Cet ouvrage donne une place importante à l'idée de la justice selon deux philosophes : selon la théorie de Thomas Hobbes elle est prise dans un cercle entre la loi, le souverain et la violence, tandis que pour Jacques Derrida, elle ne doit pas être limitée à la loi. L'intention de l'auteure, n'est pas d'apporter une nouvelle théorie, mais de montrer qu'une idée philosophique peut avoir une influence en politique ou en droit selon les propositions des Critical Legal Studies.

An international and interdisciplinary team of scholars offer innovative models of thinking about environmentality in the humanities and in Anthropocene discourse in the environmental sciences.

Material Ecocriticism offers new ways to analyze language and reality, human and nonhuman life, mind and matter, without falling into well-worn paths of thinking. Bringing ecocriticism closer to the material turn, the contributions to this landmark volume focus on material forces and substances, the agency of things, processes, narratives and stories, and making meaning out of the world. This broad-ranging reflection on contemporary human experience and expression provokes new understandings of the planet to which we are intimately connected.

Bu çalışmada, varoluş kavramı felsefi açıdan detaylı bir şekilde ele alınarak, varoluşun günümüzün gittikçe sanallaşan insanı açısından ne anlama geldiği incelenmektedir. Varoluş kavramı, insanın varoluşunu ve yaşamını anlamaya yönelik felsefi bir kavramdır. Bu çalışmada Kierkegaard’ın varoluş aşamaları günümüz perspektifinden ele alınarak, insanlığın karşı karşıya olduğu mevcut dijital sorunlar ve değişim süreci incelenmektedir. Kierkegaard’ın varoluş aşamaları ışığında fiziksel dünyada yaşanan varoluş süreçlerinin, metaverse sanal evreninde nasıl gerçekleştiği değerlendirilmekte ve özellikle estetik varoluş üzerinde durularak ve bireyin sanal dünyada estetik varoluşu Kierkegaard’ın betimlediği (...) karakterler üzerinden haz kavramı temelinde tartışılmaktadır. Çalışmada, teknoloji, sanal evren, metaverse gibi kavramlar irdelenirken bu kavramlarla karşı karşıya kalan günümüz insanının varoluşunu algı tuzaklarına düşmeden ne ölçüde gerçekleştirebileceği Kierkegaard’ın Mefisto karakteri üzerinden ele alınmaktadır. Buna bağlı olarak teknolojinin gelişmesi ve varoluş kavramları ışığında, hız ve haz ekseninde konumlanan bir bireyin karşı karşıya olduğu psikolojik riskler, diğer insanlarla ilişkileri, kendisi ile olan ilişkisi, sosyal mecralar ile olan ilişkisi ele alınarak derin düşünmekten sürekli kaçınarak yüzeyselliğe ve hazzın büyüsüne sığınan insanlığın karşılaştığı tehlikeye dikkat çekilmektedir. Mefisto karakteri analizinin bu konularda hem aydınlatıcı hem de farkındalık yaratıcı olması amaçlanmaktadır. (shrink)

Falsificationist and confirmationist approaches provide two well-established ways of evaluating generalizability. Yarkoni rejects both and invents a third approach we call neo-operationalism. His proposal cannot work for the hypothetical concepts psychologists use, because the universe of operationalizations is impossible to define, and hypothetical concepts cannot be reduced to their operationalizations. We conclude that he is wrong in his generalizability-crisis diagnosis.

We investigate the explanatory role of epistemic virtue in accounting for the success of science as a social institution that is characterized by predominantly epistemic ends. Several structural explanations of the epistemic success of science that commonly rule out virtue attributions to scientists are explored in reference to a case of collective epistemic vice; namely, the credibility crisis in the social and behavioral sciences. These accounts underline the social structure of science as the chief explanatory factor in its collective success, (...) and endorse a common conclusion, namely that individual virtue is neither necessary nor sufficient for science to be successful. While acknowledging that divergent motivations and behaviors might also serve the collective goals of science, our analysis of the credibility crisis shows that the presence of a significant proportion of epistemically virtuous scientists in a scientific community is a necessary condition for collective epistemic success in a scientific community. (shrink)

This article investigates the capacity of artificial intelligence (AI) systems to claim the right to self-determination while exploring the prerequisites for individuals or entities to exercise control over their own destinies. The paper delves into the concept of autonomy as a fundamental aspect of self-determination, drawing a distinction between moral and legal autonomy and emphasizing the pivotal role of dignity in establishing legal autonomy. The analysis examines various theories of dignity, with a particular focus on Hannah Arendt’s perspective. Additionally, the (...) article discusses the influence of societal perceptions on AI, illustrating how AI's interactions in social contexts can shape public attitudes and compliance with legal rights. Ultimately, the article emphasizes the necessity of a comprehensive understanding of the relationship between AI, dignity, and the legal framework governing human rights, stressing the significance of recognizing dignity and societal acceptance in determining AI’s right to self-determination. (shrink)

This thesis presents a communicative account of personhood that argues for the inseparability of the metaphysical and the practical concepts of a person. It connects these two concepts by coupling the question “what is a person” with the question "how does one become a person". It argues that participation in social interactions that are characterized by mutual recognition and giving-and-taking reasons implied by the practical concept of a person is in fact an ecological and developmental condition for an entity to (...) possess the kind of characteristics and capacities such as reflexive self-consciousness addressed by the metaphysical concept. The chief theoretical contribution of the dissertation research lies, accordingly, in demonstrating that an adequate metaphysical concept of a person has to make reference to the kind of social processes that are necessary for the emergence and development of the distinguishing attributes of persons among other moving, perceiving, desiring and cognizing agents. Methodologically, it undertakes an original philosophical analysis that is enriched by an interdisciplinary investigation of several notions and insights from semiotics, comparative and developmental psychology, cognitive science and anthropology. The main argument of the thesis is that one becomes a person through internally recreating a social, communicative process; namely, that of dialogical transformation of habits. We find the paradigmatic case of this social process in mutual persuasion. The internalization of this process in the form of an inner dialogue cultivates a social self that is in ongoing communication with the embodied, organismic self of uncritically habituated attitudes, convictions and desires. This inner dialogue can be conceived as a temporally extended process of self-persuasion, which is characterized by an ongoing strive for attaining higher degrees of self-control; that is, for achieving a more coherent alignment between our habits and the kind of person we would like to be. It starts with self-interpretation and self-evaluation, and culminates in the formation of higher-order desires that facilitate habit-change and novel habit formation in accordance with certain social, moral, aesthetical or intellectual categories and norms one comes to endorse. For this reason, self-induced, deliberate habit-change is also a process of appropriation or self-appropriation, through which we strive to cultivate habits of feeling, thinking, acting that we can deem more truly ours. The thesis demonstrates that the capacity for engaging in this kind of self-persuasion consists chiefly in the capacities for metasemiosis, perspective-taking, and for cultivating habits of reflexivity. It explicates how all these capacities have a social origin and ultimately a social function by showing that they all presuppose certain higher-order communicative patterns that arose through an evolutionary and cultural history, and develop through the internal reconstruction of these patterns as cognitive-semiotic processes. The thesis concludes that becoming a kind of being who can engage in self-persuasion, thus a person, consists ultimately in internalizing the patterns of communicative social interactions in the form of an ongoing auto-communication. (shrink)

Integrative experiment design assumes that we can effectively design a space of factors that cause contextual variation. However, this is impossible to do so in a sufficiently objective way, resulting inevitably in observations laden with surrogate models. Consequently, integrative experiment design may even deepen the problem of incommensurability. In comparison, one-at-a-time approaches make much more tentative assumptions about the factors excluded from experiment design, hence still seem better suited to deal with incommensurability.

An expert is commonly considered to be somebody who possesses the right kind of knowledge and skills to find out true answers for questions in a domain. However, this common conception that focuses only on an individual’s knowledge and skills is not very useful to understand the epistemically interdependent nature of contemporary scientific expertise, which becomes increasingly more relevant due to the rise of large interdisciplinary research collaborations. The typical scientific expert today relies substantially on complex scientific instruments and numerous (...) other experts in forming expert judgment. Moreover, we have research collaborations where multiple scientists interact in a way that gives rise to distributed cognitive systems, which can act as a single informant. Accordingly, our concept of scientific expertise should not consist only in individual knowledge and skills, but also accommodate epistemic dependence and collective knowledge production. To this aim, this paper proposes a reconstruction of the concept of scientific expertise as informant reliability by building on the virtue-epistemological account of epistemic competences and theories of extended and distributed cognition. Considered in reference to the social epistemic function of expertise, a scientific expert should be conceived as a reliable informant in a scientific domain, which implies that when consulted on matters in that domain they assert competently, honestly, and completely. Competent expert assertion involves the epistemic responsibility to draw on nothing but the highest degree of epistemic competence relevant to the given context. Thus, being a reliable informant may require one to draw on an extended epistemic competence that goes beyond one’s individual competence, or to form supra-individual or group-informants that manifest collectively the kind of complex epistemic competence required for the investigation of certain research questions. (shrink)

The epistemic subject of collective scientific knowledge has been a matter of dispute in recent philosophy of science and epistemology. Following the distributed cognition framework, both collective-subject accounts (most notably by Knorr-Cetina, in _Epistemic Cultures_, Harvard University Press, 1999) as well as no-subject accounts of collective scientific knowledge (most notably by Giere, Social Epistemology 21:313–320, 2007; in Carruthers, Stich, Siegal (eds), _The Cognitive Basis of Science_, Cambridge University Press, 2002a) have been offered. Both strategies of accounting for collective knowledge are (...) problematic from the perspective of mainstream epistemology. Postulating genuinely collective epistemic subjects is a high-commitment strategy with little clear benefit. On the other hand, eliminating the epistemic subject radically severs the link between knowledge and knowers. Most importantly, both strategies lead to the undesirable outcome that in some cases of scientific knowledge there might be no individual knower that we can identify. I argue that distributed cognition offers us a fertile framework for analyzing complex socio-technical processes of contemporary scientific knowledge production, but scientific knowledge should nonetheless be located in individual knowers. I distinguish between the production and possession of knowledge, and argue that collective knowledge is collectively produced knowledge, not collectively possessed knowledge. I then propose an account of non-testimonial, expert scientific knowledge which allows for collectively produced knowledge to be known by individuals. (shrink)

An expert is commonly considered to be somebody who possesses the right kind of knowledge and skills to find out true answers for questions in a domain. However, this common conception that focuses only on an individual’s knowledge and skills is not very useful to understand the epistemically interdependent nature of contemporary scientific expertise, which becomes increasingly more relevant due to the rise of large interdisciplinary research collaborations. The typical scientific expert today relies substantially on complex scientific instruments and numerous (...) other experts in forming expert judgment. Moreover, we have research collaborations where multiple scientists interact in a way that gives rise to distributed cognitive systems, which can act as a single informant. Accordingly, our concept of scientific expertise should not consist only in individual knowledge and skills, but also accommodate epistemic dependence and collective knowledge production. To this aim, this paper proposes a reconstruction of the concept of scientific expertise as informant reliability by building on the virtue-epistemological account of epistemic competences and theories of extended and distributed cognition. Considered in reference to the social epistemic function of expertise, a scientific expert should be conceived as a reliable informant in a scientific domain, which implies that when consulted on matters in that domain they assert competently, honestly, and completely. Competent expert assertion involves the epistemic responsibility to draw on nothing but the highest degree of epistemic competence relevant to the given context. Thus, being a reliable informant may require one to draw on an extended epistemic competence that goes beyond one’s individual competence, or to form supra-individual or group-informants that manifest collectively the kind of complex epistemic competence required for the investigation of certain research questions. (shrink)

While fetal surgery—and pregnancy termination as a possible therapeutic alternative—have been examined in a number of studies, very few have addressed the issues and tensions that arise when prenat...

Large research collaborations constitute an increasingly prevalent form of social organization of research activity in many scientific fields. In the last decades, the concept of distributed cognition has provided a suitable basis for thinking about collective knowledge in the philosophy of science. Karin Knorr-Cetina’s and Ronald Giere’s analyses of high energy physics experiments are the most prominent examples. Although they both conceive the processes of knowledge production in these experiments in terms of distributed cognition, their accounts regarding the epistemic subject (...) of knowledge thus produced are quite different. While Knorr-Cetina argues for an irreducibly collective subject, Giere argues for eliminating the epistemic subject and opting for using the passive voice in describing collectively produced knowledge. Neither of these views are easy to assimilate within an epistemological account, since epistemology traditionally operates within an individualist framework. They both entail that we should deny knowledge to individuals when the processes of knowledge production are distributed. I will argue that epistemology should be extended in a way that can accommodate collectively produced knowledge, but that we would have a serious problem if we deny scientific knowledge to individuals. If the members of a large collaboration cannot be said to know, we have to accept the absurd conclusion that either no one or only a supra-individual entity learns from the most successful research collaborations we have. I will argue instead for conceiving research collaborations in terms of a cognitive system that produces knowledge, which can eventually be possessed by constituent individuals when certain conditions are met. Firstly, the distributed research process should be reliable in producing scientific evidence and secondly, there should be a reliable distributed process of criticism for scrutinizing the reliability of the scientific evidence that is collectively produced. I will analyze both conditions in terms of distributed first-order and second-order justification, where I put forward a reliabilist account of justification that is compatible with epistemic dependence. I will conclude that the notion of justified epistemic dependence enables us to attribute knowledge to individuals when knowledge production is irreducibly social. (shrink)

This study was carried out to determine the ethical sensitivity levels of students enrolled in the nursing faculty. The sample of the descriptive study consisted of 594 students who were taught at the Faculty of Nursing in February - May 2018 and agreed to participate in the study. The data were collected by Personal Information Form prepared by researchers to evaluate the demographic characteristics of students and The Modified Moral Sensitivity Questionnaire for Student Nurses. The data obtained from the application (...) were analyzed using SPSS for Windows 23.0 program. The majority of the students (75.9%) participating in the study were women and 74.9% stated that they internalized the profession. The total score average of The Modified Moral Sensitivity Questionnaire for Student Nurses is 4.93 ± 0.49. While the lowest average score in all classes is “Experiencing Ethical Dilemma” sub-dimension, the highest average score is in the “Interpersonal Orientation” sub-dimension. It is the 3 rd year student with the highest average score received from the scale. It was determined that the ethical sensitivity of the nursing students was medium and there was a significant difference between the ethical sensitivity levels of the students between the classes. It is thought that ensuring the continuity of the ethical education of the nursing students will be effective in increasing the awareness of the students on the subject. For this reason, it is recommended to integrate ethical issues in all courses in the structuring of nursing education curriculum programs. (shrink)

A descriptive, cross-sectional study aimed to determine the inclination of nursing students towards ethical values and the effects of these values on care behaviours. The data for this study were collected from 466 students studying from May 13–24, 2019. The data were collected using a questionnaire on the sociodemographic characteristics of the students, Inclination to Ethical Values Scale (IEVS), and Caring Behaviors Inventory-24 (CBI-24). In this study, 43.1 per cent of them belonged to families who had a protective attitude. The (...) total mean (SD) IEVS and CBI-24 scores were 63.99 (12.68) and 117.19 (17.95), respectively. The mean item score was 4.88 (0.74). A moderate positive correlation was observed between the inclination of the students towards ethical values and their care behaviours. The general family structure of the nursing students and their participation in an ethics class affected the inclination of the nursing students to ethical values and their care behaviours. This study showed that the ethical values of the students positively affected their care behaviours. (shrink)

Purpose The manner in which people, businesses and governments perform is changing because of the spread of technology. Digitalization of governments can be considered a necessity as we are now entering the era of the Internet-of-Things. The advantages and disadvantages of electronic governments have been examined in several research studies. This study aims to examine the attitudes of decision-makers towards e-government. The research aims are as follows: to determine the problems related with e-government usage, to establish the factors which decrease (...) the usage of e-government services and to propose recommendations for the effective application of e-government practices. Design/methodology/approach Qualitative research has been used for the study. Participants were chosen by the snowball sampling method, and face-to-face in-depth interviews were conducted with all decision-makers. In-depth interviews are more efficient and enable the acquisition of better qualitative information, in-depth knowledge and statistics, as the distance between the interviewer and interviewee is reduced. Questions asked can be categorized under two sections, where the questions in the first section are related to the decision-maker’s management style/managerial proposition, and in the second section, technological questions are asked in terms of the preferred communication method and the decision-makers’ attitudes towards e-government practices. Findings Decision-makers perceive electronic government to be important, while the level of importance is observed to be different among the decision-makers. Chronic problems exist in many countries, such as nepotism, where the decision-makers have conflicting arguments about e-government and the resulting effect on nepotism. Furthermore, the study also indicates that decision-makers are aware of the importance of mobile government, although they acknowledge that more time is required, as their country is still developing. Electronic voting is also perceived to be important, although the decision-makers believe that security and privacy issues need to be solved before related projects can be initiated. Originality/value This research can be a benchmark study for the decision-makers of small island developing states by means of e-government. The impediments preventing the effective application of e-government practices are also discussed in the study. This study will be useful to highlight the triggers and obstacles for e-government development in the context of a developing country. Internet penetration has increased significantly since the 2000s, and therefore, decision-makers need to consider the shift in citizens’ behaviour, such as the high usage of smartphones and the emergence of the Internet-of-Things. (shrink)

Student authentication and authorship checking systems are intended to help teachers address cheating and plagiarism. This study set out to investigate higher education teachers’ perceptions of the prevalence and types of cheating in their courses with a focus on the possible changes that might come about as a result of an increased use of e-assessment, ways of addressing cheating, and how the use of student authentication and authorship checking systems might impact on assessment practice. This study was carried out within (...) the context of the project TeSLA (an Adaptive Trust-based e-assessment System for Learning) which is developing a system intended for integration within an institution’s Virtual Learning Environment (VLE) offering a variety of instruments to assure student authentication and authorship checking. Data was collected at two universities that were trialling the TeSLA system, one in Turkey, where the main modes of teaching are face-to-face teaching and distance education, and one in Bulgaria, where the main modes of teaching are face-to-face teaching and blended learning. The study used questionnaires and interviews, building on existing TeSLA project evaluation activities and extending these to explore the specific areas we wished to examine in more depth.In three of the four contexts cheating was seen by teachers as a serious and growing problem, the exception was the distance education context where the teachers believed that the existing procedures were effective in controlling cheating. Most teachers in all four contexts expected cheating to become a greater problem with increased use of e-assessment. Student authentication was not seen as a major problem in any of the contexts, as this was felt to be well controlled through face-to-face proctored assessments, though the problem of assuring effective authentication was seen by many teachers as a barrier to increased use of e-assessment. Authorship checking was seen as a major issue in all contexts, as copying and pasting from the web, ghost writing and plagiarism were all reported as widely prevalent, and authorship checking was seen as becoming even more important with increased use of e-assessment. Teachers identified a third category of cheating behaviours, which was the accessing of information from other students, from written materials, and from the internet during assessments.Teachers identified a number of approaches to addressing the problem of cheating: education, technology, assessment design, sanctions, policy, and surveillance. Whilst technology was not seen as the most important approach to prevention, student authentication and authorship checking systems were seen as relevant in terms of reducing reliance on face-to-face proctored examinations, and in improving the quality of assessment through supporting the employment of a wider range of assessment methods. The development of authorship checking based on computational linguistic approaches was an area of particular interest. Student authentication and authorship checking systems were not seen as being able to address the third category of cheating behaviours that the study identified. (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)