Research on academic cheating by high school students and undergraduates suggests that many students will do whatever it takes, including violating ethical classroom standards, to not be left behind or to race to the top. This behavior may be exacerbated among pre-med and pre-health professional school students enrolled in laboratory classes because of the typical disconnect between these students, their instructors and the perceived legitimacy of the laboratory work. There is little research, however, that has investigated the relationship between high (...) aspirations and academic conduct. This study fills this research gap by investigating the beliefs, perceptions and self-reported academic conduct of highly aspirational students and their peers in mandatory physics labs. The findings suggest that physics laboratory classes may face particular challenges with highly aspirational students and cheating, but the paper offers practical solutions for addressing them. (shrink)

Advancements in novel neurotechnologies, such as brain computer interfaces and neuromodulatory devices such as deep brain stimulators, will have profound implications for society and human rights. While these technologies are improving the diagnosis and treatment of mental and neurological diseases, they can also alter individual agency and estrange those using neurotechnologies from their sense of self, challenging basic notions of what it means to be human. As an international coalition of interdisciplinary scholars and practitioners, we examine these challenges and make (...) recommendations to mitigate negative consequences that could arise from the unregulated development or application of novel neurotechnologies. We explore potential ethical challenges in four key areas: identity and agency, privacy, bias, and enhancement. To address them, we propose democratic and inclusive summits to establish globally-coordinated ethical and societal guidelines for neurotechnology development and application, new measures, including “Neurorights,” for data privacy, security, and consent to empower neurotechnology users’ control over their data, new methods of identifying and preventing bias, and the adoption of public guidelines for safe and equitable distribution of neurotechnological devices. (shrink)

To discover David Hume's views on women it is necessary to bring together remarks scattered somewhat sparsely throughout his philosophical and historical writings. Although the titles of Hume's major works might suggest that he was describing the understanding and nature of all human beings, both male and female, in none of the works do we find a specific section devoted to an analysis of sexual differences in these two respects. There is a tidy chapter on female morality in A Treatise (...) of Human Nature , but nothing comparable for female nature as such . This omission does not, however, imply that Hume thought that biological differences had no concomitants in character and understanding. Neither, despite Hume's bantering remark that an essay on a ‘Subject so little to be understood as Women’ would be ‘unintelligible’, does this neglect imply that Hume was uncertain about these attendant differences . Hume's exclusion of such a section seems to stem only from his desire to stress human uniformity, not from any lack of recognition of human variety. Because of the absence of any systematic treatment of the subject by Hume, it is necessary to proceed cautiously in interpreting his remarks on women. There is a further reason for caution in that Hume offers ‘jests and pleasantries’ as well as more serious comments on this subject; Hume, on occasions, gallantly woos his so-called ‘favourites’, his female readers, and when he does so sincerity is gallantly put aside. (shrink)

Ethical thought is articulated around normative concepts. Standard examples of normative concepts are good, reason, right, ought, and obligatory. Theorists often treat the normative as an undifferentiated domain. Even so, it is common to distinguish between two kinds of normative concepts: evaluative or axiological concepts, such as good, and deontic concepts, such as ought. This encyclopedia entry discusses the many differences between the two kinds of concepts.

One difficulty in understanding recent debates is that not only have many terms been used to refer to weakness of will – “akrasia” and “incontinence” have often been used as synonyms of “weakness of will” – but quite different phenomena have been discussed in the literature. This is why the present entry starts with taxonomic considerations. The second section turns to the question of whether it is possible to freely and intentionally act against one’s better judgment.

Christine Battersby rethinks questions of embodiment, essence, sameness and difference, self and "other", patriarchy and power. Using analyses of Kant, Adorno, Irigaray, Butler, Kierkegaard and Deleuze, she challenges those who argue that a feminist metaphysics is a a contradiction in terms. This book explores place for a metaphysics of fluidity in the current debates concerning postmodernism, feminism and identity politics.

Emotions often misfire. We sometimes fear innocuous things, such as spiders or mice, and we do so even if we firmly believe that they are innocuous. This is true of all of us, and not only of phobics, who can be considered to suffer from extreme manifestations of a common tendency. We also feel too little or even sometimes no fear at all with respect to very fearsome things, and we do so even if we believe that they are fearsome. (...) Indeed, instead of shunning fearsome things, we might be attracted to them. Emotions that seem more thought-involving, such as shame, guilt or jealousy, can also misfire. You can be ashamed of your big ears even though we can agree that there is nothing shameful in having big ears, and even though you judge that having big ears does not warrant shame. And of course, it is also possible to experience too little or even no shame at all with respect to something that is really shameful. Many of these cases involve a conflict between one’s emotion and one’s evaluative judgement. Emotions that are thus conflicting with judgement can be called ‘recalcitrant emotions’. The question I am interested in is whether or not recalcitrant emotions amount to emotional illusions, that is, whether or not these cases are sufficiently similar to perceptual illusions to justify the claim that they fall under the same general heading. The answer to this depends on what emotions are. For instance, the view that emotions are evaluative judgments makes it difficult to make room for the claim that emotional errors are perceptual illusions. Fearing an innocuous spider would simply amount to making the error of judging that the spider is fearsome while it is in fact innocuous. This might involve an illusion of some sort, but it certainly does not amount to anything like a perceptual illusion. In this chapter, I argue that recalcitrant emotions are a kind of perceptual illusion.. (shrink)

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Christine M. Korsgaard presents a compelling new view of our moral relationships to the other animals. She offers challenging answers to such questions as: Are people superior to animals, and does it matter morally if we are? Is it all right for us to eat animals, experiment on them, make them work for us, and keep them as pets?

When Carol Gilligan (1982) first introduced the ethic of care she did so from the discipline of psychology using empirical data that questioned Kohlberg's (1981) negative assumptions about the mora...

Cet ouvrage est une réédition numérique d’un livre paru au XXe siècle, désormais indisponible dans son format d’origine.

For those who believe in the promise of higher education to shape a better future, this may be a time of unprecedented despair. Stories of students regularly cheating in their classes, admissions officers bending the rules for VIPs, faculty fudging research data, and presidents plagiarizing seem more rampant than ever before. If those associated with our institutions of higher learning cannot resist ethical corruption, what hope do we have for an ethical society? In this edited volume, higher education experts and (...) scholars tackle the challenge of understanding why ethical misconduct occurs in the academy and how we can address it. The volume editor and contributing authors use a systems framework to analyze ethical challenges in common functional areas (e.g., testing and admissions, teaching and learning, research, fundraising, spectator sports, and governance), highlighting that misconduct is shaped by both individuals and the contexts in which they work, study, and live. The volume argues compellingly for colleges and universities to make ethics a strategic, institutional priority. Higher education researchers, students, and practitioners will find this volume and its application of empirical research, real-life examples, and illustrative case studies to be an inspiring and applicable read. (shrink)

Purpose – This paper aims to respond to Curno’s piece on the Challenges to ethical publishing in the digital era. Design/methodology/approach – In this response, the author argues that a focus on “publication ethics” may perpetuate the problem of unethical conduct because such a focus ignores the influences of the educational ethics pipeline. Findings – As a result, the author issues two calls for action: we must cease operating in our ethical silos and educational leaders must publicly recognize the problem (...) of unethical conduct and fully commit to addressing it. Originality/value – This response challenges the notions of ethical silos and the inaction by educational institutions to properly train ethical professionals, authors and researchers. (shrink)

What do psychedelics reveal about consciousness? What impact have psychedelics had on philosophy? In this rapidly growing area of study, this is the first volume to explore the philosophy of psychedelic experience, from a range of interdisciplinary and cross-cultural perspectives. In doing so, Philosophy and Psychedelics reveals just why the place of psychedelics in our societies should not be left to medical sciences alone, as psychedelic experience opens up new perspectives on fundamental philosophical questions relating to human experience, ethics, and (...) the metaphysics of mind. Mapping a range of philosophical responses to the surge in studies into psychedelic drugs in the cognitive sciences, this go-to volume examines topics including psychedelics and the role of governance; psychedelics and mysticism; what psychedelics can tell us about dyadic thankfulness; and psychedelics as ways to gain new knowledge. Written by leading international scholars, the essays cover Western and non-Western traditions, from analytic philosophy to Zen Buddhism, and discuss a variety of hallucinogens, such as LSD, MDMA, and Ayahuasca, in order to build a much-needed bridge between the rapidly growing scientific research and the philosophy behind psychedelic experience. (shrink)

This volume examines works of the early Frankfurt School that are concerned with gender identities, institutions, and ideologies, as well as the ongoing relevance of early Frankfurt School ideas for contemporary feminist analyses of gender, sex, and sexuality.

Uncovering the theoretical and creative interconnections between posthumanism and philosophies of immanence, this volume explores the influence of the philosophy of immanence on posthuman theory; the varied reworkings of immanence for the nonhuman turn; and the new pathways for critical thinking created by the combination of these monumental discourses. With the philosophy of Gilles Deleuze and Félix Guattari serving as a vibrant node of immanence, this volume maps a multiplicity of pathways from Deleuze, Guattari and their theoretical allies - including (...) Spinoza and Nietzsche - to posthuman thought. As positions that insist, respectively, on the equal yet distinct powers of mind and body (immanence) and the urgent need to dismantle human privilege and exceptionality (posthumanism), each chapter reveals concepts for rethinking established notions of being, thought, experience, and life. The authors here take examples from a range of different media, including literature and contemporary cinema, featuring films such as Enthiran/The Robot (India, 2010) and CHAPPiE (USA/Mexico, 2015), and new developments in technology and theory. In doing so, they investigate Deleuzian and Guattarian posthumanism from a variety of political and ethical frameworks and perspectives, from afro-pessimism to feminist thought, disability studies, biopolitics, and social justice. Countering the dualisms of Cartesian philosophy and flattening the hierarchies imposed by Humanism, From Deleuze and Guattari to Posthumanism launches vital interrogations of established knowledge and sparks the critical reflection necessary for life in the posthuman era. (shrink)

Cheating in the undergraduate classroom is not a new problem, and it is recognized as one that is endemic to the education system. This paper examines the highly normative behavior of using unauthorized assistance (e.g., a solutions manual or a friend) on an individual assignment within the context of an upper division undergraduate course in engineering mechanics. The findings indicate that there are varying levels of accepting responsibility among the students (from denial to tempered to full) and that acceptance of (...) responsibility can lead to identification of learning and necessary behavioral changes. The findings have implications for institutions and engineering faculty, in particular the need for consistent academic integrity education and the teaching of professional integrity and ethics. (shrink)

This chapter contains sections titled: Notes.

Student cheating has always been a problem in higher education, but detection of cheating has become easier with technology. As a result, more students are being caught and reported for cheating. While reporting cheating is not a negative, the rippling effects of reported cheating may be felt by some populations more than others. Thus, preventing cheating would be a preferable option for all involved.Identifying those at risk for being reported for cheating is a first step in developing preventive measures. Previous (...) research has attempted to do this through the use of self-report surveys, but such research takes considerable time and resources to conduct and suffers from low response rates and social desirability bias. To address this limitation in existing research, this study links existing data from records of other-reported cheating to university registration data in order to examine 6 cheating risk factors identified in previous research: maturity level, gender, grade point average, major, international student status, and fear of punishment. The results of the study suggest that international and transfer students, particularly those who are male, in high-risk majors, and have lower grade point averages, are in particular need of preventative education. Likewise, those faculty who teach in computer science, engineering and economics majors should do more to educate implement practices to reduce the likelihood of cheating. (shrink)

Ich vergesse - Diese erschreckende Feststellung wird innerhalb der Geschichte der Philosophie in unterschiedlicher Weise begleitet von einem philosophischen Staunen; einem Staunen über die eindrückliche und gleichzeitig rätselhafte Fähigkeit des Menschen, an sich selbst Vergessen zu bemerken. Die Untersuchung der Formen individuellen Vergessens führt vor Augen, inwiefern der Mensch seinem Denken selbstbestimmt eine Richtung geben kann und auch, inwieweit dies nicht gelingt. Sie liefert damit einen Beitrag zu einer aktuellen Theorie des Gedächtnisses aus geisteswissenschaftlicher, insbesondere philosophischer Perspektive.

C'est en 1941, dans le contexte chaotique de la Deuxième Guerre mondiale, que Simone Weil, très tôt préoccupée par les questions du malheur et de la vérité, découvre le principe de la kénose divine en lisant l'hymne aux Philippiens de saint Paul (Ph 2, 5-11). La lecture de ce texte est un moment philosophique et spirituel décisif dans le parcours de la philosophe car, prenant pleinement en charge les questions universelles et paradoxales de l'amour de Dieu et du malheur, l'hymne (...) paulinien lui permet de tisser un lien de cohérence métaphysique entre sa recherche personnelle de la vérité, l'existence du malheur et ses expériences spirituelles. A contrario d'un texte-miracle qui nierait le réel et minimiserait l'impact du malheur sur nos vies, Simone Weil accueille effectivement cet hymne comme l'expression universelle de l'abaissement du divin qui s'incarne dans la condition humaine et appelle tout homme à le suivre, et à se libérer de son sentiment de toute-impuissance face au mal écrasant. Après cette rencontre scripturaire. Simone Weil n'aura alors de cesse d'actualiser, dans ses écrits et ses engagements dans le monde, cette invitation explicite de saint Paul à l'imitatio Christi. Sa pensée s'élaborera en une théologie pratique nourrie par l'Amour du Père et du Christ qui rejoint chacun de nous. II s'agira alors, pour elle, de comprendre concrètement "comment nous pouvons l'imiter?" et d'étudier de quelles manières le caractère universel de la vérité de la kénose divine est, comme l'exprime l'antique doctrine des "semences du Verbe", préfiguré dans les différentes cultures et traditions du bassin indo-européen. (shrink)

Separate and Dominate is Delphy's manifesto, lambasting liberal hypocrisy and calling for a fluid understanding of political identity that does not place different political struggles in a false opposition. She dismantles the absurd claim that Afghanistan was invaded to save women, and that homosexuals and immigrants alike should reserve their self-expression for private settings. She calls for a true universalism that sacrifices no one at the expense of others. In the aftermath of the Charlie Hebdo massacre, her arguments appear more (...) prescient and pressing than ever.--Provided by publisher. (shrink)

Many critiques of consumerism inadequately consider the complex interactions between individuals, their desires, and their social practices. Christine Darr provides an analysis of desire within consumer culture by integrating insights from moral theology and sociology and offers intellectual resources for more deliberate decision-making.

In his recent book The Human Predicament, David Benatar describes the human condition as a tragic predicament, and the upshot is that we ought to refrain from having children and adopt an attitude...

Cet article, adossé à un cas clinique, propose une réflexion sur la dimension traumatique à l’adolescence en analysant la problématique de l’intrus persécuteur et la problématique transgénérationnelle. L’adolescent manifeste une dynamique de survie psychique par des symptômes somatiques, des conduites phobosociales et une hypersensibilité narcissique. La différenciation et la séparation-individuation d’avec l’objet interne intruseur sont également apparues dans le travail psychique engagé dans les entretiens familiaux.

Biblical discourses of divine law -- Greco-Roman discourses of law -- Bridging the gap: divine law in Hellenistic and Second temple Jewish sources -- Minding the gap: Paul -- The "truth" about Torah -- The (ir)rationality of Torah -- The flexibility of Torah -- Natural law in Rabbinic sources?

This chapter examines the debate on how Wakanda should respond to global injustice, Black Panther illustrates various issues regarding the nature of justice and the types of injustices we can inflict upon one another. Perhaps bearing witness to colonial epistemicide around them stoked Wakandans' strong impulse to protect their knowledge at all costs. In African philosophy, scholars often analyze or draw from proverbs and language use as a way to explore moral and political principles within an oral tradition. Ifeanyi Menkiti (...) argues that proverbs and wisdom within African thought and tradition uphold mutuality and the sense of not holding one's self others. Yet, despite what T'Challa says in his speech to the United Nations at the end of the film, his decision to "no longer watch from the shadows" appears to be motivated by the need to help, not by a sense of oneness with all of humanity, as understood through African philosophy. (shrink)

This book gives a concise history of biophysics in contemporary China, from about 1949 to 1976. It outlines how a science specialty evolved from an ambiguous and amorphous field into a fully-fledged academic discipline in the socio-institutional contexts of contemporary China. The book relates how, while initially consisting of cell biologists, the Chinese biophysics community redirected their disciplinary priorities toward rocket science in the late 1950s to accommodate the national interests of the time. Biophysicists who had worked on biological sounding (...) rockets were drawn to the military sector and continued to contribute to human spaceflight in post-Mao China. Besides the rocket-and-space missions which provided the material context for biophysics to expand in the late 1950s and early 1960s, Chinese biophysicists also created research and educational programs surrounding biophysics by exploiting the institutional opportunities afforded by the policy emphasis on science's role to drive modernization. The book explores and demonstrates the collective achievements and struggles of Chinese biophysicists in building their scientific discipline. (shrink)

Any inquiry into the meaning and implications of the prolongation of the human lifespan requires an investigation of its metaphysical basis and its ethical outcomes. This chapter explains a series of metaphysical and ethical claims about lifespan extension. It highlights a number of arguments that are typically put forward against these claims, and shows the ways in which they are mistaken. Two such claims given in the chapter are: (1) aging and life stages are neither wholly constituted by biological givens, (...) nor wholly understandable in terms of biological parameters; instead, aging and life stages are, in crucial ways, socially constructed; and (2) death is bad, and other things being equal, a longer life is a better life. (shrink)

This chapter presents a brief background of curriculum knowledge in England. The idea of ‘relations’ being ‘between’ things pushes one into a ‘this’ and ‘that’ (and maybe ‘and the other’) thinking space. In Jacques Derrida's famous words: ‘Deconstruction is justice’. The responsibility of deconstruction is to disrupt those taken‐for‐granted meanings of curriculum discourses by opening them up and releasing them from their metaphysical assumptions to see what or who may have been overlooked, marginalised and omitted in the process of curriculum‐making. (...) The new model of knowledge formulated in The Schools White Paper for the General Certificate in Secondary Education examinations (GCSE6) is located within a challenging curriculum framework in which grade boundaries are raised, end‐of‐module examinations are replaced with end‐of‐course examinations and opportunities to re‐sit examinations through the course of the programme of study are removed. (shrink)