviations may mislead the sender, as well as the receiver, create communicational disturbances, misunderstandings, and confusion (vide: Strawson's use of “presupposition"). However, considerations of a) suitability for special purposes, and b) clarity (subsumability) will most often, if not always, prevent a communicator from flatly adopting any one of the existing language usages of a given important linguistic locution. He would feel the need for: “explications,”; “rational reconstructions”; or conceptual alterations of one kind or another. In fact, there are instances where the sender finds it most advantageous to disregard completely ordinary language (vide: Einstein's use of “simultaneity"): He “makes words mean what he wants them to mean.”; This is the Humpty Dumpty sender attitude towards language. The corresponding receiver attitude manifests itself as awareness of and tolerance for language ambiguities. (shrink)

Our starting point is a somewhat obscure incident which has lately attracted some attention. The year is 429 B.C., and the place is Athens in the third year of the Peloponnesian war. The plague, which had broken out only a year before, was still claiming its victims. Yet military operations were in full swing, and the general Phormio operating in the Corinthian gulf against a Peloponnesian fleet was able to score an impressive victory. The Lacedaemonians were deeply dissatisfied. This was (...) the first sea-fight they had been engaged in, and they found it hard to believe that their fleet was so much inferior to that of the Athenians. They dispatched three advisers to Knemos, the admiral in charge, instructing them to make better preparations for another sea-fight. Additional ships were solicited from the allies, and those already at hand were prepared for battle. It is at this point that the incident in question occurred. Not to prejudge the issue, I quote the text in full leaving the controversial phrases untranslated: 4. And Phormio on his part sent messengers to Athens to give information of the enemy's preparations and to tell about the battle which they had won, urging them also to send to him speedily as many ships as possible, since there was always a prospect that a battle might be fought any day. 5. So they sent him twenty ships, but gave τ δ κυμξοντι special orders to sail first to Crete. Nικας γρ Kρς Γορτνιος πρξενος ν persuaded them to sail against Cydonia, a hostile town, promising to bring it over to the Athenians; but he was really asking them to intervene to gratify the people of Polichne, who are neighbours of the Cydonians. 6. So μν λαβν τς νας. went to Crete, and helped the Polichnitans to ravage the lands of the Cydonians, and by reason of winds and stress of weather wasted not a little time. (shrink)

In her BBC Reith Lectures on Trust, Onora O’Neill offers a short, but biting, criticism of transparency. People think that trust and transparency go together but in reality, says O'Neill, they are deeply opposed. Transparency forces people to conceal their actual reasons for action and invent different ones for public consumption. Transparency forces deception. I work out the details of her argument and worsen her conclusion. I focus on public transparency – that is, transparency to the public over expert (...) domains. I offer two versions of the criticism. First, the epistemic intrusion argument: The drive to transparency forces experts to explain their reasoning to non-experts. But expert reasons are, by their nature, often inaccessible to non-experts. So the demand for transparency can pressure experts to act only in those ways for which they can offer public justification. Second, the intimate reasons argument: In many cases of practical deliberation, the relevant reasons are intimate to a community and not easily explicable to those who lack a particular shared background. The demand for transparency, then, pressures community members to abandon the special understanding and sensitivity that arises from their particular experiences. Transparency, it turns out, is a form of surveillance. By forcing reasoning into the explicit and public sphere, transparency roots out corruption — but it also inhibits the full application of expert skill, sensitivity, and subtle shared understandings. The difficulty here arises from the basic fact that human knowledge vastly outstrips any individual’s capacities. We all depend on experts, which makes us vulnerable to their biases and corruption. But if we try to wholly secure our trust — if we leash groups of experts to pursuing only the goals and taking only the actions that can be justified to the non-expert public — then we will undermine their expertise. We need both trust and transparency, but they are in essential tension. This is a deep practical dilemma; it admits of no neat resolution, but only painful compromise. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 249 larger sections of the work will be translated-preferably not from the Latin, but from the Arabic original. JOSEPHL. B~u Columbia University Commentary on the Metaphysics of Aristotle. By St. Thomas Aquinas. Trans. by John P. Rowan. (Chicago, Illinois: Henry Regnery Company, 1961. Pp. xxiii + 955.2 vols., boxed, $25.00.) Generally speaking, the two Summae of St. Thomas, long available in English translation, contain all that is (...) most personal and most profound in his philosophical thought. Nonetheless, it is quite impossible to get a fully adequate conception of St. Thomas' place in the history of western thought from a consideration of his theological writings alone. Hence, by translating St. Thomas' Commentary on the Metaphysics of Aristotle into English, Professor J. P. Rowan has provided the non-Latin reading student of the history of philosophy an invaluable service. For it is in his r61e as Aristotelian commentator that we see St. Thomas creating for the Schoolmen a version of Aristotle which served to render the Stagirite's thought into terms which became fundamental to the philosophical defense of Christianity. Further, by keeping in mind the fully-developed notions of St. Thomas on the existence of God and the nature of being as these are given us to understand in the Summae, the reader becomes better enabled, by a critical reading of Thomas' Commentary, to grasp the sense in which the Saint's theological writings are said by his enthusiasts to represent a "completing" and "perfecting" of Aristotle's thought. Professor Rowan's translation is based upon the Turin, 1950, edition of R. M. Spiazzi. This edition is itself fundamentally the older edition of M. R. Cathala, containing but few emendations. Although the translator was obliged to check Spiazzi occasionally against the Parma and Viv6s editions of Thomas' Opera Omnia, the usefulness of such consultation was, as Professor Rowan himself states, "limited inasmuch as both the editions of Viv~s and that of Cathala use Parma as their basic text" (p. vii). Further, since the edition from which he worked was not critical, Professor Rowan found it necessary in some instances to himself emend the reading of the Spiazzi text. However, where such alterations were made, and where indeed they were not obviously required, Professor Rowan indicated his iustification for the change in a footnote. It is unfortunate that no critical edition of Thomas' work was available to his translator; still, although a final evaluation of his emendations must, of course, attend the future appearance of a critical edition of Thomas' work, so far as we were able to judge, Professor Rowan's 250 HISTORY OF PHILOSOPHY changes were in all instances quite reasonable and well ]ustified. Professor Rowan has wisely included a translation of that version of the Aristotelian text upon which St. Thomas (in all probability) based his commentary. As this Latin version frequently departs from such currently available English translations as those of W. D. Ross, H. Tredennik, and others which are based upon Greek sources, a good deal of confusion as to Thomas' actual point of departure would have been introduced had this inclusion not been made. The general value and utility of Professor Rowan's work is further increased by his footnoted indications of the more important variations obtaining between the Greek text (as given in Bekker), and the Latin version employed by St. Thomas. For the reader who wishes to compare the Latin version, the Greek text, and the English translations, Professor Rowan has provided the standard Bekker reference numbers at the beginning of each of Thomas' Lectiones. To further simplify the whole matter of reference and cross-reference, Professor Rowan has used the letter C, followed by a numeral, to designate sections of Thomas' Commentary. These sections are the same as those established originally by Cathala. Numbers not preceded by C designate the appropriate sections of the Latin version of Aristotle's text, and correspond with those given by Spiazzi in his revision of the Cathala edition. Thus, as example, in such a reference as (241:C345), the first number designates the section of the version of Aristotle employed by St. Thomas, and the second, the section of St. Thomas... (shrink)

The role of Alfred Kinsey, America's most influential sexologist, in the cultural revolution of sex and gender during the past fifty years remains as unquestionable as it has been controversial. This admiring biography argues that Kinsey also qualifies as an authentic great man of science in the tradition of Darwin. Kinsey's expert authority was recently challenged by James Jones, who claimed in his 1997 biography that Kinsey's terrible personal secrets—homosexuality and masochism—plagued his life and ruined his science. Jonathan Gathorne‐Hardy sets (...) out to repair Kinsey's reputation by defending him against this “Kenneth Starr school of biography” . The author seeks to rescue Kinsey's achievement from the stigmatizing charge that it was flawed because it subordinated science to subjectivity.Gathorne‐Hardy emphasizes Kinsey's methodological creativity and his interviewing genius. During his early career, when he worked on gall wasps, Kinsey's science developed as a practice of scrupulous collection, observation, and documentation. Even in graduate school, he was dubbed “get a million Kinsey,” and his belief in sheer quantity—as well as quantification—was just as apparent when he turned his attention to human sexuality. In 1938 Kinsey taught a course on marriage at Indiana University, where he spent his entire working life. Limited to married or engaged students and faculty, the course covered reproductive physiology, contraception, and a host of other sexual topics in explicit detail. Kinsey also used the course to gather data about his students' sex lives. The thousands of sexual histories collected at the Institute for Sex Research in later years—7,985 by Kinsey alone—attest to his scientific commitment to behavior as the only legitimate basis for a science of sex.The behavioral unit of analysis chosen by Kinsey was the orgasm—or “outlet,” as Kinsey called it. Because it was countable, the theory went, it was objective. Kinsey's ethic of measurement resulted in interviews involving at least 350 standard questions, whose answers were recorded in a custom code designed to fit on a single sheet of paper divided into 287 squares. Among the ironies of Kinsey's method was the fact that his sex histories measured linguistic rather than sexual behavior. What Kinsey actually compiled was a huge cache of stories, not direct observations of sexual behavior. Kinsey, who gathered more sexual stories than any other person alive, systematically aimed to eradicate all quirks and complexities in order to produce a statistical portrait of population‐wide behavior. Meanings might be historically important, but numbers, not narratives, would yield truth. The easy use of “human males” and “human females” in the titles of Kinsey's famous reports suggests how universal his scientific claims were—and also how devoid of temporal and cultural particularity.The resulting conception of human sexual nature is probably best represented in Kinsey's six‐point scale, where behavioral possibilities ranged from exclusively homosexual at one pole to exclusively heterosexual at the other. Diversity emerged as the premier fact about sexual behavior. While this placed men and women uncomfortably close to their primate cousins on an evolutionary map, making human sexual exceptionalism objectively unsustainable, it also produced a reformist sensibility that rooted its demand for toleration in the powerful evidence of natural facts. It is difficult to overstate how shocking Kinsey's picture of polymorphous sexuality was in a culture devoted to either/or binaries and prone to harsh judgments about deviation from norms. Kinsey's contribution was to point out the gap between ideology and behavior . That lots of people did lots of things at odds with professed sexual morality was, for some, a welcome relief and call to revolution. For others, it was a reason to hate Kinsey and blame him for changes in the realm of gender and sexuality already well under way by midcentury.No biographies can save scientific heroes from the fatal charge that their methods and findings were bound up in their lives, or they would not be biographies worth reading. This attests to the stubborn endurance of the psychoanalytic paradigm. Kinsey despised Freud for passing off philosophy as science. Yet because of the conventions of post‐Freudian biography, Gathorne‐Hardy must explore exactly those dimensions of Kinsey's life and character that Freud embraced but that Kinsey himself would never have admitted into the precincts of science. His childhood illnesses and struggles with an overbearing father, his rage against religion, fondness for music, charismatic yet autocratic style, and his own anguished sexuality are keys to puzzling out not only a life in science, but a life.Gathorne‐Hardy can hardly ignore evidence that Kinsey's own sexual appetites were diverse—“bisexual” is this author's preferred designation—or that his enterprise in sex research involved experimentation: the mostly married male members of Kinsey's team were expected to engage in sexual activities with one another and one another's wives. Kinsey's wife Clara was a confidant and supporter from the start. Their loving marriage was also an open marriage. Mac was a participant‐observer in the world of sex research. She had a series of affairs with Kinsey's colleagues and even changed the bedsheets during energetic sessions of sexual cinematography that took place in the attic of their home. Yet the Kinseys also shielded their children from their own unorthodox sexual practices.This biography concludes by suggesting that Kinsey died tragically in 1957, convinced that his enemies had the upper hand. Kinsey was wrong. The diversity he championed has become a theoretical staple in the human and life sciences as well as a practical goal in social policies related to gender, race, and sexuality. However unfinished it may be, it is difficult to imagine Kinsey's revolution being reversed in either science or society. (shrink)

Summary At the beginning of this century most scholars believed that the document inserted in Dem. 24.20–23 was authentic. It regulated the legislative procedure practiced by the Athenians in the fourth century B.C. which was introduced shortly after the restoration of the democracy in 404/403 B.C. But in his monograph “The Documents in the Attic Orators” (Oxford 2013), 80–102, Mirko Canevaro rejected the document at Dem. 24.20–23 as a late forgery. I responded with the article “The Authenticity of the Law (...) about nomothesia Inserted in Demosthenes Against Timokrates 20–23”, Greek Roman and Byzantine Studies 56 (2016), 438–476. In Klio 100 (1) (2018), “The Authenticity of the Document at Demosth. or. 24.20–3, the Procedures of nomothesia and the so-called ἐπιχɛιροτονία τῶν νόμων”, 70–124, Canevaro contested my arguments and restated his view that the document must be a late forgery. This article is my response to Canevaro’s article. (shrink)

_Kant and Applied Ethics_ makes an important contribution to Kant scholarship, illuminating the vital moral parameters of key ethical debates. Offers a critical analysis of Kant’s ethics, interrogating the theoretical bases of his theory and evaluating their strengths and weaknesses Examines the controversies surrounding the most important ethical discussions taking place today, including abortion, the death penalty, and same-sex marriage Joins innovative thinkers in contemporary Kantian scholarship, including Christine Korsgaard, Allen Wood, and Barbara Herman, in taking Kant’s philosophy in (...) new and interesting directions Clarifies Kant’s legacy for applied ethics, helping us to understand how these debates have been structured historically and providing us with the philosophical tools to address them. (shrink)

Platon disait que ce qu’il en coûte aux gens de ne pas s’occuper de politique, c’est d’être gouvernés par des gens pires qu’eux-mêmes. La classe politique semble aujourd’hui condamnée sans appel. De telles condamnations ignorent la nature même de l’action collective qui est toujours bâtie sur le compromis, surtout dans le cadre d’organisations démocratiques, ouvertes et plurielles. L’exigence d’une correspondance terme à terme entre ce qu’on croit en tant qu’individu et ce que les organisations auxquelles on appartient proposent repose sur (...) un mythe, celui de pouvoir modeler la vie associative comme on règle sa vie privée. (shrink)

La conception naturaliste de l'homme comme conatus n'est pas liee chez Spinoza a une conception ethique utilitariste, egoiste ou hedonique. Au contraire, et paradoxalement, elle est susceptible de s'accommoder d'une pensee ethique qui, a son stade le plus developpe, consiste en de tres hautes vertus et des sentiments religieux eleves. Ceci n'est possible que parce que le conatus est interprete comme capable d'une activite libre. Cette liberte est concue, non pas comme une realisation, par la volonte, de valeurs qui seduisent (...) sans necessitation, mais comme une activite emanant de maniere spontanee ou quasi-automatique d'une source autonome, c. a. d. non determinee par l'exterieur. (shrink)