Revised versions of papers presented at the 1994 Tyndale Fellowship jubilee conference held in Hayes Conference Centre, Swanwick.

This volume explores whether the concept of the common good might be retrieved and become central in contemporary religious social thought. Contributors include: Charles C. West, John J. Collins, Ralph McInerny; J. Philip Wogaman, Charles E. Curran, Richard John Neuhaus, Dennis P. McCann, Ernest Bartell, Michael Novak, Charles K. Wilber, John W. Cooper, Gar Alperovitz, Richard T. DeGeorge, Gerald Cavanagh, William J. Cunningham, Peter Mann, Bette Jean Bullert and David Vogel. Co-published with the Notre Dame Center for Ethics and (...) Religious Values in Business. (shrink)

It is perhaps fitting that some of Brand Blanshard’s last writings were on F.H. Bradley for they brought his career, and to some extent his philosophy, full circle. When Blanshard died on November 18, 1987, the last surviving person to have talked philosophy with Bradley, and one of only a handful to have conversed face-to-face with him at all, departed this world. Blanshard met Bradley twice while he was completing a B.S. degree at Merton College, Oxford. Until that time, Blanshard (...) really had nothing to do with Bradley at Oxford, aside from struggling, like so many other students, with his Appearance and Reality and the first edition of the Principles of Logic. His tutor was Harold Joachim and his B.S. thesis, entitled “Some Metaphysical Implications of Judgment,” was a critical examination of the theories of judgment of Bosanquet, Russell, and the pragmatists. The examiners were Sir William Ross and H.W.B. Joseph. F.C.S. Schiller, the Oxford exponent of pragmatism who was almost alone in his irreverence for Bradley and issued the famous comic edition of Mind depicting in its frontpiece a portrait of the Absolute as a large blank circle of pale pink, also read the thesis and inserted some complimentary comments at the end. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 327 conceptual impositions and consider nirvana in the light of its own "intentional infrastructure." Interpreted as doctrine, nirvana is a wooden category; as a path, subtle and paradoxical, a factor celebrated in the later Mahayana texts (samsara is nirvana; nirvana is samsara). In pleading for sensitivity to context, Welbon maintains that the Buddha was not a philosopher, much less a nineteenth-century one, but a saint and a (...) "genius as a soteriological tactician": Depending on the context and in particular the needs of the individual(s) to whom he spoke, his emphasis varied. To those full of self, his message was expressed negatively. To those full of fear, the message expressed confidence. To those full of suffering, the message expressed hope. (p. 300) Nirvana's "meanings," then, are many, and include "both annihilation and bliss, negation and affirmation, nonexistence and existence" (p. 302). Yet the author's primary concern is not simply to advance one more theory of nirvana, lined up beside the rest; it is rather to elucidate the role of theory in its relation to intercultural and history of religions data. Interpretations are themselves phenomena whose intentionality, context, or history must be clarified. The differences between the scholars surveyed in this book stem not so much from varying conclusions about given data as from differences of premise and method; they are differences of questions rather than answers. Nirvana, a religious ultimate without the conception of deity, has indeed been a classic stumbling block to Western theories. The encounter, Welbon suggests, documents not only a history of methodological shortcomings, but "the fragile and inadequate nature of our understanding of what religion itself may be" (p. 301). WILLIAM E. PADEN University of Vermont Hamann's Socratic Memorabilia, A Translation and Commentary. By James C. O'Flaherty. (Baltimore: Johns Hopkins Press, 1967. Pp. xv+229. $7.50) Johann Georg Hamann, Philosophy and Faith. By W. M. Alexander. (The Hague: Martinus Nijhoff, 1966. Pp. xii+212. Gld. 28.25) America continues to contribute more than a fair share to the study of Hamann ---even though the Hamann News-Letter, edited by James C. O'Flaherty, had to stop appearing in 1963. It is now the same O'Flaherty who opens wide the gates for the study of Hamann in the English-speaking world by translating the Socratic Memorabilia and providing an introduction and explanatory notes. The Memorabilia without doubt offer the best first approach to Hamann. t But so great is the obscurity of Hamann that it is by no means sure that the Memorabilia have now become an exotericum. Before reviewing O'Flaherty's book I shall therefore present the content of the Memorabilia. If only we had simple blow-by-blow accounts of all of his writings before we embark on a wholesale interpretation! a For decades they were available in Reclams Universalbibliothek (in c. 1914 at a price of about three cents) and have now (August, 1968) been republished (together with Hamann's Aesthetica in nuce) with excellent notes and a commentary by Sven-Aage Jorgensen (present price: about twenty cents). In 1959 F. Blanke published another amply annotated edition with an extensive thorough commentary. 328 HISTORY OF PHILOSOPHY The purpose of the Memorabilia is to "convert" two friends of Hamann, Kant and Berens, from Enlightenment to Christianity (the two tried to do the opposite to Hamann) and to defend himself and his Christianity from their criticisms. To do so, Hamann decides to use philosophic rather than religious language. In so doing he will present himself as another Socrates, because, as Hamann sees it, it was the mission of Socrates to lead the Athenians to the unknown God, thus prefiguring the mission of St. Paul, and because Socrates opposed the then "enlighteners," viz., the Sophists. In so doing he furthermore compares some of his own character traits (for which he was blamed by Kant and Berens) and some events in his life with Socratic ones. But as he compares (equates) Socrates with the prophets and with Jesus, he by the same token compares (equates) himself with them. Of course, Hamann knows that the Enlightenment also admired Socrates. But it did so for entirely wrong reasons: they praised... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Ohio HegeliansDenys P. LeightonSelected and introduced by James A. Good. The Ohio Hegelians. Bristol, UK: Thoemmes Continuum, 2005. Volume I: Peter Kaufmann, The Temple of Truth (1858). Volume II: Moncure D. Conway, The Earthward Pilgrimage (1870). Volume III: J. B. Stallo, The Concepts and Theories of Modern Physics (2nd ed., 1884).This collection of facsimile reprints prepared by James A. Good is one of the newest contributions to (...) the series 'History of American Thought' published by Thoemmes Continuum. Good has already made significant contributions to study of the history of American philosophy and 'thought' by editing for the same series a reprint edition of the Journal of Speculative Philosophy, 1867–1893 (22 volumes, 2002) and co-editing, with Michael DeArmey, a selection of writings by the St. Louis Hegelians (3 volumes, 2001). The latter constitutes very nearly a subset of the former. The acknowledged leader of the 'St. Louis Movement' from 1858 until the late 1870s was William Torrey Harris (1835–1909), who edited the Journal of Speculative Philosophy during the entire period of its publication. JSP predated Mind in England by nearly ten years and was the first specialized venue in the [End Page 445] Anglo-American world for serial publication of scholarly writing on philosophical issues. It also featured original writing on arts and literature, education, and theology, as well as some of the first translations into English of works by J. G. Fichte, F. Froebel, F. A. Trendelenburg and K. Rosenkranz. In addition to publishing work by North American and European thinkers who have by now—perhaps predictably—fallen from scholarly view, JSP featured writing by G. Stanley Hall, William James, C. S. Peirce, Josiah Royce, John Watson and John Dewey.There is a general historical rationale for Good's compilation of ostensibly significant writings by men collectively dubbed by Loyd Easton—with genuflection to the better-known St. Louis Idealists—'the Ohio Hegelians'.1 Yet, as I shall elaborate, the criteria of selection of documents for this collection are somewhat puzzling. Easton grouped under the label 'Ohio Hegelians' Peter Kaufmann (1800–1869), August Willich (1810–1878), John Bernhard Stallo (1823–1900) and Moncure Daniel Conway (1832–1907), while nevertheless denying that they formed a distinctive school of Hegelian philosophy. The most obviously Hegelian among them was Willich, a radical democratic journalist and agitator who features prominently in the complex history of 'Left Hegelianism' and early Marxism. However, Good has decided not to include Willich's writings in this collection, reasoning that his journalistic writings and ephemera 'do not lend themselves... readily to a collection of philosophical works' ('Introduction', p. v). Neither were all the items Good selected for the aforementioned collections of a strictly philosophical nature (whatever that might mean), so one wonders why Willich's Hegelian writings were left out here. It is somewhat curious that Good should include here The Earthward Pilgrimage (1870) by Conway, a Virginian by birth, who, after alienating his Unitarian congregation in Washington, DC by his strongly abolitionist sentiments, was appointed in 1856 to a pastorate at the First Congregational Church in Cincinnati. This 'Ohioan' left the state and the country by 1863 and was thereafter more directly associated with English intellectual life. For most of the period 1864–1897 Conway presided over the undenominational South Place Chapel in London (subsequently, the South Place Ethical Society), which literally served as a pulpit for many guest speakers expressing forms of religious and political radicalism (e.g., agnosticism, 'secularism', republicanism, producer and consumer co-operation). There are few direct references in Conway's The Earthward Pilgrimage to his American experiences. Easton's reason for including Conway among these Ohioans was that Conway had interacted closely in Cincinnati with Willich and Stallo after 1856, when all were enthusiastic supporters of the Republican, 'free-soil' candidate for President, John C. Fremont.Of Peter Kaufmann, author of The Temple of Truth (1858), something will be said in due course, but Stallo became the most un-Hegelian of the Ohio Hegelians. In his Preface to the first edition of The Concepts and Theories of Modern Physics (1881)—the second edition is the one included in Good's [End Page 446] compilation... (shrink)

0. The ancient and honorable role of philosophy as a servant to the learning, development and use of scientific knowledge, though sadly underdeveloped since Grassmann, has been re-emerging from within the particular science of mathematics due to the latter's internal need; making this relationship more explicit (as well as further investigating the reasons for the decline) will, it is hoped, help to germinate the seeds of a brighter future for philosophy as well as help to guide the much wider learning (...) of mathematics and hence of all the sciences. 1. The unity of interacting opposites "space vs. quantity", with the accompanying "general vs. particular" and the resulting division of variable quantity into the interacting opposites "extensive vs. intensive", is susceptible, with the aid of categories, functors, and natural transformations, of a formulation which is on the one hand precise enough to admit proved theorems and considerable technical development and yet is on the other hand general enough to admit incorporation of almost any specialized hypothesis. Readers armed with the mathematical definitions of basic category theory should be able to translate the discussion in this section into symbols and diagrams for calculations. 2. The role of space as an arena for quantitative "becoming" underlies the qualitative transformation of a spatial category into a homotopy category, on which extensive and intensive quantities reappear as homology and cohomology. 3. The understanding of an object in a spatial category can be approached through definite Moore-Postnikov levels; each of these levels constitutes a mathematically precise "unity and identity of opposites", and their ensemble bears features strongly reminiscent of Hegel's Science of Logic. This resemblance suggests many mathematical and philosophical problems which now seem susceptible of exact solution. (shrink)

Foundations and Applications depend ultimately for their existence on each other. The main links between them are education and the axiomatic method. Those links can be strengthened with the help of a categorical method which was concentrated forty years ago by Cartier, Grothendieck, Isbell, Kan, and Yoneda. I extended that method to extract some essential features of the category of categories in 1965, and I apply it here in section 3 to sketch a similar foundation within the smooth categories which (...) provide the setting for the mathematics of change. The possibility that other methods may be needed to clarify a contradiction introduced by Cantor, now embedded in mathematical practice, is discussed in section 5. (shrink)

American Transcendentalism is a sweeping narrative history of America's first group of public intellectuals, the men and women who defined American literature and indelibly marked American reform in the decades before and following the American Civil War. Philip F. Gura masterfully traces their intellectual genealogy to transatlantic religious and philosophical ideas, illustrating how these informed the fierce theological debates that, so often first in Massachusetts and eventually throughout America, gave rise to practical, personal, and quixotic attempts to improve, even (...) perfect the world. The transcendentalists would painfully bifurcate over what could be attained and how, one half epitomized by Ralph Waldo Emerson and stressing self-reliant individualism, the other by Orestes Brownson, George Ripley, and Theodore Parker, emphasizing commitment to the larger social good. By the 1850s, transcendentalists turned ever more exclusively to abolition, and by war's end transcendentalism had become identified exclusively with Emersonian self-reliance, congruent with the national ethos of political liberalism and market capitalism. (shrink)

We live in a complex world, made more complex for us by the difficulty of distinguishing between our cultural expectations for how things work and the physical systems we interact with. The environmental systems of nature and the economy are often hard to recognize and constantly change, having behaviors independent of what people think about them. So our rules for systems we come to trust can become highly misleading without notice. That seems to have happened to us, evident in how (...) people still project models of economic growth into the future, and already missing the turning point of timely response to erupting strains, fairly clearly around a century ago. That makes it valuable to know how the laws of physics provide some simple boundary conditions for responding to change in environmental systems, and knowing when you should.Learning to identify natural systems change and how to respond starts with learning to distinguish between physical systems, as one of our independent realities, and our worlds of information and belief as another. Once you can distinguish our information from its physical subjects you can compare the difference, and plan for change. Telling them apart can be a challenge, however, requiring attention to their distinctly different kinds of energy use, organization and natural limits. Environmental systems often change with their actively learning parts too, for another reason watching them change is more important than having theories of how they worked in the past.A useful way to find and track change in physical systems is found in how the conservation laws require energy flow and energy transfer processes to begin and end. They need a continuity that can be identified in recorded measures, made useful by raising key questions about irreversible changes precipitated by regular changes in scale. It builds a new bridge of methodology between theoretical and physical systems, introducing a new kind of empirical research. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Supplement to: "David Hume to Alexander Dick: A New Letter" Heiner F. Klemme Afterreading Hume'slettertoDick,1 Professor Ian Rosskindlybrought to my attention William R. Brock's book, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century. There is helpful information in Brock's book toidentify the two Scots referred to by Hume in his letter to Sir Alexander Dick. The first ofthese men is (...) likely to be the Reverend George Panton,2 who had been in charge of the Grammar School at Jedburgh in 1769 and had obtained a degree from Marischal College. After becoming a clergyman of the Church of England, he set out for New York to take employment as tutor to the children of a Colonel Philips. He arrived there by June 1773. Hume belonged to a number ofinfluential friends who supported him in his undertaking. In his letter to Dick, Hume asked him to recommend Panton to a certain Mr Smith. This person is probably the Reverend Dr. William Smith,3 an episcopal divine, who was born in Aberdeenshire in 1727. After becoming a tutor to the children ofJosiah Martin, he arrived inNewYork in May 1751. During his short stay he wrote an anonymous pamphlet in which he urged the foundation ofa King's College there. The college came into existence in 1754, changing its name to Columbia University later on. Smith played an important role in the development ofAmerican higher education by promoting the new educational method ofthe Scottish universities. He was appointed to teach logic, rhetoric, ethics, and natural philosophy at Benjamin Franklin's new College of Philadelphia in 1754 and became first Provost of the then University of Pennsylvania a year later. It was Smith who edited and published American Magazine for the first time. Philipps-UniversitätMarburg Heiner Klemme, "David Hume to Alexander Dick: A New Letter," Hume Studies 16, no. 2 (November 1990): 87-88. William R. Brock, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century (Edinburgh, 1982), 42, 107-8. Brock, 111-12. Volume XVII Number 1 87 88Hume Studies... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Supplement to: "David Hume to Alexander Dick: A New Letter" Heiner F. Klemme Afterreading Hume'slettertoDick,1 Professor Ian Rosskindlybrought to my attention William R. Brock's book, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century. There is helpful information in Brock's book toidentify the two Scots referred to by Hume in his letter to Sir Alexander Dick. The first ofthese men is (...) likely to be the Reverend George Panton,2 who had been in charge of the Grammar School at Jedburgh in 1769 and had obtained a degree from Marischal College. After becoming a clergyman of the Church of England, he set out for New York to take employment as tutor to the children of a Colonel Philips. He arrived there by June 1773. Hume belonged to a number ofinfluential friends who supported him in his undertaking. In his letter to Dick, Hume asked him to recommend Panton to a certain Mr Smith. This person is probably the Reverend Dr. William Smith,3 an episcopal divine, who was born in Aberdeenshire in 1727. After becoming a tutor to the children ofJosiah Martin, he arrived inNewYork in May 1751. During his short stay he wrote an anonymous pamphlet in which he urged the foundation ofa King's College there. The college came into existence in 1754, changing its name to Columbia University later on. Smith played an important role in the development ofAmerican higher education by promoting the new educational method ofthe Scottish universities. He was appointed to teach logic, rhetoric, ethics, and natural philosophy at Benjamin Franklin's new College of Philadelphia in 1754 and became first Provost of the then University of Pennsylvania a year later. It was Smith who edited and published American Magazine for the first time. Philipps-UniversitätMarburg Heiner Klemme, "David Hume to Alexander Dick: A New Letter," Hume Studies 16, no. 2 (November 1990): 87-88. William R. Brock, Scotus Americanus: A survey ofthe sources for links between Scotland and America in the eighteenth century (Edinburgh, 1982), 42, 107-8. Brock, 111-12. Volume XVII Number 1 87 88Hume Studies... (shrink)

Explicit concepts and sufficiently precise definitions are the basis for further advance of a science beyond a given level. To move toward a situation where the whole population has access to the authentic results of science (italics mine) requires making explicit some general philosophical principles which can help to guide the learning, development, and use of mathematics, a science which clearly plays a pivotal role regarding the learning, development and use of all the sciences. Such philosophical principles have not come (...) from speculation but from studying and concentrating the development of actual mathematical subjects such as algebraic geometry, functional analysis, continuum mechanics, combinatorics, etc. The simplifications in the conceptual relations revealed by such philosophical/mathematical advances are of great value, not only in: (1) clarifying and guiding further research in the mathematical sciences, but also in (2) reforming pedagogy and popularization in ways that will not prove deceptive. (shrink)

Scholars in diverse academic disciplines discuss the ways in which evidence is conceived, used, and manipulated in their own fields. They explore the possibilities for cross-disciplinary fertilisation and ask if it is possible or desirable to develop general multidisciplinary criteria and methods for studying and handling evidence.

This highly readable translation of the major works of the 18th- century philosopher Etienne Bonnot, Abbe de Condillac, a disciple of Locke and a contemporary of Rousseau, Voltaire, and Diderot, shows his influence on psychiatric diagnosis as well as on the education of the deaf, the retarded, and the preschool child. Published two hundred years after Condillac's death, this translation contains treatises which were, until now, virtually unavailable in English: A Treatise on Systems, A Treatise of the Sensations, Logic.

: The Convention on Human Rights and Biomedicine developed by the Council of Europe, now undergoing ratification, is the first international treaty focused on bioethics. This article describes the background of the Convention's development and its general provisions and provides a comparison of its requirements with those of federal regulations governing research with human subjects. Although most provisions are comparable, there are significant differences in scope and applicability, for example, in the areas of compensation for injury, research participation by persons (...) with limited capacity to consent, assisted reproduction, organ transplantation, and research in emergency situations. The Convention represents a milestone in international bioethics and protection of human rights that will probably be referred to with increasing frequency. (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)

Hannah Arendt's approach to politics focuses on action and conduct, rather than institutions, constitutions, and states. In light of Arendtian conceptions of politics, essays in this book challenge conventional IR theories. The contributions on agency explore concepts and categories of political action that enable individuals to act politically and to re-make the world in new, unpredictable ways. The contributions on structure explore how Arendt provides new critical purchase upon often reified structures and categories.

Heinz Kohut was arguably the most influential modern day psychoanalyst. Because current interest in Kohut's work has focused so completely on self psychology, however, certain aspects of Kohut's thinking, in particular his nonreductive synthesis of Freudian theory, are in danger of being lost. Prior to his development of self psychology, Kohut was a legendary teacher of Freudian theory at the Chicago Institute for Psychoanalysis. In this volume, Philip Rubovits-Seitz presents Kohut's previously unavailable lectures from his course on psychoanalytic psychology (...) along with an illuminating summary statement on Freudian theory jointly written by Kohut and Rubovits-Seitz. Rubovits-Seitz continues with his own insightful analysis of Kohut's distinctive approach to Freudian theory. And he concludes by arguing persuasively why Kohut's later contributions should best be viewed as a continuation, rather than an abandonment, of this early vision. _Kohut's Freudian Vision _not only repairs an outstanding tear in received psychoanalytic history but also challenges self psychologists and contemporary Freudian psychoanalysts alike to renewed reflection. (shrink)

Although clinical interpretation originated with Freud, the latter's positivist preference for purely observational methods made him ambivalent toward interpretive methods. According to Rubovits-Seitz, the legacy of Freud's positivism still pervades clinical thinking and interferes with progress in investigating and improving interpretive methods. He reviews the paradigm shift in general science from positivism to postpositivism by way of demonstrating the compatibility of interpretive inquiry with a postpositivist approach. Post-Freudian models of clinical interpretation are evaluated, andclinical methods of interpretation are compared with (...) interpretive approachesin nonclinical fields. A detailed discussion of the neglected problem ofjustifying interpretations incorporates evaluations of specific justifyingprocedures and a case report illustrating applications of such methods. Thework concludes with a consideration of common but avoidable errors in clinicalinterpretation along with remedial strategies for dealing with them. Following _Depth-Psychological Understanding, _clinicians may no longer take for granted the interpretive process and the accuracy of their own interpretations. Rubovits-Seitz's scholarly survey marks a major advance in comprehending the methodology of clinical interpretation and in setting forth both the problems and promise of interpretive methods. (shrink)