Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted (...) carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom. (shrink)

Leading young scholars present a collection of wide-ranging essays covering central problems in meta-aesthetics and aesthetic issues in the philosophy of mind, as well as offering analyses of key aesthetic concepts, new perspectives on the history of aesthetics, and specialized treatment of individual art forms.

Scientific endeavor is the pursuit of knowledge with the aim of advancing the welfare of all human beings. This endeavor is built on the ideology of science; thus, society relies on the integrity of the practice of science and of scientists themselves. The responsible conduct of research is the essence of good science; however, many of the pedagogical approaches used to instill integrity in science accentuate the negative rather than exemplify ideal professionalism. This paper makes an argument for the inculcation (...) of the appropriate conduct of research via a positive approach. We address the acclimation to the culture of science that supersedes diverse cultural backgrounds of students. We suggest techniques for the implementation of positive strategies and reinforce the benefit of approaching the teaching of ethical behavior as a competitive advantage. We highlight ways in which this approach can empower the individual scientist and the scientific community as a whole. Transmission of the culture of scientific professionalism formalizes the aims of an ideal scientific professional and encourages assimilation and identification as a member of the scientific profession. We purport that instilling scientific professionalism will spur responsible conduct of research. (shrink)

Contains over thirty essays which explore the complex contexts of political engagement--family and intimate relationships, friendships, neighborhood, community, work environment, race, religious, and other cultural groupings--that structure perceptions of women's opportunities for political participation.

This collection of theoretical and empirical research on gender and politics assembles contributions from a group of international scholars providing varied accounts of the political interests of gender. It examines how to bridge the gap between discursive and socio-materialist accounts of gender relations and politics. Offering new models for theoretical and empirical research, the first five chapters provide a theoretical framework for the collection, while the following eight chapters shed light on key concepts through detailed case studies of such topics (...) as human rights, womens movements, gendered labor markets, international monetary policy, equality policy, and queer politics.--Publisher's description. (shrink)

Academia-intelligence agency collaborations are on the rise for a variety of reasons. These can take many forms, one of which is in the classroom, using students to stand in for intelligence analysts. Classrooms, however, are ethically complex spaces, with students considered vulnerable populations, and become even more complex when layering multiple goals, activities, tools, and stakeholders over those traditionally present. This does not necessarily mean one must shy away from academia-intelligence agency partnerships in classrooms, but that these must be conducted (...) carefully and reflexively. This paper hopes to contribute to this conversation by describing one purposeful classroom encounter that occurred between a professor, students, and intelligence practitioners in the fall of 2015 at North Carolina State University: an experiment conducted as part of a graduate-level political science class that involved students working with a prototype analytic technology, a type of participatory sensing/self-tracking device, developed by the National Security Agency. This experiment opened up the following questions that this paper will explore: What social, ethical, and pedagogical considerations arise with the deployment of a prototype intelligence technology in the college classroom, and how can they be addressed? How can academia-intelligence agency collaboration in the classroom be conducted in ways that provide benefits to all parties, while minimizing disruptions and negative consequences? This paper will discuss the experimental findings in the context of ethical perspectives involved in values in design and participatory/self-tracking data practices, and discuss lessons learned for the ethics of future academia-intelligence agency partnerships in the classroom. (shrink)

La autora presenta una critica a la concepcion clasica de los sentidos asumida por la mayoria de autores naturalistas que pretenden explicar el contenido mental. Esta crítica se basa en datos neurobiologicos sobre los sentidos que apuntan a que estos no parecen describir caracteristicas objetivas del mundo, sino que actuan de forma ʼnarcisita', es decir, representan informacion en funcion de los intereses concretos del organismo.El articulo se encuentra también en: Bechtel, et al., Philosophy and the Neuroscience.

In Consciousness Explained, Daniel Dennett presents the Multiple Drafts Theory of consciousness, a very brief, largely empirical theory of brain function. From these premises, he draws a number of quite radical conclusions—for example, the conclusion that conscious events have no determinate time of occurrence. The problem, as many readers have pointed out, is that there is little discernible route from the empirical premises to the philosophical conclusions. In this article, I try to reconstruct Dennett's argument, providing both the philosophical views (...) behind the empirical premises, and the hidden empirical arguments behind the derivation of the philosophical conclusions. (shrink)

Interpreting crises and transformative processes as complex and rhythmic phenomena A webinar with Prof. Michel Alhadeff-Jones - Sciences de l'éducation et de la formation.

This book explores the scope and limits of the concept of personDS a vexed question in contemporary philosophy. The author begins by questioning the methodology of thought-experimentation, arguing that it engenders inconclusive and unconvincing results, and that truth is stranger than fiction. She then examines an assortment of real-life conditions, including infancy, insanity andx dementia, dissociated states, and split brains. The popular faith in continuity of consciousness, and the unity of the person is subjected to sustained criticism. The author concludes (...) with a look at different views of the person found in Homer, Aristotle, the post-Cartesians, and contemporary cognitive science. (shrink)

Writing and that which it entails are the subject of countless texts by Maurice Blanchot. In particular, Blanchot has focused on the notion of the work, or more precisely on a groundlessness or an absence of the work, which he has designated from different perspectives over the course of more than half a century. In various ways, Blanchot has conceived of the work as an affirmation of its undoing. The question of narration, often about a confrontation with death, is fundamentally (...) important, as is evident for example in Blanchot’s Death Sentence, The Madness of the Day or The Instant of My Death. In a sense, it is bound up with the possibility of the work. Writing about Henry James in “The Turn of the Screw” 2 in The Book to Come, Blanchot discusses narration. What is described is indeed a certain absence of the work relating to the writer’s difficult struggle to narrate everything. I will examine Blanchot’s reading of James to expose this conception of narration centred on seizing the truth. It is apparent that Blanchot approaches the question very differently in “Narrative Voice ,” in The Infinite Conversation in which there is a decentring of the work. 3 I will show that this text as well as certain writings by Derrida make it possible to arrive at a conception of narration in Henry James’s The Turn of the Screw which strongly contrasts with the one put forward by Blanchot in The Book to Come. Thus, alongside Blanchot’s reading of The Turn of the Screw which relates to the project of realising the work as a totality, Blanchot makes possible a more radical approach to the text, illustrating the non-totalization of the work whose borders are uncertain. In this way, Blanchot can be shown to step beyond an impossible conception of the absence of the work. (shrink)

In their article, Pavarani and colleagues offer a vision of evolutionary bioethics that focuses on innovation and empirical research as a means to enrich the field of bioethics. Empirical bi...

This paper has already been published in the European Journal for Research on the Education and Learning of Adults, Vol. 12, No. 3 : Learning in times of crisis.: The aim of this paper is to problematize and enrich the use of the concept of crisis in adult education to theorize further its contribution to the study of transformative processes. This paper discusses first the implications inherent in the adoption of event-based and processual approaches to crises. It seeks - Sciences (...) de l'éducation et de la formation – Nouvel article. (shrink)

This chapter contains sections titled: Introduction: Complexity versus Complexities Etymological Roots Contemporary Genesis First Generation Second Generation Third Generation Keeping Complexity Complex Towards a New Form of Critique? Notes References.

This collection is one of the first to offer feminist perspectives on epistemology from thinkers outside North America. It presents essays from an international group of contributors, including Rosi Braidotti, Gemma Corradi Fiumara, Anna Yeatman, Sabina Lovibond and Liz Stanley. Using approaches and methods from both analytic and continental philosophy, the contributors engage with questions of traditional epistemology and with issues raised by postmodernist critiques. The essays deal with the central question of difference: the difference which a feminist perspective yields (...) in relation to traditional knowledge and the effects on feminist perspectives of differences between women. This awareness of difference requires a re-evaluation of the idea of objectivity and the justification of knowledge claims in ways that focus attention on the subjects who constitute the knowledge producers. Knowing the Difference presents some of the most innovative thinking in feminist epistemology and sets the agenda for the next decade. (shrink)