This review argues that the role of technology in business and society debates has predominantly been examined from the limited, narrow perspective of technology as instrumental, and that two additional but relatively neglected perspectives are important: technology as value-laden and technology as relationally agentic. Technology has always been part of the relationship between business and society, for better and worse. However, as technological development is frequently advanced as a solution to many pressing societal problems and grand challenges, it is imperative (...) that technology is understood and analyzed in a more nuanced, critical, and comprehensive way. The two additional perspectives invite a broader research agenda, one that includes questions, such as “Which values and whose interests has technology come to emulate?”; “How do these values and interests play out in stabilizing the status quo?”; and, importantly, “How can it be contested, disrupted, and changed?” Any research that endorses green, sustainable, environmental, or climate mitigating technologies potentially contributes to maintaining the very thing that it seeks to change if questions such as these are not being addressed. (shrink)

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...

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)

This article contains criticisms of various interpretations of Mill's argument for Utilitarianism. An attempt is made to explain how Mill conceived the rationality of his proof, and how his justification of the Principle of Utility differs from a justification of fundamental moral principles on the basis of the logic of ethical discourse.

L’étude menée sur les coupes de Droop attiques découvertes dans les fouilles de l’Artémision de Thasos a permis d’attirer notre attention sur un groupe de fragments décorés d’un thème peu fréquent sur cette forme : le retour d’Héphaïstos dans l’Olympe. Il n’est cependant pas rare sur d’autres classes de coupes contemporaines, en particulier sur les coupes à bande des Petits Maîtres dont la coupe de Droop est une variante. Mais si l’étude des fragments de l’Artémision permet de renforcer le lien (...) étroit existant dans la seconde moitié du vie s. av. J.‑C. entre la production des coupes à bande et celle des coupes de Droop, elle permet surtout de mettre en valeur une œuvre d’exception par la rareté de sa thématique, la qualité de son décor et ses dimensions généreuses. Son attribution au Peintre d’Oakeshott, proche compagnon du Peintre d’Amasis, lui confère une place privilégiée au sein des découvertes de céramiques attiques de l’île de Thasos. (shrink)

Offering a unique and wide-ranging examination of the theory of knowledge, the new edition of this comprehensive collection deftly blends readings from the foremost classical sources with the work of important contemporary philosophical thinkers. Human Knowledge: Classical and Contemporary Approaches, 3/e, offers philosophical examinations of epistemology from ancient Greek and Roman philosophy ; medieval philosophy ; early modern philosophy ; classical pragmatism and Anglo-American empiricism ; and other influential Anglo-American philosophers. Organized chronologically and thematically, Human Knowledge, 3/e, features exceptionally broad (...) coverage and nontechnical selections that are easily accessible to students. An ideal text for both undergraduate and graduate courses in epistemology, it is enhanced by the editors' substantial general introduction, section overviews, and up-to-date bibliographies. The third edition offers expanded selections on contemporary epistemology and adds selections by Thomas Reid, Richard Rorty, David B. Annis, Richard Feldman and Earl Conee, Ernest Sosa, Barry Stroud, and Louise M. Antony. Human Knowledge, 3/e, offers an unparalleled introduction to our ancient struggle to understand our own intellectual experience. (shrink)

The Theory of Knowledge: A Thematic Introduction explains the main ideas and problems of contemporary epistemology while avoiding technical detail. Comprehensive and rich in illustrations and examples, it highlights contemporary debates over the definition, sources, and limits of human knowledge, and covers major topics including the nature of belief, theories of truth, epistemic justification, the Gettier problem, skepticism, and epistemic rationality. Its discussions identify important connections between traditional epistemological questions and cognitive science, the history of science, the sociology of knowledge, (...) and cross-cultural studies. The book culminates with a focus on questions regarding epistemological method and an examination of the roots of contemporary analytic approaches to epistemology. The authors defend a distinctive position regarding epistemological method, called broad explanationism, that incorporates some insights from naturalism in epistemology. The volume is enhanced by a glossary of important epistemological terms and suggestions for further reading. Easily accessible to beginning students in philosophy, The Theory of Knowledge serves as an ideal text for courses in the theory of knowledge and will also appeal to general readers interested in philosophy. (shrink)

This paper offers a survey of some recent work in epistemology, including the following books: _A Priori Justification, by Albert Casullo; _Epistemic Justification: Internalism vs. Externalism, Foundations vs. Virtues, by Laurence Bonjour and Ernest Sosa; _New Essays on Semantic Externalism and Self-Knowledge, edited by Susana Nuccetelli; _Pathways to Knowledge: Private and Public, by Alvin Goldman; _The Skeptics: Contemporary Essays, edited by Steven Luper; and _Thinking About Knowing, by Jay F. Rosenberg.

Aristotle believes that an agent lacks virtue unless she enjoys the performance of virtuous actions, while Kant claims that the person who does her duty despite contrary inclinations exhibits a moral worth that the person who acts from inclination lacks. Despite these differences, this chapter argues that Aristotle and Kant share a distinctive view of the object of human choice and locus of moral value: that what we choose, and what has moral value, are not mere acts, but actions: acts (...) done for the sake of ends. Morally good actions embody a kind of intrinsic value that inspires us to do them from duty (in Kant) or for the sake of the noble (in Aristotle). The chapter traces the difference in their attitudes about doing one's duty with pleasure to a difference in their attitudes towards pleasure itself: Aristotle sees it as a perception of the good, while Kant thinks of it as mere feeling. (shrink)

Different types of consent are used to obtain human biospecimens for future research. This variation has resulted in confusion regarding what research is permitted, inadvertent constraints on future research, and research proceeding without consent. The National Institutes of Health Clinical Center's Department of Bioethics held a workshop to consider the ethical acceptability of addressing these concerns by using broad consent for future research on stored biospecimens. Multiple bioethics scholars, who have written on these issues, discussed the reasons for consent, the (...) range of consent strategies, and gaps in our understanding, and concluded with a proposal for broad initial consent coupled with oversight and, when feasible, ongoing provision of information to donors. This article describes areas of agreement and areas that need more research and dialogue. Given recent proposed changes to the Common Rule, and new guidance regarding storing and sharing data and samples, this is an important and tim.. (shrink)

This monograph is a fundamental theme in Thomism. It deals with the basic ontological principles. From the Thomistic perspective and based on Aristotle, it studies the nature and roles of the essential principles on which reality itself is constructed. <BR> The work starts with a brief historical survey of first principles from the classical period through the modern/post-modern philosophical schools. <BR> The monograph proceeds to study Thomas Aquinas' understanding and use of the principles along with the possibility of the knowledge (...) of these first principles especially through their habits. It underlines the central position of the habits of the first principles in realistic philosophy.<BR> To determine their proper character, the volume juxtaposes the first ontological principles with some transcendental notions followed by the most basic practical ethical principles. Since there are no demonstrations for the first principles, the work further investigates the evidence and indirect demonstration of these first realistic crucial principles and ends with an accent on transition from principles to a wise vision that culminates in man's relationship to reality and especially to God. (shrink)

For many people the existence of God is by no means a sufficiently clear feature of reality. This problem, the fact of divine hiddenness, has been a source of existential concern and has sometimes been taken as a rationale for support of atheism or agnosticism. In this collection of essays, a distinguished group of philosophers of religion explore the question of divine hiddenness in considerable detail. The issue is approached from several perspectives including Jewish, Christian, atheist and agnostic. There is (...) coverage of the historical treatment of divine hiddenness as found in the work of Maimonides, St. John of the Cross, Jonathan Edwards, Kierkegaard, and various Biblical writers. A substantial introduction clarifies the main problems of and leading solutions to divine hiddenness. Primarily directed at philosophers of religion, theologians, and scholars of religious studies, this collection could also serve as a textbook for upper-level courses in philosophy of religion. (shrink)

In this paper, we consider the question of whether there exists an essential relation between emotions and wellbeing. We distinguish three ways in which emotions and wellbeing might be essentially related: constitutive, causal, and epistemic. We argue that, while there is some room for holding that emotions are constitutive ingredients of an individual’s wellbeing, all the attempts to characterise the causal and epistemic relations in an essentialist way are vulnerable to some important objections. We conclude that the causal and epistemic (...) relation between emotions and wellbeing is much less strong than is commonly thought. (shrink)

Although evidence of teaching behaviour has been identified in some nonhuman species, human teaching appears to be unique in terms of both the breadth of contexts within which it is observed, and in its responsiveness to needs of the learner. Similarly, cultural evolution is observable in other species, but human cultural evolution appears strikingly distinct. This has led to speculation that the evolutionary origins of these capacities may be causally linked. Here we provide an overview of contrasting perspectives on the (...) relationship between teaching and cultural evolution in humans, and briefly review previous research which suggests that cumulative culture can occur without teaching. We then report the results of a novel experimental study in which we investigated how the benefits of teaching may depend on the complexity of the skill to be acquired. Participants were asked to tie knots of varying complexity. In our Teaching condition, opportunities to interact with an experienced partner aided transmission of the most complex knots, but not simpler equivalents, relative to exposure to completed products alone, and also relative to information about the process of completion. We conclude by considering the plausibility of various accounts of the evolutionary relationship between teaching and cultural evolution in humans. (shrink)

Two studies tested whether observers could differentiate between two facets of pride—authentic and hubristic—on the basis of a single prototypical pride nonverbal expression combined with relevant contextual information. In Study 1, participants viewed targets displaying posed pride expressions in response to success, while causal attributions for the success (target's effort vs. ability) and the source of this information (target vs. omniscient narrator conveying objective fact) were varied. Study 2 used a similar method, but attribution information came from both the target (...) and an omniscient narrator; the congruence of these attributions was varied. Across studies, participants tended to label expressions as authentic pride, but were relatively more likely to label them as hubristic pride when (a) contextual information indicated that targets were arrogant and (b) no mitigating information about the target's potential value as a hard-working group member (i.e., that success was actually due to effort) was presented. (shrink)

Some are concerned about the possibility that offering money for research participation can constitute coercion or undue influence capable of distorting the judgment of potential research subjects and compromising the voluntariness of their informed consent. The author recognizes that more often than not there are multiple influences leading to decisions, including decisions about research participation. The concept of undue influence is explored, as well as the question of whether or not there is something uniquely distorting about money as opposed to (...) a chance for treatment or medical care. An amount of money that is not excessive and is calculated on the basis of time or contribution may, rather than constitute an undue inducement, be an indication of respect for the time and contribution that research subjects make. (shrink)

Purpose/methods: This study investigated the relationship between ethics education and training, and the use and usefulness of ethics resources, confidence in moral decisions, and moral action/activism through a survey of practicing nurses and social workers from four United States (US) census regions. Findings: The sample (n = 1215) was primarily Caucasian (83%), female (85%), well educated (57% with a master's degree). no ethics education at all was reported by 14% of study participants (8% of social workers had no ethics education, (...) versus 23% of nurses), and only 57% of participants had ethics education in their professional educational program. Those with both professional ethics education and in-service or continuing education were more confident in their moral judgments and more likely to use ethics resources and to take moral action. Social workers had more overall education, more ethics education, and higher confidence and moral action scores, and were more likely to use ethics resources than nurses. Conclusion: Ethics education has a significant positive influence on moral confidence, moral action, and use of ethics resources by nurses and social workers. (shrink)

The concept of moral distress comes from nursing ethics, and was initially defined as ‘…when one knows the right thing to do, but institutional constraints make it nearly impossible to pursue the right course of action’. There is a large body of literature associated with moral distress, yet multiple definitions now exist, significantly limiting its usefulness. We undertook a systematic review of the argument-based bioethics literature on this topic as the basis for a critical appraisal, identifying 55 papers for analysis. (...) We found that moral distress is most frequently framed around individual experiences of distress in relation to local practices and constraints, and understood in terms of power relations and workplace hierarchies. This understanding is directly derived from, and often still seen as specific to, nursing. Frequently the perspective of the morally distressed individual is privileged. Understandings of moral distress have evolved towards an ‘occupational health approach’, with the assumption that moral distress should be measured and prevented. Counter-perspectives were identified, highlighting conceptual problems. Based on our review, we propose a redefinition of moral distress: ‘Ethical unease or disquiet resulting from a situation where a clinician believes they have contributed to avoidable patient or community harm through their involvement in an action, inaction or decision that conflicts with their own values’. This definition is specific enough for research use, anchored in clinicians’ professional responsibilities and concerns about harms to patients, framed relationally rather than hierarchically, and amenable to multiple perspectives on any given morally distressing situation. (shrink)

In this commentary, we discuss Tom Cochrane’s theory of emotions. Cochrane offers an appealingly unified account of valent representations, ranging from simple responses to complex representations within a mechanistic framework. This offers some guidance as to how we might conceive of emotions as simple action-guiding responses in infants and animals, as well as context-sensitive evaluative states. While Cochrane argues for the centrality of bodily feelings, he does not consider his approach to be embodied in the narrower sense. We question his (...) reasons and suggest to think of emotions as embodied action-oriented representations. We, furthermore, suggest developing the approach with regard to the multiple roles that social norms play, and delve further into the nuanced relationship between bodily self-regulation and the formative influence of social norms on emotions. (shrink)

Much research has linked surprise to violation of expectations, but it has been less clear how one can be surprised when one has no particular expectation. This paper discusses a computational theory based on Algorithmic Information Theory, which can account for surprises in which one initially expects randomness but then notices a pattern in stimuli. The authors present evidence that a “randomness deficiency” heuristic leads to surprise in such cases.

The interdisciplinary field of neurorobotics looks to neuroscience to overcome the limitations of modern robotics technology, to robotics to advance our understanding of the neural system’s inner workings, and to information technology to develop tools that support those complementary endeavours. The development of these technologies is still at an early stage, which makes them an ideal candidate for proactive and anticipatory ethical reflection. This article explains the current state of neurorobotics development within the Human Brain Project, originating from a close (...) collaboration between the scientific and technical experts who drive neurorobotics innovation, and the humanities and social sciences scholars who provide contextualising and reflective capabilities. This article discusses some of the ethical issues which can reasonably be expected. On this basis, the article explores possible gaps identified within this collaborative, ethical reflection that calls for attention to ensure that the development of neurorobotics is ethically sound and socially acceptable and desirable. (shrink)