FOIS is the flagship conference of the International Association for Ontology and its Applications, a non-profit organization which promotes interdisciplinary research and international collaboration at the intersection of philosophical ontology, linguistics, logic, cognitive science, and computer science. This book presents the papers delivered at FOIS 2023, the 13th edition of the Formal Ontology in Information Systems conference. The event was held as a sequentially-hybrid event, face-to-face in Sherbrooke, Canada, from 17 to 20 July 2023, and online from 18 to 20 (...) September 2023. In total, 62 articles from 19 different countries were submitted, out of which 25 were accepted for inclusion in the conference and for publication; corresponding to an acceptance rate of 40 percent. The contributions are separated into the book’s three sections: (1) Foundational ontological issues; (2) Methodological issues around the development, alignment, verification and use of ontologies; and (3) Domain ontologies and ontology-based applications. In these sections, ontological aspects from a wide variety of fields are covered, primarily from various engineering domains including cybersecurity, manufacturing, petroleum engineering, and robotics, but also extending to the humanities, social sciences, medicine, and dentistry. A noticeable trend among the contributions in this edition of the conference is the recognition that improving the tools to analyze, align, and improve ontologies is of paramount importance in continuing to advance the field of formal ontology. The book will be of interest to all formal and applied ontology researchers, and to those who use formal ontologies and information systems as part of their work. (shrink)

Scholars have paid so much academic attention to UPB in the past decade. However, there is lacking a quantitative review to uncover the relationship between UPB and its antecedents. To address this, we make a meta-analytic review about UPB. Specifically, we propose a theoretical framework of antecedents of UPB and test it using meta-analysis technology (k = 67, n = 20,957). We found moral disengagement, organizational identification, identification with supervisors, leader UPB, ethical judgments, psychological entitlement, transformational leadership, and job satisfaction (...) are positively related to UPB. Moral identity and taking responsibility are negatively related to UPB. Besides, ethical leadership, abusive supervision, and authoritarian leadership have double-edged sword effects on UPB. For ethical leadership, it increases UPB via LMX, on the other hand, it decreases UPB via moral disengagement. For abusive supervision and authoritarian leadership, they increase UPB via moral disengagement and decrease UPB via LMX meanwhile. We discuss the results of the current meta-analysis and put some future research directions. (shrink)

Keith DeRose defends contextualism: the view that the truth-conditions of knowledge ascriptions vary with the context of the ascriber. Mark Richard has criticised contextualism for being unable to vindicate intuitions about disagreement. To account for these intuitions, DeRose has proposed truth-conditions for “knows” called the Gap view. According to this view, knowledge ascriptions are true iff the epistemic standards of each conversational participant are met, false iff each participant's standards aren't met, and truth-valueless otherwise. An implication of the Gap view (...) is that people with divergent standards can enter conversations and thereby render knowledge claims gappy. We characterise this as a form of trolling. We argue that trolling results in unacceptably counterintuitive implications and that this constitutes a reductio against the Gap view. We also briefly explore the implications of trolling for other contextualist views about “knows,” as well as a broader class of context sensitive expressions. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Museum Education and the Project of Interpretation in the Twenty-First CenturyRika Burnham and Elliott Kai-KeeThis is what we shall look for as we move: freedom developed by human beings who have acted to make a space for themselves in the presence of others, human beings become "challengers" ready for alternatives, alternatives that include caring and community. And we shall seek, as we go, implications for emancipatory education conducted by (...) and for those willing to take responsibility for themselves and for each other. We want to discover how to open spaces for persons in their plurality, spaces where they can become different, where they can grow.—Maxine Greene, The Dialectic of Freedom, 56In the art museum of the future, we walk into a gallery in which the hum of conversation fills the space. A small group of visitors clusters around a single work of art, exchanging their observations, led quietly in their conversation by a museum educator. The group has gathered for a program in which visitors are invited into a dialogue with the educator, with each other, and above all, with the artwork. As this group's conversation concludes, other groups will take their place, attending to different works of art, unfolding them in different ways.We share with David Carrier a vision of the future museum rooted in the Enlightenment dream of a sphere of conversation accessible to all citizens, a public museum space "devoted to a genuinely democratic talk about visual art." In such a museum the galleries are not primarily considered places where art historical information is transferred. They are instead redefined as places where conversation takes place around works of art and where the project of interpretation is constantly enacted.The educators who are responsible for these conversations have a central place in the future museum. Once charged with translating curatorial interpretations to the public, educators are now charged with including everyone [End Page 11] in the translation of the artworks. Knowledgeable in the collections and experienced with audiences, they bring people and works of art together for appreciation and exploration. Engaged in the exchange of thoughts and observations about artworks, carried into the back-and-forth flow of discussion about the artworks, visitors translate impressions into conjectures, and, ideally, understanding and interpretation.Visitors come to the museum to learn about art through gallery conversations during which they actively take part in a form of interpretive play that animates, and in a sense performs, works of art as visitors look at them and talk about them. When the play is successful, it is full of energy and passion. The museum galleries become active places where ideas are freely exchanged, where hermeneutic improvisation and experimentation are encouraged and valued.The constantly recurring play of art makes the museum a place of interpretive freedom, open to many viewpoints and the possibility of multiple interpretations. Educator and visitor both realize that understandings of works of art are never complete. They know that every conversation opens the artworks to the possibility of new meanings and new interpretations.In the museum of the future, the mission of offering visitors such special experiences is not distinct from the museum's traditional charge of caring for the objects in its collections. For it is only when visitors attend to the works of art, and interpret them, that the artworks come alive. As John Dewey said almost a century ago, the work of art comes alive in the viewer's experience. Visitors, educators, and curators share in the endeavor of making sense of works of art, each taking their own part in the process of bringing them to life with their scrutiny, and keeping them alive as they interpret and reinterpret them.The deepest and most affecting experiences visitors have in art museums are those in which they share in the unfolding, unraveling, and translation of the meaning of artworks. In the museum of the future, everyone is invited into such conversations. Everyone understands that they are important participants in the lives of the objects displayed there, as they take part in the play of interpretation that dances around them.Museums are first and foremost for people; they are... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Art of Teaching in the MuseumRika Burnham (bio) and Elliott Kai-Kee (bio)A class is studying a small painting by Rembrandt in the galleries of the J. Paul Getty Museum in Los Angeles. The museum educator has been inviting the assembled visitors to look ever more closely, guiding the class toward an understanding both of the painting itselfand of our reasons for studying it. The class has been anything (...) but passive—indeed, it has been lively. The painting is The Abduction of Europa (1632), a picture that depicts in delicate detail a story from Greek mythology, the kidnapping of the Phoenician princess Europa by Zeus in the guise of a white bull. The visitors have shared their observations, speculations, ideas. As the class concludes, the museum educator asks the participants to speculate on the painting's larger meaning, to say what they think this work is, finally, about, as revealed by their long discussion. The group's experience has clearly moved beyond the telling of a single story. One participant suggests that Rembrandt's work is about the fearlessness of traveling into the unknown. Another says that it concerns the story of the soul's leaving the earthly for the heavenly realm. When the class comes to an end, people move closer to the painting and continue their discussions.In the same museum, another museum educator is also conducting a group of students through the galleries. He begins with a Roman statue of Venus, followed by an eighteenth-century French terra-cotta bust of Madame Récamier by Joseph Chinard. For each sculpture, he asks the students to focus on only one detail, the hands. The students are encouraged to observe and take note of the sculpted figures' gestures, much as if they were studying a person. Time seems to slow as perception sharpens. The educator listens patiently as the students begin to "read" the sculptures as a whole through the expressiveness of the hands. The group moves on to a mysterious portrait by Millet in which the students discuss the nature of love, and [End Page 65] then to a painting of a Russian princess by Winterhalter, in which the artifice of all the details is suddenly theatrical, dazzling, and delightful. At the end, no one wants to leave.As museum educators we teach in many kinds of programs, and teach in many ways. Every museum educator brings unique gifts to the art of teaching through works of art. The two classes described above might seem at first glance quite different. The first museum educator stays with a single work of art for the entire session, constructs her class around the observations and ideas of the students, and trusts that through their collective experience, a larger meaning will emerge. The second educator inspires his students with a feeling of confidence by guiding their observations of a single feature common to several works, and then allows a main idea to emerge. The two classes, however, are also alike in certain essential ways. In both cases, the students and the instructor are animated, concentrated, focused, and active. Their investigation is tightly focused on the works under discussion, and the group together reaches for a sense of the artworks as a whole. At the end, when the participants cluster around the works of art, still wanting to continue the experience of discovery, the instructors know that theirstudents have understood that engagement with a work of art is a beginning, not an end.The opportunities museum educators have to teach and learn are granted to us by the collections of objects in the care of the institutions in which we work, and by the students and visitors we invite to consider these objects. These artworks also impose upon us a great obligation, to bring them alive for those we lead through the galleries. For ultimately, it is our devoted attention that keeps artworks alive generation after generation.This essay is the result of our work as museum educators. It began with a casual discussion about what constitutes good teaching, and what we can do to guide ourselves and our docent colleagues toward consistent and principled teaching in our museums. We... (shrink)

This book deals with the thorny issue of human rights in different cultures and religions, especially in the light of bioethical issues. In this book, experts from Christianity, Judaism, Islam, Buddhism, Daoism, Hinduism and Confucianism discuss the tension between their religious traditions and the claim of universality of human rights. The East-West contrast is particularly evident with regards to human rights. Some writers find the human rights language too individualistic and it is foreign to major religions where the self does (...) not exist in isolation, but is normally immersed in a web of relations and duties towards family, friends, religion community, and society. Is the human rights discourse a predominantly Western liberal ideal, which in bioethics is translated to mean autonomy and free choice? In today's democratic societies, laws have been drafted to protect individuals and communities against slavery, discrimination, torture or genocide. Yet, it appears unclear at what moment universal rights supersede respect for cultural diversity and pluralism. This collection of articles demonstrates a rich spectrum of positions among different religions, as they confront the ever more pressing issues of bioethics and human rights in the modern world. This book is intended for those interested in the contemporary debates on religious ethics, human rights, bioethics, cultural diversity and multiculturalism. (shrink)

There are nationalisms and nationalisms, and as nationalisms vary from barbarous and murderous to benign and, all things considered, perhaps desirable, so theories of nationalism vary from irrational or turgid metaphysical accounts to reasonable and carefully articulated and argued theories of nationalism. André Van de Putte has well described some of the former while David Miller, Yael Tamir, Geneviève Nootens, Ross Poole, and Robert X. Ware have carefully argued for some modest forms of nationalism, sometimes explicitly and sometimes only by (...) implication. But there are also, as the reader will have seen, forcefully argued and systematic theories setting themselves against even the most sophisticated and plausible defences of nationalism. The articles of Harry Brighouse, Omar Dahbour, and Andrew Levine fall explicitly into that category and, we would argue, so does Allen Buchanan's carefully wrought article, though implicitly and by implication but not by programmatic intent. (shrink)

Review of: Rudolph A. Makkreel, Kant’s Worldview. How Judgment Shapes Human Comprehension, Chicago, Northwestern University Press, 2021, 288 p. ISBN: 9780810144316.

Most of the essays collected here are essaysinmetaethics seeking in exacting and interesting ways to resolve problems raised by the familiar options in metaethics we outlined in our Introduction. Richard Brandt, for example, forcefully argues, going much against the at least modestly holistic grain of our time, for a foundationalism (noncognitivist though it be) which would be foundational in both metaethics and normative ethics. R.M. Hare makes a brief but systematic defense, which is both spirited and clear, of his prescriptivism (...) (a species of what we, following tradition, have called ‘noncognitivism,’ but which he argues should instead be called ‘nondescriptivism’). His arguments here for his position - call it nondescriptivism or noncognitivism- are directed forcefully against ethical naturalism (descriptivism) and specifically against the naturalism of Philippa Foot. Nicholas Sturgeon and David Copp contribute elaborate and rigorously argued defenses of ethical naturalism, or, as they might prefer to call it, ‘moral realism.’. (shrink)

I examine Alasdair MacIntyre’s grounds for setting aside Marxism. I find them wanting. I argue that his criticisms are either unsound or fail to consider plausible alternative readings of Marxism which would elude what, on the reading MacIntyre gives, are sound criticisms. I consider MacIntyre’s remarks about Marx’s predictions, his remarks about the moral failures of Marxism and its alleged theoretical impoverishment in considering questions of value.

The objectivity of morality is achieved by the coherentist method of appealing to considered convictions in wide reflective equilibrium. This method yields a conception of morality that is at once universalistic and particularistic. It follows that morality must be cosmopolitan, but also accept a liberal nationalism, at least under certain circumstances. This paper concludes by applying these ideas to the issues of Quebec nationalism and the status of African-Americans in the United States.

SummaryI examine and extend Guy Lafrance's critique of Rawl's two principles of justice. Both principles are challengeable and the equal liberty principle is not satisfiable with the inequalities allowed by the second principle.

Positive emotions are linked to numerous benefits, but not everyone appreciates the same kinds of positive emotional experiences. We examine how distinct positive emotions are perceived and whether individuals’ perceptions are linked to how societies evaluate those emotions. Participants from Hong Kong and Netherlands rated 23 positive emotions based on their individual perceptions and societal evaluations. We found that there were cultural differences in judgments about all six aspects of positive emotions; positivity, arousal, and social engagement predicted emotions being positively (...) regarded at the societal level in both cultures; and that positivity mattered more for the Dutch participants, although arousal and social engagement mattered more in Hong Kong for societal evaluations. These findings provide a granular map of the perception and evaluation of distinct positive emotions in two cultures and highlight the role of cultures in the understanding how positive emotions are perceived and evaluated. (shrink)

Based on the conflict-of-values theory, this study examines the influences of Machiavellianism and ethical values on anxiety in college students when they face moral dilemmas. Questionnaires on the Chinese equivalent of Machiavellianism, moral identity, and anxiety were completed by 115 Chinese college students. The results suggest that Machiavellianism and ethical values influence anxiety, and the interaction between ethical values and Machiavellianism is significant—among individuals with high ethical values, those with high levels of Machiavellianism exhibit markedly higher levels of anxiety than (...) those with low levels of Machiavellianism. However, among individuals with low ethical values, there is no difference in anxiety between those with low or high levels of Machiavellianism. This research, depicting complex relationships among anxiety, Machiavellianism, and ethical values, suggests that leading people to do good deeds not only requires high ethical values but also necessitates the resistance to negative values such as Machiavellianism. (shrink)

Offering a collection of fifteen essays that deal with issues at the intersection of phenomenology, logic, and the philosophy of mathematics, this 2005 book is divided into three parts. Part I contains a general essay on Husserl's conception of science and logic, an essay of mathematics and transcendental phenomenology, and an essay on phenomenology and modern pure geometry. Part II is focused on Kurt Godel's interest in phenomenology. It explores Godel's ideas and also some work of Quine, Penelope Maddy and (...) Roger Penrose. Part III deals with elementary, constructive areas of mathematics. These are areas of mathematics that are closer to their origins in simple cognitive activities and in everyday experience. This part of the book contains essays on intuitionism, Hermann Weyl, the notion of constructive proof, Poincaré and Frege. (shrink)

Epistemic trust is crucial for science. This article aims to identify the kinds of assumptions that are involved in epistemic trust as it is required for the successful operation of science as a collective epistemic enterprise. The relevant kind of reliance should involve working from the assumption that the epistemic endeavors of others are appropriately geared towards the truth, but the exact content of this assumption is more difficult to analyze than it might appear. The root of the problem is (...) that methodological decisions in science typically involve a complex trade-off between the reliability of positive results, the reliability of negative results, and the investigation's power. Which balance between these is the ‘correct’ one can only be determined in light of an evaluation of the consequences of all the different possible outcomes of the inquiry. What it means for the investigation to be ‘appropriately geared towards the truth’ thus depends on certain value judgments. I conclude that in the optimal case, trusting someone in her capacity as an information provider also involves a reliance on her having the right attitude towards the possible consequences of her epistemic work. 1 Introduction2 Epistemic Reliance within the Sciences3 Methodological Conventionalism4 Trust in Science5 Conclusions. (shrink)

This book is a festschrift for Torsten Hagerstrand. "Through your work on migration, innovation diffusion, and time-geography you have helped demonstrate that geography's most profound insights are to be gained from the study of process rather than form.".