Since January 2016, the Mahidol Oxford Tropical Medicine Research Unit has trialled a data-sharing policy where requests to access research datasets are processed through a Data Access Committee. In this paper, we share our experiences establishing data management systems and data-sharing infrastructure including a data-sharing policy, data access committee and related procedures. We identified a number of practical and ethical challenges including requests for datasets collected without specific or broad consent to data sharing and requests from pharmaceutical companies for data (...) to support drug registration applications. We also encountered significant resource constraints which required the development of appropriate human resources and infrastructure. We suggest a research agenda to promote responsible and equitable data sharing while safeguarding the rights and interests of research participants and researchers. (shrink)

Research funders, regulatory agencies, and journals are increasingly expecting that individual-level data from health research will be shared. Broad consent to such sharing is considered appropriate, feasible and acceptable in low- and middle-income settings, but to date limited empirical research has been conducted to inform the design of such processes. We examined stakeholder perspectives about how best to seek broad consent to sharing data from the Mahidol Oxford Tropical Medicine Research Unit, which implemented a data sharing policy and broad consent (...) to data sharing in January 2016. Between February and August 2017 qualitative data were collected at two sites, Bangkok and the Thai-Myanmar border town of Mae Sot. We conducted eighteen semi-structured interviews. We also conducted four focus group discussions with a total of nineteen people. Descriptive and thematic coding informed analysis of aspects of data sharing that are considered most important to inform participants about, and the best ways to explain complex and abstract topics relating to data sharing. The findings demonstrated that clinical trial participants prioritise information about the potential benefits and harms of data sharing. Stakeholders made multiple suggestions for clarifying information provided about data sharing on such topics. There was significant variation amongst stakeholders’ perspectives about how much information should be provided about data sharing, and it was clear that effective information provision should be responsive to the study, the study population, the individual research participant and the research context. Effectively communicating about data sharing with research participants is challenging in practice, highlighting the importance of robust and effective data sharing governance in this context. Broad consent should incorporate effective and efficient explanations of data sharing to promote informed decision-making, without impeding research participants’ understandings of key aspects of the research from which data will be shared. Further work is required to refine both the development of core information about data sharing to be provided to all research participants, and appropriate solutions for context specific-challenges arising when explaining data sharing. (shrink)

These essays are about education, learning, rational inquiry, philosophy, science studies, problem solving, academic inquiry, global problems, wisdom and, above all, the urgent need for an academic revolution. Despite this range and diversity of topics, there is a common underlying theme. Education ought to be devoted, much more than it is, to the exploration real-life, open problems; it ought not to be restricted to learning up solutions to already solved problems - especially if nothing is said about the problems that (...) provoked the solutions in the first place. There should be much more emphasis on learning how to engage in cooperatively rational exploration of problems: even five year olds could begin to learn how to do this. A central task of philosophy ought to be to keep alive awareness of our unsolved fundamental problems - especially our most fundamental problem of all, encompassing all others: How can our human world - and the world of sentient life more generally - imbued with the experiential, consciousness, free will, meaning and value, exist and best flourish embedded as it is in the physical universe? This is both our fundamental intellectual problem and our fundamental problem of living. As far as the latter is concerned, we are at present heading towards disaster - as our immense, unsolved global problems tell us: population growth, destruction of natural habitats and rapid extinction of species, vast inequalities of wealth and power around the world, pollution of earth, sea and air, our proclivity for war, and above all global warming. If we are to resolve our conflicts and global problems more intelligently, effectively and humanely than we have managed to do so far, then we have to learn how to do it. That, in turn, requires that our institutions of learning, our universities and schools, are rationally designed and devoted to the task. At present they are not. That is the crisis behind all the others. From the past we have inherited the idea that the basic intellectual aim of inquiry ought to be to acquire knowledge. First, knowledge is to be acquired; then, secondarily, it can be applied to help solve social problems. But this is dangerously and damagingly irrational, and it is this irrationality that is, in part, responsible for the genesis of our current global problems, and our current incapacity to solve them. As a matter of supreme urgency, we need to transform academia so that it becomes rationally devoted to helping humanity learn how to make progress towards as good and wise a world as possible. This would involve putting problems of living - including global problems - at the heart of academia, problems of knowledge and technological know-how emerging out of, and feeding back into, the central task to help people tackle problems of living in increasingly cooperatively rational ways. Almost every department and aspect of academia needs to change. We need a new kind of academic inquiry devoted, not just to knowledge, but rather to wisdom - wisdom being the capacity to realize what is of value in life for oneself and others, wisdom including knowledge and technological know-how, but much else besides. So, this is what these essays seek to provoke: a concerted effort to transform our institutions of learning so that they become rationally and effectively devoted to helping us learn how to create a wiser world. With these essays before me, I can see that there is one crucial element of learning about which they say nothing - or nothing explicit. The vital role of play in learning. All mammals - or at any rate almost all mammals - learn by means of play. Cats, tigers, foxes and other predators learn to hunt by means of endless mock fights when kittens and cubs. Deer, sheep and antelope learn to escape by means of playful leaps and bounds when young. We are mammals too. Almost certainly, we learnt how to be adult human beings by means of play during the millions of years we evolved into homo sapiens living in hunting and gathering tribes. Children today, out of school, learn by means of play. Learning by means of play is almost certainly fundamental to our makeup. Education needs to exploit it. Schools and universities need to become places of play. Successful problem solving is often likely to be playful in character. The youthful Einstein called doing physics "getting up to mischief". But our most serious problems of living are so grim, so imbued with suffering, wasted lives and unnecessary death that the idea of approaching them in a playful spirit seems sacrilegious. We need to keep alive tackling of intellectual problems so that playful capacities can be exercised - if for no other reason (and other reasons there are, of course, aplenty). There are two really worthy impulses behind all rational inquiry: delight and compassion. (shrink)

Life was difficult in the prehistoric time. Humans depended on the precarious fortunes of Hunting for the survival. This mode of living does not lead to the formation of civilization but it is a means to get there. Then man discovered the art of agriculture, where there is a continued supply of food. With this security of the future, man began to expand his mind and began to embellish his life. Then came the discovery of electricity which has spawned a (...) new revolution in the mode of work similar to agricultural revolution which is the Industrial revolution. The machines began taking the hard labor on the behalf of the man. With this, came the abundance of goods and products. Though industrial revolution increased the goods, it decreased the employment opportunity for many. The labor of the man is not needed anymore where it was needed earlier as machines occupied its place. There is a similar revolution inevitable in the future which may further displace humans from the workforce. It is the Automation era. With automation comes abundance in the order which is not known earlier. The cost of the goods will decrease dramatically. There will be surplus of the goods. But what about the humans and their employment. Will they have a purpose or place in the workforce. This report deals with such practical, scientific and ethical question that needs to be addressed in the automation era. (shrink)

Unlike other primate males, men invest substantial effort in producing food that is consumed by others. The Hunting Hypothesis proposes this pattern evolved in early Homo when ancestral mothers began relying on their mates’ hunting to provision dependent offspring. Evidence for this idea comes from hunter-gatherer ethnography, but data we collected in the 1980s among East African Hadza do not support it. There, men targeted big game to the near exclusion of other prey even though they were rarely successful and (...) most of the meat went to others, at significant opportunity cost to their own families. Based on Hadza data collected more recently, Wood and Marlowe contest our position, affirming the standard view of men’s foraging as family provisioning. Here we compare the two studies, identify similarities, and show that emphasis on big game results in collective benefits that would not be supplied if men foraged mainly to provision their own households. Male status competition remains a likely explanation for Hadza focus on big game, with implications for hypotheses about the deeper past. (shrink)

It is some 900 years before Christ that we find the most ancient traces of two innovations which were to have incalculable consequences for the future of mankind. The evolution of civilization has, in fact, been marked by a clean break located at the era when man discovered the rudiments of agriculture and animal husbandry and began to produce his own food. Whereas for the three million years during which he had to provide for his needs exclusively through hunting, fishing (...) and gathering, his progress was extremely slow, the adoption of a new way of life based on agriculture and animal husbandry allowed man to transform himself in less than twelve thousand years from deer hunter into astronaut. (shrink)

In the early twentieth century, the United States Department of Agriculture funded international expeditions with the aim of finding plant specimens for introduction into the agricultural landscape and the new experimental projects in hybridization. One such agricultural explorer, noted for his eponymous lemon, was Frank Nicholas Meyer, an immigrant from the Netherlands whose expeditions in Asia have brought to the United States celebrated fruit and toxic weeds. Neither professional botanists nor farmers, plant hunters like Meyer worked by taking advantage (...) of historical allegiances to academic programs, while leaning on the authority of their newer national institutions. In addition to plants, through photographs that transposed Chinese landscapes to U.S. environmental counterparts, Meyer contributed to the imagination of the agricultural promise of the American West. The era of these plant explorers has ended but their material trace remains in a variety of spaces and modes of existence that have hitherto been disregarded. Reading Meyer’s letters shows the authority and discipline behind his transformation from gardener’s apprentice to professional plant collector. I argue that photographs and plants are understudied material traces that enable historians to re-examine the means by which credit was received, given, and exchanged. By drawing together these traces, I chart the continued importance of exploration and collection in the twentieth century and show the epistemic continuity between nineteenth-century natural history and twentieth-century experimental science. (shrink)

A clearly written, authoritative introduction to Taylor's work.

Abstract. A rhesus monkey, Helen, from whom the striate cortex was almost totally removed, was studied intensively over a period of 8 years. During this time she regained an effective, though limited, degree of visually guided behaviour. The evidence suggests that while Helen suffered a permanent loss of `focal vision she retained (initially unexpressed) the capacity for `ambient vision.

I have recently published a book to which I gave the title: Is Bad Philosophy Responsible for the Climate Crisis? But this proved to be too inflammatory for Palgrave Macmillan, and they changed it to the anodyne The Philosophy of Inquiry and Global Problems: The Intellectual Revolution Needed to Create a Better World. In the book I argue that academic philosophy has a certain responsibility for the failure of humanity to put a stop to the climate and nature crises, in (...) failing even to notice that a bad philosophy of inquiry dominates academic inquiry – one that prevents universities from engaging actively with the public domain to ensure action is taken to prevent the climate and nature crises from developing, or intensifying. The Philosophy of Inquiry and Global Problems spells out what has gone wrong that has reduced academic philosophy to its present pitiful state, and what needs to be done to restore philosophy so that it becomes again a discipline with profoundly fruitful intellectual and humanitarian implications. This Opinion Piece is the Preface to the published book. (shrink)

This book advocates a radical shift of concern in philosophical, historical, and sociological studies of the sciences, and explores the consequences of such a shift. The historically-oriented first part of the work deals with the ways in which ranges of questions become real and cease to be real for communities of inquirers. The more philosophically-oriented second part of the work introduces the notion of absolute reality of questions, and addresses doubt about the claims of the sciences to have accumulated absolutely (...) real questions. It is argued that recent studies in the sociology and social history of the science pose strong challenges to the sciences by revealing how appeals to authority, vested interests, and rhetorical and aesthetic sensibilities play substantial roles in the practices of the sciences. The final chapter defends the pragmatic stance of the work, and of its companion, The Fortunes of Inquiry, and draws morals about the roles of criticism and reflection in the philosophy of science and in the sciences themselves. (shrink)

My account is subject to two important limitations. First, I shall be discussing whether or not Aristotle holds to an essentialistic doctrine with regard to sensible particulars, and shall neglect entirely his views about such things as species, genera, universals, and the like. Secondly, I shall be leaving out of account such chronologically late productions as Metaphysics VI-X and IV. Thus I shall be concentrating on the Categories, the Topics, the Physics, and the De Generatione et Corruptione. I am not (...) convinced that later works show substantial change over the works which I shall be discussing, but the later works do present severe exegetical difficulties which could not be adequately met within the scope of this essay. (shrink)

This paper defends the idea that there might be vagueness or indeterminacy in the world itself---as opposed to merely in our representations of the world---against the charges of incoherence and unintelligibility. First we consider the idea that the world might contain vague *properties and relations*; we show that this idea is already implied by certain well-understood views concerning the semantics of vague predicates (most notably the fuzzy view). Next we consider the idea that the world might contain vague *objects*; we (...) argue that an object is indeterminate in a certain respect (colour, size, etc.) just in case it is a borderline case of a maximally specific colour (size, etc.) property. Finally we consider the idea that the *world as a whole* might be indeterminate; we argue that the world is indeterminate just in case it lacks a determinate division into determinate objects. (shrink)

What is the evolutionary significance of the various mechanisms of imitation, emulation and social learning found in humans and other animals? This paper presents an advance in the theoretical resources for addressing that question, in the light of which standard approaches from the cultural evolution literature should be refocused. The central question is whether humans have an imitationbased inheritance system—a mechanism that has the evolutionary function of transmitting behavioural phenotypes reliably down the generations. To have the evolutionary power of an (...) inheritance system, an imitiation-based mechanism must meet a range of demanding requirements. The paper goes on to review the evidence for and against the hypothesis that there is indeed an imitation-based inheritance system in humans. (shrink)

The Protagoras is one of Plato's most entertaining dialogues. It represents Socrates at a gathering of the most celebrated and highest-earning intellectuals of the day, among them the sophist Protagoras. In flamboyant displays of both rhetoric and dialectic, Socrates and Protagoras try to out-argue one another. Their arguments range widely, from political theory to literary criticism, from education to the nature of cowardice; but in view throughout this literary and philosophical masterpiece are the questions of what part knowledge plays in (...) a successful life, and how we may acquire the knowledge that makes for success. This edition contains the first commentary in English on the Greek text for almost a hundred years. The commentary provides the assistance with linguistic, literary and philosophical detail that will enable students and scholars to savour to the full the pleasures of the Protagoras. (shrink)

This edited collection presents the case for a research program (in Lakatos's sense) in the social sciences based on the theory of recognition developed by Axel Honneth and others in recent years. The cumulative argument of the book is that recognition theory provides both a plausible framework for explaining social conflict and a normative compass for reaching just resolutions.

Against a background of anxious evocation of Dionysiac rites, Euripides'Heraclesstages the extreme degradation of the tragic hero who, as a consequence of the hatred of a divinity, loses his heroic traits and above all his human ones in the exercise of brutal violence. By comparing Heracles in the grip of madness to a furious bull assailing its prey, the tragedian clearly shows the inexorability of the divine will and its arbitrariness, and emphasizes madness itself through images traditionally associated with (...) the bull. However, the reference to monstrosity and animals does not only involve Heracles, but also concerns the representation of Lyssa, the demon of madness sent by Hera to induce Heracles to slaughter his own family. This representation of Lyssa includes the monstrous and disturbing Gorgon and the dog, set alongside the metaphor of hunting, which in turn highlight the link between the demon and the Erinyes, those other bringers of madness. (shrink)

The explosion of scientific results about epigenetic and other parental effects appears bewilderingly diverse. An important distinction helps to bring order to the data. Firstly, parents can detect adaptively-relevant information and transmit it to their offspring who rely on it to set a plastic phenotype adaptively. Secondly, adaptively-relevant information may be generated by a process of selection on a reliably transmitted parental effect. The distinction is particularly valuable in revealing two quite different ways in which human cultural transmission may operate.

This chapter relates a broadly chronological story of the developments over the last 50 years that have sought to reshape the science curriculum in English schools by introducing aspects of the history of science and nature of science. The chapter highlights key curriculum projects by outlining the contexts in which they developed and summarising their rationales as set out in their publications. It also provides signposts to some of the reports of research and scholarship that have evaluated these initiatives. The (...) chapter shows how the first national curriculum in 1989 was influenced by earlier initiatives as it made teaching about the nature of science mandatory for all. This requirement faded into the background after a few years and then re-emerged with a new rationale as ‘how science works’ in 2004. The chapter ends by looking to the future with a discussion of a new course which contrasts with earlier traditions by focussing the teaching and learning on the history and philosophy of science rather than using ideas from these disciplines to teach about science. (shrink)

"Rule" adopts the tradition of political philosophy begun by Socrates, refined by Xenophon and Plato. The book concentrates on something the characters call life-without-rule. What would that be? Is it a sort of utopia? How does it differ from anarchy? What makes it so appealing and what are the trade-offs?

The popular image of Japanese society is a steroetypical one - that of a people characterised by a coherent set of thought and behaviour patterns, applying to all Japanese and transcending time. Ross Mouer and Yoshio Sugimoto found this image quite incongruous during their research for this book in Japan. They ask whether this steroetype of the Japanese is not only generated by foreigners but by the Japanese themselves. This is likely to be a controversial book as it does not (...) contribute to the continuing mythologising of Japan and the Japanese. The book examines contemporary images of Japanese society by surveying an extensive sample of popular and academic literature on Japan. After tracing the development of "holistic" theories about the Japanese, commonly referred to as the "group model", attention is focused on the evaluation of that image. Empirical evidence contrary to this model is discussed and methodological lacunae are cited. A "sociology of Japanology" is also presented. In pursuit of other visions of Japanese society, the authors argue that certain aspects of Japanese behaviour can be explained by considering Japanese society as the exact inverse of the portayal provided by the group model. The authors also present a multi-dimensional model of social stratification, arguing that much of the variation in Japanese behaviour can be understood within the framework as having universal equivalence. (shrink)

This is an English translation of Descartes' seminal discourse, with an original essay by Richard Kennington. This text is designed to provide the student with a close translation, notes, and a glossary of key terms, facilitating access to ideas as they originally were presented and helping to make the translator's work transparent. Focus Philosophical Library translations are close to and are non-interpretative of the original text, with the notes and a glossary intending to provide the reader with some sense of (...) the terms and the concepts as they were understood by Decartes' immediate audience. The Focus Philosophical Library publishes clear, faithful editions enabling access for modern students to the essential ideas and wisdom of the world’s greatest thinkers. (shrink)

The practices of outstanding schools selected through the U.S. Department of Education's Blue Ribbon School of Excellence recognition program. Short articles describe the specific practices that led to excellence. Both Vol. 1: Elementary and Middle Schools and Vol. 2: Middle and Secondary Schools offer a rich resource of successful practices.

The philosophical origins of the principle of subsidiarity must be understood historically. This chapter argues that the critical point for the emergence of the principle lay in Thomas Aquinas’s theological interpretation of Aristotle’s political philosophy and his application of it to the institutional pluralism of medieval Europe. From Aristotle, Aquinas developed the idea that human societies naturally progress from families, through villages to entire city-states, but he recognised that what Aristotle said of city-states could be applied not only to cities (...) but even more emphatically to political communities on the scale of provinces, kingdoms and empires. Moreover, for Aquinas, the civil order was not the only ‘perfect community’ in Aristotle’s sense: there was also the church in all of its many grades and jurisdictions, alongside the many different religious orders and fraternities of medieval Europe, some of them also organised into their own graded hierarchies. Reflecting on the complexity of the society surrounding him, Aquinas acknowledged the many and various purposes for which various associations and forms of human community exist and are formed, giving rise to a whole host of familial, geographical, professional, mercantile, scholarly and other specialised societies. All of these groups and groupings, from the smallest to the largest, have their place and their proper function, according to Aquinas, and each should to be allowed to make its unique and special contribution as a means to integral human fulfillment, without undue interference from any others, including the state. (shrink)