This research aims to identify the ethical issues perceived by intensive care nurses in their everyday practice. It also aims to understand why these situations were considered an ethical issue and what interventions/strategies have been or are expected to be developed so as to minimize them. Data were collected using a semi-structured interview with 15 nurses working at polyvalent intensive care units in 4 Portuguese hospitals, who were selected by the homogenization of multiple samples. The qualitative content analysis identified end-of-life (...) decisions, privacy, interaction, team work, and health-care access as emerging ethical issues. Personal, team, and institutional aspects emerge as reasons behind the experience of these issues. Personal and team resources are used in and for solving these issues. Moral development and training are the most significant strategies. (shrink)

O envelhecimento populacional é uma preocupação mundial e exige medidas de prevenção de saúde a serem adotadas com a maior brevidade possível. Esse processo é, muitas vezes, acompanhado pelo declínio das habilidades cognitivas, como a memória e as funções executivas. O objetivo do presente estudo é ..

Given its non-invasive nature, there is increasing interest in the use of transcutaneous vagus nerve stimulation across basic, translational and clinical research. Contemporaneously, tVNS can be achieved by stimulating either the auricular branch or the cervical bundle of the vagus nerve, referred to as transcutaneous auricular vagus nerve stimulation and transcutaneous cervical VNS, respectively. In order to advance the field in a systematic manner, studies using these technologies need to adequately report sufficient methodological detail to enable comparison of results between (...) studies, replication of studies, as well as enhancing study participant safety. We systematically reviewed the existing tVNS literature to evaluate current reporting practices. Based on this review, and consensus among participating authors, we propose a set of minimal reporting items to guide future tVNS studies. The suggested items address specific technical aspects of the device and stimulation parameters. We also cover general recommendations including inclusion and exclusion criteria for participants, outcome parameters and the detailed reporting of side effects. Furthermore, we review strategies used to identify the optimal stimulation parameters for a given research setting and summarize ongoing developments in animal research with potential implications for the application of tVNS in humans. Finally, we discuss the potential of tVNS in future research as well as the associated challenges across several disciplines in research and clinical practice. (shrink)

Given its non-invasive nature, there is increasing interest in the use of transcutaneous vagus nerve stimulation across basic, translational and clinical research. Contemporaneously, tVNS can be achieved by stimulating either the auricular branch or the cervical bundle of the vagus nerve, referred to as transcutaneous auricular vagus nerve stimulation and transcutaneous cervical VNS, respectively. In order to advance the field in a systematic manner, studies using these technologies need to adequately report sufficient methodological detail to enable comparison of results between (...) studies, replication of studies, as well as enhancing study participant safety. We systematically reviewed the existing tVNS literature to evaluate current reporting practices. Based on this review, and consensus among participating authors, we propose a set of minimal reporting items to guide future tVNS studies. The suggested items address specific technical aspects of the device and stimulation parameters. We also cover general recommendations including inclusion and exclusion criteria for participants, outcome parameters and the detailed reporting of side effects. Furthermore, we review strategies used to identify the optimal stimulation parameters for a given research setting and summarize ongoing developments in animal research with potential implications for the application of tVNS in humans. Finally, we discuss the potential of tVNS in future research as well as the associated challenges across several disciplines in research and clinical practice. (shrink)

BackgroundInformation and communication technology solutions have the potential to support active and healthy aging and improve monitoring and treatment outcomes. To make such solutions acceptable, all stakeholders must be involved in the requirements elicitation process. Due to the COVID-19 situation, alternative approaches to commonly used face-to-face methods must often be used. One aim of the current article is to share a unique experience from the Pharaon project where due to the COVID-19 outbreak alternative elicitation methods were used. In addition, an (...) overview of common functional, quality, and emotional goals identified by six pilot sites is presented to complement the knowledge about the needs of older adults.MethodsOriginally planned face-to-face co-creation seminars were impossible to carry out, and all pilot sites chose alternative requirements elicitation methods that were most suitable in their situation. The elicited requirements were presented in the form of goal models. In one summary goal model, we provide an overview of common functional, quality, and emotional goals.ResultsDifferent elicitation methods were combined based on the digital literacy of the target group and their access to digital tools. Methods applied without digital technologies were phone interviews, reviews of literature and previous projects, while by means of digital technologies online interviews, online questionnaires, and virtual co-creation seminars were conducted. The combination of the methods allowed to involve all planned stakeholders. Virtual and semi-virtual co-creation seminars created collaborative environment comparable to face-to-face situations, while online participation helped to save the time of the participants. The most prevalent functional goals elicited were “Monitor health,” “Receive advice,” “Receive information.” “Easy to use/comfortable,” “personalized/tailored,” “automatic/smart” were identified as most prevalent quality goals. Most frequently occurring emotional goals were “involved,” “empowered,” and “informed.”ConclusionThere are alternative methods to face-to-face co-creation seminars, which effectively involve older adults and other stakeholders in the requirements elicitation process. Despite the used elicitation method, the requirements can be easily transformed into goal models to present the results in a uniform way. The common requirements across different pilots provided a strong foundation for representing detailed requirements and input for further software development processes. (shrink)

In this article, I show how resources for an education for non-dichotomous thinking can be drawn from the two Daoist texts, the Daodejing and the Zhuangzi. Dichotomous thinking can be defined as thinking that considers things in terms of strict and even irreconcilable dichotomous oppositions. The authors of the Daodejing and the Zhuangzi are known for their criticism of such dichotomous thinking. At the same time however, these authors seem to fall into this very kind of thinking which they criticize. (...) That is to say, the Daodejing and the Zhuangzi often promote adherence to conventionally ‘lower’ values over ‘higher’ ones. I believe though that this tension can be resolved if viewed through a pedagogical framework. Specifically, the adherence to ‘lower values’ can be seen as the initial step in the process of Daoist self-cultivation where one reduces the artificial distinctions one adheres to in order to prepare one’s disposition for union with Dao, which in turn entails non-dichotomous thinking. (shrink)

This volume has 41 chapters written to honor the 100th birthday of Mario Bunge. It celebrates the work of this influential Argentine/Canadian physicist and philosopher. Contributions show the value of Bunge’s science-informed philosophy and his systematic approach to philosophical problems. The chapters explore the exceptionally wide spectrum of Bunge’s contributions to: metaphysics, methodology and philosophy of science, philosophy of mathematics, philosophy of physics, philosophy of psychology, philosophy of social science, philosophy of biology, philosophy of technology, moral philosophy, social and political (...) philosophy, medical philosophy, and education. The contributors include scholars from 16 countries. Bunge combines ontological realism with epistemological fallibilism. He believes that science provides the best and most warranted knowledge of the natural and social world, and that such knowledge is the only sound basis for moral decision making and social and political reform. Bunge argues for the unity of knowledge. In his eyes, science and philosophy constitute a fruitful and necessary partnership. Readers will discover the wisdom of this approach and will gain insight into the utility of cross-disciplinary scholarship. This anthology will appeal to researchers, students, and teachers in philosophy of science, social science, and liberal education programmes. 1. Introduction Section I. An Academic Vocation Section II. Philosophy Section III. Physics and Philosophy of Physics Section IV. Cognitive Science and Philosophy of Mind Section V. Sociology and Social Theory Section VI. Ethics and Political Philosophy Section VII. Biology and Philosophy of Biology Section VIII. Mathematics Section IX. Education Section X. Varia Section XI. Bibliography. (shrink)

I aim to show how Confucian philosophy can contribute to the contemporary resurgence of virtue ethics education by arguing that it has the resource to address a lacuna in Aristotelian ethics. Aristotelian ethics, which is arguably the main resource of contemporary virtue ethics, lacks a virtue that corresponds to the notion of loving each person as one’s self or the Golden Rule. To be more precise, Aristotelian ethics has no virtue about loving all people as one’s self, although philia comes (...) close but is precisely limited because it lacks universality. However, I believe that Dai Zhen’s interpretation of the Confucian virtues of shu and zhong does have this universal scope which philia lacks. For Dai, the ground for loving another is not any characteristic that a particular group of people have in common, such as, in the case of philia, being virtuous. Rather, the ground is universal human nature itself. (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)

Intuition or rational trust? Resumen: Según la concepción tradicional, la justificación de las creencias lógicas básicas —entendida tanto inferencial como no-inferencialmente— no logra evitar ni la circularidad, ni la regresión al infinito. Justificar reglas básicas lógicas inferencialmente conlleva usar principios lógicos con lo que se genera un círculo vicioso. Apelar a fuentes básicas como la intuición, no sortea todas las dificultades. Argumentaré que es preciso recurrir a una “habilitación”, una sub-clase dentro de las garantías epistémicas. Si además aceptamos que intuir (...) es algo que hacemos y no algo que nos pasa, podemos sostener que la intuición, de hecho, se apoya en una confianza racional. Palabras clave: justificación, conocimiento lógico, garantía racional, intuición, habilitación.: According to the traditional conception, the justification of basic logical beliefs —understood both inferentially and non-inferentially— cannot avoid either circularity or regression to infinity. To justify logical basic rules inferentially involves using logical principles, so a vicious circle is generated. Appealing to basic sources such as intuition, does not avoid such problems. I will argue that it is necessary to resort to an entitlement, a sub-class within the epistemic warrants. If we also accept that intuiting is something that we do and not something that happens to us, we can sustain that intuition, indeed, is based on a rational trust. Keywords: justification, logical knowledge, rational warrant, intuition, entitlement. (shrink)

To what extent do early intuitions about ownership depend on cultural and socio-economic circumstances? We investigated the question by testing reasoning about third party ownership conflicts in various groups of three- and five-year-old children (N = 176), growing up in seven highly contrasted social, economic, and cultural circumstances (urban rich, poor, very poor, rural poor, and traditional) spanning three continents. Each child was presented with a series of scripts involving two identical dolls fighting over an object of possession. The child (...) had to decide who of the two dolls should own the object. Each script enacted various potential reasons for attributing ownership: creation, familiarity, first contact, equity, plus a control/neutral condition with no suggested reasons. Results show that across cultures, children are significantly more consistent and decisive in attributing ownership when one of the protagonists created the object. Development between three and five years is more or less pronounced depending on culture. The propensity to split the object in equal halves whenever possible was generally higher at certain locations (i.e., China) and quasi-inexistent in others (i.e., Vanuatu and street children of Recife). Overall, creation reasons appear to be more primordial and stable across cultures than familiarity, relative wealth or first contact. This trend does not correlate with the passing of false belief theory of mind. (shrink)

Juan Huarte de San Juan (1529–88) was a physician of the Spanish Renaissance. He wrote the Examen de Ingenios para las Ciencias, translated as The Trial of Men’s Wits (1989[1575–94]), a book that has been acknowledged as a precursor of educational psychology, organizational psychology, behaviorism, neuropsychology and psychiatry. Huarte suggested that before beginning a course of study, students’ intellectual capabilities (i.e. ingenio) should be matched up with the professional studies that best suit their aptitudes. His book had a great impact (...) in Europe from the late 16th century to the mid-18th century. The influence of the Trial spread throughout many areas including philosophy, politics, linguistics and literature. Although there has been a growing interest in Huarte’s work in recent years, biographical studies have been rare; as a result, the information about Huarte’s life is currently incomplete, scattered and sometimes inaccurate. This study presents a systematic archival research on Spanish original sources. We present a reconstruction of Huarte’s life-story based on 32 original documents (1549–c.1650), some of them first discovered during the present survey. Documents are described according to the General International Standard of Archival Description, ISAD(G). The documents uncovered allow for a reappraisal of Huarte’s biography. (shrink)

In this paper, we discuss some rather puzzling facts concerning the semantics of Warlpiri expressions of cardinality, i.e. the Warlpiri counterparts of English expressions like one,two, many, how many. The morphosyntactic evidence, discussed in section 1, suggests that the corresponding expressions in Warlpiri are nominal, just like the Warlpiri counterparts of prototypical nouns, eg. child. We also argue that Warlpiri has no articles or any other items of the syntactic category D(eterminer). In section 2, we describe three types of readings— (...) "definite", "indefinite" and "predicative"—which are generally found with Warlpiri nouns, including those which correspond to English common nouns and cardinality expressions. A partial analysis of these readings is sketched i n section 3. Since Warlpiri has no determiner system, we hypothesize that the source of (in)definiteness in this language is semantic. More specifically, we suggest that Warlpiri nominals are basically interpreted as individual terms or predicates of individuals and that their three readings arise as a consequence of the interaction of their basic meanings, which are specific to Warlpiri, with certain semantic operations, such as type shifting (Rooth and Partee 1982, Partee and Rooth 1983, Partee 1986, 1987), which universally can or must apply in the process of compositional semantic interpretation. (shrink)

QUESTIONS DE METHODE I. Au contraire de Sartre qui, a partir de quelques elements cueillis dans les ecrits de HusserI concernant la conscience ima geante, a bllti sa propre doctrine de!'imagination, nous nous proposons de reconstituer, a partir de ces m~mes elements, ce qu'on pourrait appeler la theort:e husserlienne de l'imagination, c'est-a-dire la theorie que HusserI eut lui-m~me construite, s'il avait reuni en une synthese les elements qu'il a laisses epars. Une entreprise de ce genre est toujours delicate et souleve (...) des prob!emes difficiles - a commencer par celui de sa legitimite. N ous ecartons d'emblee l'objection d'ordre general qui contesterait Ie droit de systematiser dans l'reuvre d'un auteur ce que lui-m~me a laisse disperse et eventuellement inacheve. Par un tel scrupule, on sacrifie sans doute a la rigueur historique mais on est beaucoup moins soucieux de penetrer une pensee dans son dynamisme in terne et profond et, en derniere analyse, on protege les droits de l'archeologie mais non pas ceux de la culture et de son progreso Nous pensons a une difficulte beaucoup plus serieuse; de sa so lution depend l'attitude a adopter en face des textes dont nous devons nous servir dans notre etude. Nous utilisons des ouvrages qui couvrent la totalite de la car riere philosophique de HusserIl. (shrink)

This article draws on insights of young people learning to make natural pigments and traditional paintings in acute climate vulnerable areas. Why do they paint during ongoing crises and how do they voice their future concerns? Critical realism is applied as a meta-theory in this field-based study in a slum area in Kolkata and the Sundarbans mangrove forest. Methods comprise focus groups, semi-structured interviews, and participant observation. Analysis was done in an abductive process, applying Roy Bhaskar’s model of ‘four-planar social (...) being’. The analysis demonstrates how painting with natural pigments leads the young ones towards: (a) discovering beauty in nature (b) transcendence of borders (c) transformation and responsible action (d) discovering one’s own dignity. Findings are discussed considering the key concepts co-presence and crisis system. I reflect upon how this local effort can inspire a new economy, with the signposts: becoming co-present with the natural world and the necessity of beauty. (shrink)

Dans son commentaire des Sentences (d. 24, lib. I), le théologien séculier Henri de Harclay (ca. 1270-1317) aborde le problème de l’ontologie du nombre. Il soutient la thèse conceptualiste : les nombres n’existent pas indépendamment de l’activité de l’intellect. D’une part, son argumentation est utilisée chez Pierre Auriol qui défend une opinion semblable ; d’autre part, elle est attaquée chez Thomas Wylton qui adhère à une théorie contraire, celle de l’existence extramentale des nombres. Une édition critique annotée du texte d’Henri (...) de Harclay est présentée ici pour la première fois. (shrink)

Le problème central des Recherches logiques est de déterminer le rapport entre deux types d’actes : les actes de signification et les actes d’in­tuition (perception et imagination), donc entre d’un part des actes dont les objets sont de l’ordre du langage et, d’autre part, les actes qui « accèdent » à la réalité, dans lesquels l’objet réel est présent lui-même. Ce rapport est introduit dans la I re R echerche logique sous le nom de « remplissement » mais sa vraie (...) nature deviendra claire seulement dans la VI e R echerche logique . Le remplissement sera alors la synthèse d’un acte de signification et d’un acte d’intuition visant un même objet. Ce modèle d’une intention vide qui se remplit par la suite pose cependant certains problèmes. Premièrement, les significations peuvent-elles jouer le rôle d’objets et, si oui, quelle est la nature de ceux-ci ? Deuxièmement, peut-on vraiment isoler des intentions de signification, dont l’objet ne serait ni réel (comme dans la perception) ni même possible (comme dans l’imagination), mais d’une tout autre nature ? Puisqu’une imagination peut aussi jouer le rôle d’intuition remplissante, toute intention de signification doit se remplir (aboutir à un objet réel ou, au moins, possible), sans quoi elle ne serait pas une signification du tout, elle n’aurait aucun sens. Enfin, si nous acceptons cette thèse de l’universalité du remplissement, ou au moins de sa possibilité, comment penser le cas des objets idéaux, dont le remplissement ne va pas de soi ? (shrink)

A striking feature of atrocities, as seen in genocides, civil wars or violence against certain racial and ethnic groups, is the attempt to dehumanize – to deny and strip human beings of their humanity. Yet the very nature of dehumanization remains relatively poorly understood. The Routledge Handbook of Dehumanization is the first comprehensive and multidisciplinary reference source on the subject and an outstanding survey of the key concepts, issues and debates within dehumanization studies. Organized into four parts, the Handbook covers (...) the following key topics: (I) The history of dehumanization from Greek Antiquity to the Twentieth century, contextualizing the oscillating boundaries, dimensions, and hierarchies of humanity in the history of the ‘West’. (II) How dehumanization is contemporarily studied with respect to special contexts: as part of social psychology, as part of legal studies or literary studies, and how it connects to the idea of human rights, disability and eugenics, the question of animals, and the issue of moral standing. (III) How to tackle its complex facets, with respect to the perpetrator’s and the target’s perspective, metadehumanization and selfdehumanization, rehumanization, social death, status and interdependence, as well as the fear we show towards robots that become too human for us. (IV) Conceptual and epistemological questions on how to distinguish different forms of dehumanization and neighboring phenomena, on why dehumanization appears so paradoxical, and on its connection to hatred, essentialism, and perception. -- Essential reading for students and researchers in philosophy, history, psychology, and anthropology this Handbook will also be of interest to those in related disciplines such as politics, international relations, criminology, legal studies, literary studies, gender studies, disability studies, or race and ethnic studies, as well as readers from social work, political activism, and public policy --- Table of Contents: Introduction. 1. Mapping dehumanization studies. – Maria Kronfeldner. Part I. Oscillating boundaries, dimensions, and hierarchies of humanity in historical contexts. 2. Dehumanization Before the Columbian exchange – Siep Stuurman. 3. 'Humanity' and its Limits in Early Modern European Thought – László Kontler. 4. Enlightenment Humanization and Dehumanization and the Orang-utan – Silvia Sebastiani. 5. Dehumanizing the Exotic in Living Human Exhibitions – Guido Abbattista. 6. Dehumanizing Strategies in Nazi Ideology and their Anthropological Context – Johannes Steizinger. 7. Theorizing the Inhumanity of Human Nature, 1955-1985 – Erika Lorraine Milam. Part II: Further special contexts of dehumanization. 8. The Social Psychology of Dehumanization – Nick Haslam. 9. Dehumanization and the Loss of Moral Standing – Edouard Machery. 10. Dehumanization and the Question of Animals – Alice Crary. 11. Dehumanization, Disability, and Eugenics – Robert A. Wilson. 12. Dehumanization and Human Rights – Marie-Luisa Frick. 13. Dehumanization by Law – Luigi Corrias. 14. Dehumanisation in Literature and the Figure of the Perpetrator – Andrea Timár. Part III: The complex facets of dehumanization. 15. Dehumanization and Social Death as Fundamentals of Racism – Wulf D. Hund. 16. How Status and Interdependence Explain Different Forms of Dehumanization – Susan T. Fiske. 17. Exploring Metadehumanization and Self-dehumanization from a Target Perspective – Stéphanie Demoulin, Pierre Maurage, Florence Stinglhamber. 18. The Dehumanization and Rehumanization of Refugees – Victoria M. Esses, Stelian Medianu, Alina Sutter. 19. Motivational and Cognitive Underpinnings of Fear of Social Robots that become ‘Too Human for Us’ – Maria Paola Paladino, Jeroen Vaes, Jolanda Jetten. Part IV: Conceptual and epistemological questions regarding dehumanization. 20. Objectification, Inferiorization and Projection in Phenomenological Research on Dehumanization – Sara Heinämaa and James Jardine. 21. Why Dehumanization is Distinct from Objectification – Mari Mikkola. 22. On Hatred and Dehumanization – Thomas Brudholm and Johannes Lang. 23. Dehumanization, the Problem of Humanity, and the Problem of Monstrosity – David Livingstone Smith. 24. Psychological Essentialism and Dehumanization – Maria Kronfeldner. 25. Could Dehumanization Be Perceptual? – Somogy Varga. (shrink)

https://revistes.uab.cat/enrahonar/article/view/v37-galavotti.

In lieu of an abstract, here is a brief excerpt of the content:Circumcision and Regrets from the Mother of Three SonsMaría Viola SánchezI am a psychologist and a radio talk show host for 25+ years. Both of my parents spoke English as their second language. I was raised by immigrants who demanded that "we speak English because we are Americans." I have four adult children, three sons, and a daughter.I gave birth to my children in the mid-80s. They are very (...) close in age and remain dear friends to this day. While I was a professional with a career when my children were born, I took a leave to work part-time and largely, to be a stay-at-home mother for nearly ten years. I was very involved with all their academic and extracurricular activities. I became a single mother when they were 2, 4, 6, and 7 years old, which served to redouble my parenting efforts to compensate for the absence of their father.My dirty secret is that I circumcised my three sons. I did so out of sheer ignorance. I am ashamed and deeply saddened by my decision at the time of their births. This is a burden that I will live with for the rest of my life. Something that I took away from them and that I can never repair.Here's the justification for my ill-informed decision. My father was circumcised, my two brothers were circumcised, and my then-husband was circumcised. I blindly assumed all males were to be circumcised. Further complicating the circumstances surrounding their births and the decision to circumcise them is the fact that their father is Jewish. He most likely would have given me pushback on not circumcising our sons, even though we had agreed to raise our family as Roman Catholics, my religion.After delivering my sons, I was asked, "Who would you like to circumcise your son?" My reply was, "Who has performed more of these procedures? And please bring my son to me to nurse after you have finished." Not one person, not one family member, not my son's father, any healthcare providers, not my pediatrician, or my OB/GYN asked me, "What are your thoughts about circumcising your son?" Had I been asked that question, I might have pondered the concept that there was a decision to be made, not a procedure that was necessary, as is the case with cutting the umbilical cord. When my infant sons were brought to me to nurse, they were sobbing so violently that they were unable to latch on to my breast. One can only surmise that no numbing agents were applied or anesthesia given, further compounding my burden of responsibility. Imagine their trauma!Over the course of my radio career, I hosted a program for an American non-profit national media organization, and one of my guests, Steven Svoboda, was scheduled to promote his newly founded organization, Attorneys for the Rights of the Child (ARC). Steven has remained a colleague. I've interviewed him a dozen times over the decades to promote ARC's amazing work. Steven is the one that first opened my eyes to the ridiculousness of male circumcision. Subsequently, I now understand that circumcision is unnecessary, not medically mandated and that the procedure denies males their [End Page E1] right to genital integrity. What I have also learned is that the removal of the foreskin is the most important sensory component and it is comprised of thousands of Meissner's corpuscles as well as branches of the dorsal nerve and in between 10,000 and 20,000 specialized erotogenic nerve endings of several types.I have since apologized to my adult sons for the uninformed and ignorant decision I made after they were born. Two of my three sons have gracefully accepted my apology. The other son says that he's glad that he resembles both his father and most of his male peers.I have become such an "intactivist" that I earned my Ph.D. in Psychology, and my dissertation concerns itself with Female Genital Mutilation (FGM) and its eradication. To know that 200 million females who are alive today have experienced FGM is another responsibility... (shrink)

Na sua origem, o vocábulo latino iustitia (iustitiae) está directamente relacionado com o substantivo ius (iuris) e com o adjectivo iustus (iusta, iustum). A palavra iustitia amplia o seu significado primeiro na obra de Cícero (século I a. C.), e abrange novas acepções na época do imperador Augusto (séculos I a. C.-I d. C.) e posteriormente na obra de Séneca, o Filósofo (século I d. C.). Nesta comunicação, pretendemos estabelecer o percurso semântico do substantivo iustitia, assim como precisar a sua (...) amplitude cultural em momentos significativos da história de Roma. (shrink)

I n th e inte r na l histo r y o f Zapatism o th e mos t remarka b l e featur e i s th e symbiotic proces s w hic h occur s bet w ee n th e Zapatist a gue r rilla s i n th e mountain s o f Chiapa s an d the indigenou s peopl e i n th e communities . Th e fo r me r g i v (...) e milita r y inst r uctio n t o th e latte r , w hil e sl o w ly adoptin g thei r v alue s an d ideol o g y . I n th e en d , bot h fo r m a n ew milita r y o r ganization , th e Zapatist a A r m y o f Nationa l Liberation . Thi s a r m y i s uniqu e compared wit h othe r milita r y o r ganizations , a s i t act s on ly defens i v e ly t o protec t indigenou s rights an d i t i s no t a n independenc e m o v ement , autonomou s i n it s functioning , l e gitimat e and l e gal , wit h a hig h representatio n o f w ome n ( w h o especial ly singl e ou t thi s o r ganization), mad e u p o f socia l suppo r t base s an d a traine d an d discipline d militia , strong ly suppo r ted by c i vi l societ y , h a vin g a radica l leftis t ideol o g y , w hic h remain s i n constan t rebellio n and resistanc e t o pressure s fro m th e authorities , th e M e xica n a r m y an d paramilitaries. (shrink)

Im Ausgang von der anf änglichen Frage, welche Formen der Empathie zu den Produktionsbedingungen einer gelingenden Komödie gehören, wird zunächst argumentiert, dass Komik generell ›kulturelle Empathie‹ voraussetzt, d.i. ein Gespür dafür, welche Erwartungen und emotionalen Reaktionen bestimmte Themen und situative Konstellationen auslösen werden. Situationskomik und insbesondere die Komik peinlicher familiärer Situationen werden darauf zurückgeführt, dass wir uns sowohl empathisch in die Gefühle und die Peinlichkeit der Lebenslage der Protagonisten hineinversetzen können als auch gleichzeitig selbst die unbeteiligte Perspektive des Beobachters einnehmen. (...) Anschließend untersucht der Beitrag die Filmkomödie Toni Erdmann als Sonderfall einer Wiederverheiratungskomödie, die selbst eine Reflexion über Empathie darstellt. Es wird gezeigt, dass die Form von Empathie, die der Protagonist im Zusammenhang des für die Wiederverheiratungskomödie charakteristischen Erziehungsprozesses für die Protagonistin Ines aufbringt, nicht als ein Sichhineinversetzen in die wirklichen Gefühle oder die Lebenslage von Ines verstanden werden kann – in dieser Hinsicht erscheint er auf komische Weise empathiefrei. Toni Erdmanns Empathie zielt vielmehr auf ihre das eigene verengte Selbstverständnis transzendierenden Möglichkeiten und somit auf ihre Freiheit. Starting from the initial question which forms of empathy are included in the making of a comedy, it is argued that comedy requires ›cultural emphathy‹, i.e. a clear sense of what expectations and reactions would be triggered among the public by certain topics and performances. The comic effects of slapstick and other forms of situational comedy in association with family configurations are attributed to our capacity to put ourselves into the awkward situations of the protagonists and, at the same time, to adopt the perspective of the uninvolved spectator. Subsequently the film comedy ›Toni Erdmann‹ is examined as a special case of remarriage comedy which represents a reflection upon empathy. It is argued that the protagonist Winfried, in the context of the process of education which is typical for remarriage comedies, does not feel emphathy for the protagonist Ines with regard to her actual feelings and living conditions (on the contrary, some comical effects derive from his refusal of empathy). His emphathy is rather directed towards those of her possibilities and capacities which transcend her actual image of herself; in other words, it is directed towards her freedom. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:220 THEATRE AND RELIGIOUS HYPOTHESIS* We are placed in this world, as in a great theatre, where the true springs and causes of every event are entirely concealed from us.... David Hume La collection des idées s'appelle imagination, dans la mesure où celleci désigne, non pas une faculté, mais un ensemble des choses, au sens le plus vague du mot, qui sont ce qu'elles paraissent: collection sans album, pièce (...) sans théâtre, ou flux des perceptions.. Gilles Deleuze In Part III of Hume's Dialogues concerning Natural Religion the character Demea contests the analogy drawn by Cleanthes between an orderly world and a coherent, articulate speech, stating that, When I read a volume, I enter into the mind and intention of the author: I become him, in a manner, for the instant; and have an immediate feeling and conception of those ideas, which revolved in his imagination, while employed in that composition. To begin reading Hume's Dialogues with such false and naive premises would inevitably result in a failure to pick up on all the different voices in this text. In fact, no written text can really enable a reader "to enter into the mind and intention of the author." Moreover, such a predisposition on behalf of a naive reader will become further complicated by the processes of 'distanciation' and avoidance of a central point of view, which are brought into play by Hume in this text, where religion is being considered from a purely speculative point of view. Hume has in fact given the reader a clue in the introduction as to how 221 to approach reading the Dialogues. when Pamphilus, the narrator, expounds to his friend Hermippus the advantages of presenting a discussion in the form of a dialogue rather than as a direct statement. He argues that by using a dialogue it is possible to avoid any overtones of an author addressing his reader, or a pedagogue his pupil (D 127). Confronted with a text that is paradoxically both lucid and unclear, any reader whose attitude is still limited by certain metaphysical categories might very well want to know who is actually Hume's spokesman and who he is really addressing in this discussion on the nature and existence of God. These questions are in fact related to traditional oppositions, such as that between a central and subsidiary point of view in a dialogue; between the essential and non-essential of a discussion. In his Dialogues, Hume creates a second degree of separation between himself and the characters involved in the discussion by using the literary process of 'distanciation', when he introduces the fictitious character Pamphilus, who tells Hermippus of the discussions he has heard. From this point of view the style of the text is immediately more disconcerting than Cicero's De Natura Deorum, (which inspired Hume's text), as Cicero does identify himself with his narrator, such that any effect of distanciation is far smaller. Cicero's narrator does, however, emphasize that the multiplicity of points of view in this text results in a certain degree of scepticism and suspension of judgement: "Though it is possible that they are all of them false, it is impossible that more than one of them is true" (p. 71). As Hume does in his Dialogues, Cicero here tries to avoid imposing a 222 central point of view or a single authoritative angle to his discussions, as if given by a teacher; in fact, "in a discussion of this kind our interest should be centred not on the weight of the authority but on the weight of the argument" (p. 73). Thus, wearing the mask of Pamphilus, Hume can play an ironic role, without having to give a central point of view, by having his character present the idea that "reasonable men may be allowed to differ, where no one can reasonably be positive" (D 128). These two texts therefore use the same process of disassociation from a central truth by using a supposedly neutral narrator. When reading the Dialogues one can rely neither on the authority of the author, as he has hidden himself away in the shadows backstage, nor on that... (shrink)

This paper aims to trace the links between Leopardi’s linguistic reflection and his theory of assuefazione, a theory that focuses on the functions of perception and the imaginative faculty within cognitive mechanisms. This theory also explains the functioning of the modalities with which human knowledge is articulated, starting from the experiential data, and therefore linguistic knowledge, in terms of a metaphorical apperception of the world. Specific attention will also be given to the notion of semantic vagueness, closely linked to the (...) general concept of indefinite: a concept that Leopardi develops in his reflections on the theory of pleasure and which is fundamental to define the peculiarities of the imaginative faculty. Furthermore, through the Garronian study of metaoperativity a more in-depth reading of the leopardian theory of assuefazione and of the link between perception and imagination too, as well as the role these two last faculties play in language will be provided. Precisely the metaoperativity allows us to explain and define with greater clarity the disposizione a poter essere, that is a precondition in order to conceive the Leopardian notion of indefinite. This conceptual clarification will also be important to highlight how the thought of Leopardi – in spite of the asystematicity that characterizes Zibaldone – is structured and deeply coherent, in line with that unitary and global approach to human knowledge of its time: an approach in which linguistic reflection and the theory of knowledge mutually imply each other, tightened by a relationship of mutual relevance. (shrink)

Medieval Islamic philosophers were occupied with questions of cosmology, predestination and salvation and human responsibility for actions. For Ismailis, the related notions of religious leadership, namely the imamate, and the eschatological role of the prophets and imams were equally central. These were also a matter of doctrinal controversy within the so-called Iranian school of Ismaili philosophical theology. Hamid al-Din al-Kirmani (d. after 411/1020) was one of the most important theologians in the Fatimid period, who rose to prominence during the reign (...) of the imam-caliph al-Hakim bi-Amr Allah (r. 386/996–411/1021). He is renowned for blending the Neoplatonic philosophical heritage with Ismaili religious tradition. This book provides an analysis of al-Kirmani’s thought and sheds new light on the many layers of allusion which characterise his writings. Through a translation and analytical commentary of the eighth chapter of al-Kirmani’s Kitab al-Riyad (Book of Meadows), which is devoted to the subject of divine preordination and human redemption, Maria De Cillis shows readers first-hand his theologically distinctive interpretation of qada’ and qadar (divine decree and destiny). Here, al-Kirmani attempts to harmonise the views of earlier renowned Ismaili missionaries, Abu Hatim Ahmad b. Hamdan al-Razi (d. 322/934), Muhammad b. Ahmad al-Nasafi (d. 331/942) and Abu Ya'qub Ishaq b. Ahmad al-Sijistani (d. c. 361/971). De Cillis skilfully guides the reader through al-Kirmani’s metaphysical and esoteric correspondences, offering new insights into Shi’i/Ismaili philosophical thought which will be of great interest to those in the field of Shi’i studies and, more broadly, to scholars of medieval philosophy. (shrink)

L’argument principal de cet article est qu’il n’y a pas d’incompatibilité entre les explications physicalistes et l’idée de conscience phénoménale. Ayant comme référence une analyse de certaines propriétés sui generis de la conscience phénoménale, nous avons l’intention de souligner que l’apparente incompatibilité entre le mental et le physique peut être éliminée. De façon plus précise, nous soutenons la thèse selon laquelle les propriétés sui generis des événements mentaux, connues comme qualia, sont des propriétés physiques. Ces propriétés constitueraient, comme l’affirme Tye, (...) les contenus représentationnels nonconceptuels de nos expériences. En outre, ces propriétés sont des inputs des processus physiques dont les outputs seraient des états intentionnels avec des contenus propositionnels.The main argument of this paper is that there is no gap between physicalist explanations and phenomenal consciousness, as a matter of principle. Based on an analysis of certain sui generis properties of phenomenal consciousness, I aim to demonstrate that the apparent explanatory gap between the mental and the physical can be eliminated. More specifically, I want to defend the claim that the so-called sui generis qualities of mental events, referred to as qualia, are physical properties. These properties would constitute, as Tye puts it, the nonconceptual representational content of our conscious experiences. Moreover, they are the input of physical processes whose output would be intentional states with propositional content. (shrink)

En la gran producció filosòfica d’Eusebi Colomer, s’hi poden distingir tres grans centres d’interès particularment destacats. En primer lloc, la seva dedicació a l’estudi del pensament de Ramon Llull i de Nicolau de Cusa. La seva tesi doctoral va mostrar les influències lul·lianes en l’obra de Nicolau de Cusa a partir de les anotacions autògrafes en què el jove Nicolau es feia ressò de les coses que més li interessaven de Llull. El segon gran centre d’interès el van constituir, naturalment, (...) els grans corrents de la filosofia alemanya moderna i contemporània. Des dels anys d’estudiant s’havia familiaritzat particularment amb l’idealisme, la fenomenologia i la filosofia de l’existència. Finalment, el seu tercer centre d’interès va ser el diàleg filosòfico-teològic. Colomer lamentava profundament el divorci produït entre la filosofia i la teologia. Adaptant una coneguda formulació de Kant, pensava que la teologia sense filosofia és cega, però que la filosofia sense teologia és buida. Format en la tradició metafísica espiritualista i defensor de l’humanisme cristià, Colomer es trobava, però, a les antípodes de qualsevol sectarisme o dogmatisme. La seva formació, el seu tarannà i, segurament, els seus enormes coneixements de la història de la filosofia, li havien conferit una gran capacitat per al diàleg. Ell no veia el diàleg com un recurs o com una tàctica, sinó com un element constitutiu de l’ésser humà. \n. (shrink)

La categoria de passivitat és tan nuclear en la filosofia d’Emmanuel Levinas com en la de Paul Ricoeur. Aquesta categoria està intrínsecament vinculada a una altra que també és crucial: la d’alteritat. Per entendre la proximitat entre aquests dos autors, alhora que per veure’n la distància que els separa, resulta molt revelador prestar atenció, primer, a la manera com cadascun d’ells concep les dues categories i, després, al motiu pel qual mentre en el cas de Levinas el lloc de la (...) passivitat és exclusivament un —la relació amb l’altre—, en el de Ricoeur és triple: la carn o el cos propi, l’altre i la consciència. (shrink)

A autora examina a relação entre a auto-imagem na terceira idade e a construção de uma identidade pessoal. O papel de espelho da mãe, da família e da sociedade em sentido mais amplo adquire, em determinada etapa do amadurecimento, uma importância relevante na construção de um si-mesmo autêntico e singular. Depoimentos pessoais de duas cineastas e relato clínico são utilizados na aplicação das proposições teóricas de D. W. Winnicott sobre a relação entre ser e ser visto.The author examines the relationship (...) between self-image in old age and the construction of personal identity. The role of mirror played by the mother, the family and the society acquires, in large part, in a certain phase of maturity, an important role in the construction of an authentic and singular I. Personal accounts of two filmmakers and clinical reports are utilized in the application of the theoretical proposals of D. W. Winnicott regarding the relation between being and being seen. (shrink)

En aquesta arrencada del segle XXI, en què la tecnologia ens afalaga i alhora ens domina, ens calen humanistes que ens ajudin a interpretar la realitat i a tenir criteris per a abordar-la. Josep Maria Puigjaner, l'autor d'aquest llibre, s'ha proposat apropar al lector, a través de la narració d'alguns retalls -reals o imaginaris- de les seves vides, la personalitat de vuit humanistes que ens transmeteren, durant el segle XX, la seva manera d'entendre la vida i l'home. Són escriptors (...) que mereixen el qualificatiu de clàssics, és a dir que parlen des d'una perspectiva interior, profunda i arrelada en el coneixement i en l'experiència del significat de la naturalesa humana i els seus ideals de futur. (shrink)

We carried out a systematic review of psycholinguistic, empirical, quantitative studies on verbal irony use and individual differences (i.e. psychological, not demographic, traits that significantly differentiate individuals). Out of 5,967 publications screened, 29, comprising 35 studies in total, were included. Following a qualitative content analysis, six thematic clusters were identified, representing areas of research in individual differences in irony use: (a) psychological well-being, (b) personality traits, (c) humor-related traits, (d) cultural factors, (e) social skills, and (f) cognitive factors. The results (...) of the studies in each cluster are summarized and conclusions for further research are presented. In particular, the systematic review suggests that irony and sarcasm should be clearly delineated as separate, yet related phenomena due to differing patterns of correlations with specific individual differences. Additionally, significant methodological heterogeneity between the studies suggests the need for greater standardization of irony use measures. (shrink)

Una nuova traduzione annotata delle pagine kantiane sul diritto d'autore contenute in Metafisica dei costumi, Dottrina del diritto § 31, II, che mira a offrire fondamenti testuali alla tesi che Kant non può essere annoverato fra i difensori della proprietà intellettuale. Un regime kantiano del diritto d'autore sarebbe, al contrario, assai meno aspro e invasivo di quello attualmente vigente.

De acuerdo con las D.M. de Francisco Suárez, la ciencia metafísica ha perdido su horizonte. Por esta razón el tratado del Dr. Eximio principia con un estudio de la filosofía primera donde paulatinamente se atenderán las dificultades emergentes relativas a una consideración de las ciencias especulativas. De ese modo la claridad alcanzada en derredor de la metafísica colocaría las bases necesarias para evitar –o tratar de corregir– los errores en teología sagrada por su vinculación necesaria con la filosofía primera. Asimismo, (...) el esclarecimiento del objeto adecuado de la metafísica conlleva la necesidad de evidenciar para la razón aquellos propios de las demás ciencias, configurándose así una división y relación entre ellas en sede objetiva. A su vez este panorama aparece expresado con total claridad en las D.M. I, I, 14-15 sobre el que exclusivamente se hará foco. (shrink)

Normal 0 21 false false false ES-CO X-NONE X-NONE Para su composición de la Vida de Aristóteles , Diógenes Laercio no consult a direct amente los textos del estagirita, sino que, con gran probabilidad, reproduce un resumen más antiguo que, a su vez, fue elaborado a partir de fuentes diversas. La mayor parte de su exposición se centra en recopilar las opiniones ( placita ) que se refieren a cuestiones lógicas y, sobre todo, éticas y físicas. La exposición de las (...) opiniones aristotélicas parte de una documentación antigua, varios siglos anterior a la época de redacción de Diógenes Laercio (s. III d.C), e incluso anterior a la de Andrónico de Rodas (s. I a.C.). Asimismo, emplea en su exposición la conocida división estoica: primero se ocupa de la lógica, luego de la ética y, por último, de la física. En este punto radica su principal interés, ya que permite remontarnos a la época helenística, en la que los manuales escolares no habían penetrado aún en el corpus aristotélico. Por nuestra parte, nos tendremos especialmente en el análisis de la lógica en la exposición laerciana del libro V. (shrink)

Le langage égocentré et son dépassement par la parole. Une étude de l’acquisition du langage inspirée de Merleau-PontyDans les notes de travail du Visible et l’invisible, Merleau-Ponty se proposait d’élucider la nature du dépassement de l’être pré-langagier par la parole. Dans ses cours de la Sorbonne, il avait en outre jeté les fondements théoriques d’une confrontation fructueuse entre la linguistique et la psychologie de l’enfant, en ouvrant un dialogue de fond avec la théorie linguistique et avec les recherches psychologiques de (...) son époque sur l’acquisition du langage. Le phénomène de l’acquisition du langage par l’enfant nous fait assister à la transition de l’être pré-langagier à l’être parlant ; nous y trouvons l’occasion d’une mise en relation de l’incarnation perceptive et charnelle avec le corps parlant qui agit dans le champ symbolique.Cette étude reprend le projet de Merleau-Ponty, en s’appuyant sur les résultats récents de la recherche en matière de développement psycho-linguistique afin de mettre à l’épreuve les thèses merleau-pontiennes sur le langage. L’analyse herméneutique et phénoménologique de trois moments clés de l’acquisition du langage – indication, premiers mots, babil – met en lumière la nature du symbolisme, la fonction interpersonnelle de l’acte de parole et la nature de la grammaire en tant qu’événement diacritique existentiel.Linguaggio egocentrico e oltrepassamento nella parola. Uno studio dell’acquisizione del linguaggio ispirato a Merleau-PontyNelle note di lavoro de Il visibile e l’invisibile Merleau-Ponty si propone di chiarire la rivoluzione che il linguaggio introduce nell’essere pre-linguistico. Valendosi della propria familiarità con la teoria linguistica e con la coeva ricerca psicologica sull’acquisizione del linguaggio da parte dei bambini, nelle sue lezioni alla Sorbonne Merleau-Ponty ha gettato le fondamenta per un fruttuoso dialogo tra la linguistica e la psicologia infantile. Nel fenomeno dell’acquisizione linguistica del bambino assistiamo alla transizione dal pre-linguistico all’essere parlante: ciò fornisce un punto di vista privilegiato sulla connessione tra la percezione, l’incarnazione ed il corpo linguistico che agisce nell’ambito simbolico. Questo contributo riprende il progetto teorico merleaupontiano e guarda alle recenti scoperte nel campo dello sviluppo psico-linguistico per mettere alla prova le tesi di Merleau-Ponty sul linguaggio. Un’analisi ermeneutico-fenomenologicadei tre momenti dell’acquisizione del linguaggio – l’indicazione gestuale, le prime parole, i monologhi infantili nella culla prima di addormentarsi – permette di far luce sulla natura del simbolismo, sulla funzione interpersonale dell’atto linguistico e sulla natura della grammatica come evento esistenziale diacritico. (shrink)

Le langage égocentré et son dépassement par la parole. Une étude de l’acquisition du langage inspirée de Merleau-PontyDans les notes de travail du Visible et l’invisible, Merleau-Ponty se proposait d’élucider la nature du dépassement de l’être pré-langagier par la parole. Dans ses cours de la Sorbonne, il avait en outre jeté les fondements théoriques d’une confrontation fructueuse entre la linguistique et la psychologie de l’enfant, en ouvrant un dialogue de fond avec la théorie linguistique et avec les recherches psychologiques de (...) son époque sur l’acquisition du langage. Le phénomène de l’acquisition du langage par l’enfant nous fait assister à la transition de l’être pré-langagier à l’être parlant ; nous y trouvons l’occasion d’une mise en relation de l’incarnation perceptive et charnelle avec le corps parlant qui agit dans le champ symbolique.Cette étude reprend le projet de Merleau-Ponty, en s’appuyant sur les résultats récents de la recherche en matière de développement psycho-linguistique afin de mettre à l’épreuve les thèses merleau-pontiennes sur le langage. L’analyse herméneutique et phénoménologique de trois moments clés de l’acquisition du langage – indication, premiers mots, babil – met en lumière la nature du symbolisme, la fonction interpersonnelle de l’acte de parole et la nature de la grammaire en tant qu’événement diacritique existentiel.Linguaggio egocentrico e oltrepassamento nella parola. Uno studio dell’acquisizione del linguaggio ispirato a Merleau-PontyNelle note di lavoro de Il visibile e l’invisibile Merleau-Ponty si propone di chiarire la rivoluzione che il linguaggio introduce nell’essere pre-linguistico. Valendosi della propria familiarità con la teoria linguistica e con la coeva ricerca psicologica sull’acquisizione del linguaggio da parte dei bambini, nelle sue lezioni alla Sorbonne Merleau-Ponty ha gettato le fondamenta per un fruttuoso dialogo tra la linguistica e la psicologia infantile. Nel fenomeno dell’acquisizione linguistica del bambino assistiamo alla transizione dal pre-linguistico all’essere parlante: ciò fornisce un punto di vista privilegiato sulla connessione tra la percezione, l’incarnazione ed il corpo linguistico che agisce nell’ambito simbolico. Questo contributo riprende il progetto teorico merleaupontiano e guarda alle recenti scoperte nel campo dello sviluppo psico-linguistico per mettere alla prova le tesi di Merleau-Ponty sul linguaggio. Un’analisi ermeneutico-fenomenologicadei tre momenti dell’acquisizione del linguaggio – l’indicazione gestuale, le prime parole, i monologhi infantili nella culla prima di addormentarsi – permette di far luce sulla natura del simbolismo, sulla funzione interpersonale dell’atto linguistico e sulla natura della grammatica come evento esistenziale diacritico. (shrink)

La metaphysique-dogmatique pose des structures essentielles, des valeurs absolues qui existent "en soi et pour soi", et qui surpassent l'homme, tout en s'appuyant sur la dichotomie des valeurs. Nietzsche, au contraire, se tient dans rimmanence et pour cela il s'appuie sur le concept de Volonte de puissance. Autrement dit, i l se rattache ä des penseurs comme Heraclite d'Ephese, dans sa tentative de reintegrer l'homme dans le tout /nature iphusis) duquel i l est sorti. Et pourtant, cette realite, due au (...) fait qu'il est toujours en devenir, ne se laisse pas emprisonner dans ces cadres. Et c'est dans ce sens que la dimension esthetique apparait comme essentielle: l'existence s'affirme comme creation et seulement en tant que telle. En conclusion, la Volonte de puissance est en elle-meme artiste, pouvoir de transfiguration du reel, que Nietzsche justement designe sous le nom de dionysiaque. Ces premisses etant donnees, il ne sera pas difficile d'etablir des rapports entre les concepts nietzscheens et la production artistique actuelle dans le but de tracer une nouvelle vision et/ou une nouvelle perspective de la realite comme un tout. (shrink)

Na primeira parte deste trabalho -"Grotesco, literatura, leitor" - discutiu-se o conceito de grotesco, configurado em termos literários, nas suas articulações com a ficcionalidade e a recepção. Na segunda parte - "O leitor e o grotesco em A CAUSA SECRETA" - procedeu-se à leitura do conto machadiano na perspectiva de um texto onde o grotesco, resultado da estruturação do conto, encontra-se configurado em termos ficcionais.A la première partie de ce travail -"Grotesque, littérature, lecteur" - on a discuté le concept de (...) grotesque, configuré en termes littéraires, de pins ses articulations avec la fictionalité et la réception. A la seconde partie - "Le lecteur et le grotesque dans I' "A causa secreta" - on a fait la lecture du comte Machadien au point de une d'un texte ou le grotesque, moyen de la structuration du comte, se trouve configuré en termes fictionels. (shrink)