As part of the celebrations of The Hastings Center’s fiftieth anniversary, we are launching an annual prize, The David Roscoe Award for an Early‐Career Scholar’s Essay on Science, Ethics, and Society. The award is named in honor of David Roscoe, an accomplished essayist and recent past chair of the Hastings board. The award is intended to highlight the good scholarship that will take the field of bioethics forward into the next fifty years. It will recognize an early‐career scholar—someone who either (...) is currently pursuing a relevant academic degree or has earned one within the last six years—for a published essay on the social and ethical implications of advances in science and technology. More information about the award, along with online submission forms, is available on The Hastings Center’s website. (shrink)

An important function in all scholarly and academic activities is the participation in the peer review system. One aspect of this peer review evaluation is service on committees judging candidates for important awards, prizes and fellowships. Some reflective observations on this process are made in which a number of factors determining the final choice are identified. It is pointed out that the decisions of such committees are based not only on relevant and objective criteria but are also influenced (...) by a number of irrelevant criteria; caution must be exercised to minimize the effect of the latter factors in order to maintain the highest ethical standards in the selection process. The ranking practices of awards committees, national academies and learned societies are briefly reviewed by pointing out some ethical pitfalls, anecdotal incidents, and the ways to avoid the tarnishing of the selection process. (shrink)

Autonomy is conceptualized as the need for agency, self-actualization and independence. Nowadays, financial independence and academic achievement for young populations may be considered as key aspects in the transition to adulthood in response to some contextual demands of different cultural environments. By means of a multi-level model, the present study aims to determine the influence and contribution of factors at individual-level (e.g. sex, age, socioeconomic status, family financial support, awarded scholarships, personal finance, student loans) and school-level (e.g. programme quality, (...) online programs, face to face programs) on the academic achievement of young higher education Colombian students. Data come from the scores of the national standardized academic achievement test administered in 2018 in Colombia. The sample included 234,386 students enrolled in 3,389 higher education institutions in Colombia. After controlling the effects of program quality, and the student's previous academic abilities and socio-economic conditions, results showed that students with scholarships had higher scores than financially-dependent students (those who had students loans) and financially-independent students (those who self-funded their studies or who worked during the week) who had low-scores in the national standardized academic achievement test. (shrink)

The National Science Foundation (NSF) evaluates grant proposals based on two criteria: intellectual merit and broader impacts. NSF gives applicants wide latitude to choose among a number of broader impacts, which include both benefits for the scientific community and benefits for society. This paper considers whether including potential societal benefits in the Broader Impacts Criterion leads to enhanced benefits for society. One prerequisite for realizing societal benefit is to transfer research results to potential users in a meaningful format. To determine (...) whether researchers who discuss broader impacts for society are more likely to engage in broad dissemination activities beyond the scientific publication, I analysed proposed broader impacts statements from recent award abstracts. Although 43% of researchers discussed potential benefits for society, those researchers were no more likely to propose dissemination of results to potential users than researchers who only discussed broader impacts for science. These findings suggest that considering potential societal benefit as a broader impact may not lead to more actual societal benefits and that many potentially useful results may not be disseminated beyond the scientific community. I conclude with policy recommendations that could increase the likelihood of realizing potential societal benefits from academic research. (shrink)

There seems to be a proliferation of prizes and rankings for ethical business over the past decade. Our principal aims in this article are twofold: to initiate an academic discussion of the epistemic and normative stakes in business-ethics competitions; and to help organizers of such competitions to think through some of these issues and the design options for dealing with them. We have been able to find no substantive literature — academic or otherwise — that addresses either of (...) these two broad topics and audiences. Our modest aim, therefore, is to suggest an agenda of issues, and to begin to explore and analyse some of the possible arguments for and against various philosophical or practical solutions. Part I explores the challenges facing a prize-organizing committee, including problems derived from what Rawls calls the "fact of pluralism" in democratic societies (reasonable people will always disagree over some basic values, including those relevant to evaluating business practices), and epistemic issues about how we can justify qualitative judgments on the basis of incomplete quantitative data. We also try to identify risks and opportunity costs for ethics-prize granters. In Part II we spell out (a) a range of design options and (b) some advice about how any particular prize-awarding committee might select among these options to best achieve its goals (which typically involve highlighting and publicizing best practices for ethical business). (shrink)

One of the great virtues of Oxford is that most of its members are not academics, nor ever supposed that they sould be. They come to Oxford for three or four years and then go on their way to other occupations in "the service of God in Church and State". It is not that they were not good enough to become dons: it is simply that they had other fish to fry, and would rather be a barrister, a Member of (...) Parliament, a schoolmaster or a clergyman, and would not be tempted from their chosen vocation by any offer of a Fellowship or a life of ease and scholarship. The benefits of this are great. To have left Oxford of one's own accord and not on account of having failed to get an award or a post is to part from a friend with no sense of having been rejected. The Civil Servant who goes down with a first in Greats has no sense that he did not make it at Oxford, no need to shake its dust off his shoes because Oxford did not offer him a job, and in consequence he can easily look back on four golden years of widening horizons, untarnished by some final disappointment. And in general our alumni can feel warmly to their alma mater, because their going was of their choosing, and not because they were rudely pushed out of the nest. (shrink)

A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make (...) various ‘high stakes’ academic decisions, such as hiring and promotion, funding of research projects and how much money is to be awarded to a particular area. By focusing on a particular practice, problems with the application of the metric generally are outlined. Finally, we offer some general observations about the unintended consequences and other problems arising from the widespread use of this metric, including attempts to ‘game the system’. We argue that the use of impact factors increasingly shapes the kind of topics and issues scholars write on, their choices of methodology, and their choice of publication venues for their work. Technical measures and mechanisms tend to ‘colonise’ the qualitative and professional judgments that must also be part of the process of evaluation, and for which bibliometrics alone cannot offer a substitute. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Fear and Loathing in Academe:Gonzo Scholarship and the War Against TourismDaniel StempelIWhen I retired in 1985 I chose as my mantra an academic version of a famous general's farewell to his troops: "Old scholars never die—they just fade away into the stacks." Now that I am an octogenarian, I have faded away into total invisibility, but, like Tithonus, I am not inaudible. I hope my voice will be (...) strident enough to disturb the utopian dreams of a new generation, although I doubt that it will wake them from their dogmatic slumbers. My decision to return to the wars of intellect was occasioned by a chance discovery as I haunted the periodical stacks. I noted the name of an old friend in the title of an article and was surprised to find him pilloried as both a "liberal white Protestant" and a "white supremacist," terms which do not, in my experience, necessarily go together.The article, "Pacific Scholarship, Literary Criticism, and Touristic Desire: The Specter of A. Grove Day," written by Paul Lyons, a member of the University of Hawai'i English department's Cultural Studies group, uses bell, book, and candle of the new postcolonial faith in a rite of exorcism to dispel the evil influences of commercial tourism.1 As every exorcist knows, the rite demands that a demon must be called by his name and Lyons has chosen to demonize a deceased member of the English department. Grove Day came to Hawaii in 1944 and retired in 1969. He served as chairman from 1948 to 1953 and taught the course in Literature of the Pacific until his retirement in 1969. He began as a freelance writer long before he decided to enter graduate school at [End Page 95] Stanford and continued to publish more than fifty books on Hawaii and the Pacific. In 1979 he received the State Award for Literature. He died in 1994 in a plunge from an upper floor of a retirement home. Paul Lyons, by his own admission, came to Hawaii in 1990 knowing nothing of its history and culture but soon became a self-appointed authority on Hawaii, its colonial past and present, and its postcolonial future, eagerly embracing the ideas disseminated by the Center for Hawaiian Studies at the university.His article begins with a pretentious elaboration of the method he plans to use to raze the Potemkin village of tourism. Invoking the authority of Hegel on appearance and reality in a passage he has found cited by Žižek, he follows Dean MacCannell, who has adapted Erving Goffman's distinction between dramatic front and back: the entertaining scene presented to the tourist public contrasts with the backstage machinery of the stagehands who put it all together to deceive gullible visitors.2 He combines this with a quotation he has found in a book by William V. Spanos, the founder and former editor of Boundary 2, taken from a journalist's view of the Vietnam War, complaining that they had all been "deeply backgrounded." These are enlisted in the service of MacCannell's quest for "authenticity" as the touchstone of all encounters with other cultures, including the tourist experience.Had Lyons, instead of accepting MacCannell's interpretation of Goffman's early work, The Presentation of Self in Everyday Life (1959), taken a closer look at this witty and ironic study of social behavior in a small community in the Shetland Islands, he would have found that Goffman makes no judgment on the comparative authenticity of either front or back. He utilizes what may be called the J. Alfred Prufrock theory of interaction between individuals and the groups in which they find themselves: "There will be time, there will be time / To prepare a face to meet the faces that you meet...." MacCannell, in contrast, sees the tourist as a Tennysonian Ulysses in pursuit of a horizon of authenticity that recedes into infinity, "whose margin fades / Forever and forever as I move."Of course, the front/back and foreground/background binary oppositions and the insistence on authenticity are commonplaces rooted in the ubiquitous literary and philosophical tradition of "All the world's a stage" and require no... (shrink)

Scholars and policy-makers have expressed concerns about the crediting of coauthors in research publications. Most such problems fall into one of two categories, excluding deserving contributors or including undeserving ones. But our research shows that there is no consensus on “deserving” or on what type of contribution suffices for co-authorship award. Our study uses qualitative data, including interviews with 60 US academic science or engineering researchers in 14 disciplines in a set of geographically distributed research-intensive universities. We also employ (...) data from 161 website posts provided by 93 study participants, again US academic scientists. We examine a variety of factors related to perceived unwarranted exclusion from co-author credit and unwarranted inclusion, providing an empirically-informed conceptual model to explain co-author crediting outcomes. Determinants of outcomes include characteristics of disciplines and fields, institutional work culture, power dynamics and team-specific norms and decision processes. (shrink)

The current research focuses on the nature of the relationship comprising personality traits, creative thinking, and academic integrity. Scholars have confirmed that personality traits and creative thinking correlate positively with academic integrity. However, a discussion of academic integrity, personality traits, and creative thinking is missing in the scholarly literature. This study used a questionnaire survey based on the Big Five Factor to identify personality characteristics, the Academic Integrity Inventory, and the Torrance Tests of Creative Thinking. The (...) sample included 976 students studying in four academic colleges in Israel, of which two are teacher training colleges and two colleges awarding a degree in education. The findings show that most of the students (71%) reported they had cheated at some point during their academic studies, and only one-fifth (21%) thought that they would condemn their peers’ lack of integrity. Creative thinking students and emotionally stable persons tend to be more ethical. Hence, we conclude that it is recommended to deliver creative thinking courses in the teacher’s educational training programs to improve creative thinking levels, reduce academic dishonesty, and create more effective curricula. (shrink)

A broad-scale quantification of the measure of quality for scholarship is under way. This trend has fundamental implications for the future of academic publishing and employment. In this essay we want to raise questions about these burgeoning practices, particularly how they affect philosophy of education and similar sub-disciplines. First, details are given of how an ‘impact factor’ is calculated. The various meanings that can be attached to it are scrutinised. Second, we examine how impact factors are used to make (...) various ‘high stakes’ academic decisions, such as hiring and promotion, funding of research projects and how much money is to be awarded to a particular area. By focusing on a particular practice, problems with the application of the metric generally are outlined. Finally, we offer some general observations about the unintended consequences and other problems arising from the widespread use of this metric, including attempts to ‘game the system’. We argue that the use of impact factors increasingly shapes the kind of topics and issues scholars write on, their choices of methodology, and their choice of publication venues for their work. Technical measures and mechanisms tend to ‘colonise’ the qualitative and professional judgments that must also be part of the process of evaluation, and for which bibliometrics alone cannot offer a substitute. (shrink)

The behavioral sciences have come under attack for writings and speech that affront sensitivities. At such times, academic freedom and tenure are invoked to forestall efforts to censure and terminate jobs. We review the history and controversy surrounding academic freedom and tenure, and explore their meaning across different fields, at different institutions, and at different ranks. In a multifactoral experimental survey, 1,004 randomly selected faculty members from top-ranked institutions were asked how colleagues would typically respond when confronted with (...) dilemmas concerning teaching, research, and wrong-doing. Full professors were perceived as being more likely to insist on having the academic freedom to teach unpopular courses, research controversial topics, and whistle-blow wrong-doing than were lower-ranked professors (even associate professors with tenure). Everyone thought that others were more likely to exercise academic freedom than they themselves were, and that promotion to full professor was a better predictor of who would exercise academic freedom than was the awarding of tenure. Few differences emerged related either to gender or type of institution, and behavioral scientists' beliefs were similar to scholars from other fields. In addition, no support was found for glib celebrations of tenure's sanctification of broadly defined academic freedoms. These findings challenge the assumption that tenure can be justified on the basis of fostering academic freedom, suggesting the need for a re-examination of the philosophical foundation and practical implications of tenure in today's academy. (Published Online February 8 2007) Key Words: academia; academic freedom; ethical issues; faculty beliefs; professoriate; promotion; scientific misconduct; tenure; whistle-blowing. (shrink)

Academic frauds, dishonesty and cheating are pervasive in Pakistan, but thus far less systematic research has been undertaken on the effectiveness of the policies designed for countering academic dishonesty. Generally, the success of a policy depends on a good design and appropriate implementation. The design aspect of the policies to counter academic dishonesty in Pakistan is studied elsewhere, the purpose of this article is to empirically examine the implementation stages of the same policies. In doing so, the (...) study utilizes a panel data set comprising of 60 cross-sections and 06 time series observations (2012–2017). Results of the rigorous panel regression models shows that leniency in the prescribed punishments and an exhaustive belief on the efficacy of traditional examination surveillance methods are counterproductive. The study however failed to substantiate the direct relationship of discrimination and academic dishonesty in the sample. It is therefore concluded that prescribed punishments must be awarded in letter and spirit and that there is need for coordination at different stages of the implementation. Further, the study also recommends that traditional forms of examination surveillance must be augmented using modern technology. (shrink)

Contract cheating is a challenging problem facing higher and further education providers (HE and FE) worldwide. In the UK, contract cheating has been identified as a growing problem by the HEA and, more recently, the Quality Assurance Agency for Higher Education and the Department for Education. The high rate of contact cheating among students suggests that 8–9% of degrees awarded in the UK are unsafe. To address this issue, the current study with a new approach seeks to investigate student’s motivations, (...) experiences, and rationale for using contract cheating from their point of view. Collected data has been subjected to content analysis and the findings show different phases and drivers in this process. This study will help increase awareness among UK academics and education providers about the processes involved in contract cheating and propose a set of recommendations for the future. (shrink)

Studies about women’s underrepresentation in the U.S. science, technology, engineering, and mathematics academic workforce have flourished in the past decade. Much of this research focuses on institutionalized gender barriers and implicit biases, consistent with theorizing about how work organizations disproportionately benefit men, white people, and other systemically advantaged groups. But to what extent do faculty most likely disadvantaged by systematic inequities actually perceive “barriers” to equity in the context of their own work lives? What might the repercussions associated with (...) variation in perceptions about inequity be, especially within institutions of higher education actively pursuing equity agendas under such programs as the National Science Foundation’s ADVANCE program? Using interview data from 53 STEM women faculty working at a university that received a 5-year NSF ADVANCE IT award, we examine the range of views held among women scientists about the extent to which opportunity and success are a function of meritocratic versus nonmeritocratic processes. Findings show that almost a third of participants held the view that opportunities and advancement are primarily a function of meritocratic processes. We discuss implications of these findings for broader institutional efforts to reduce inequities in academic STEM. (shrink)

It is well-known that some scientists are more prominent than others. But what makes one scientist more prominent than another? I propose a possible mechanism that produces differences in prominence: scientists' desire for information. In a model of a scientific community exchanging information, I show that this mechanism indeed produces the kind of patterns of prominence that are actually observed. I discuss the implications of this result for three possible explanations of an individual scientist's prominence: an explanation based on scientific (...) merit, an explanation based on epistemically irrelevant factors, and an explanation based on epistemic luck. Depending on which of these explanations is correct one may draw different conclusions about a scientist based on prominence. I discuss policy recommendations that result from this, including suggestions about when it is appropriate to use measures of prominence in giving out grants and awards. (shrink)

This editorial article reports on the progress that the Journal of Research Practice (JRP) has achieved in its ongoing development since November 2011, when a number of editorial initiatives were announced. Several new initiatives are also proposed. In addition, there are some current announcements, including a number of recent awards, distinctions, and nominations.

In the midst of international opportunities available to academics and students, plagiarism keeps plaguing the Indonesian higher education sector. This paper reports the findings from an Australian Alumni Reference Group activity which took place in Jakarta, Indonesia, in May 2013. An exploratory survey on plagiarism was conducted with Australian Award Alumni to capture their perceptions and opinions on the incidence of plagiarism and plagiarism prevention in higher education institutions in Indonesia. The survey was then followed up with a series of (...) focus group discussions with representatives of higher education institutions to discuss the issues further. The findings revealed that a pattern of plagiarism conduct can be identified for both students and faculty members. One issue found is that there is a perceived discrepancy of standards between the overseas and local graduate faculty members on what plagiarism is. The overseas graduates are perceived as ‘stricter’, and this creates reluctance from the overseas faculty members to speak up on the issue for fear of being judged harshly. Concerns over standards and consistency, especially in law enforcement, were discussed in efforts to prevent plagiarism in higher education institutions in Indonesia. (shrink)

Funds and positions in philosophy should be awarded through systems that are reliable, objective, and efficient. One question usually taken to be relevant is how many publications people have in a group of well-respected journals. In the context of significant competition for jobs and funding, however, relying on quantity of publications creates a serious downside: the oft-lamented demand that we publish or perish. This article offers a systematic review of the problems involved in contemporary academic philosophy, and argues that (...) the resulting situation is bad not just for individual philosophers but also for philosophy itself: we are not working as a discipline to as high a standard as we might. The article then suggests some potential solutions, including some more detailed considerations around what seems a particularly promising option: a professional code of conduct for philosophers. (shrink)

Academics and legal practitioners unanimously agree that two of the main justifications for protecting free speech are autonomy and democracy. Free speech contributes to both the self-development of individuals, as well as to robust democratic processes, and should therefore be protected. This is also the position of the European Court of Human Rights (ECtHR). However, the explicit endorsement of both justifications might give rise to normative questions regarding its protection of commercial speech. While the Court has acknowledged that commercial speech (...) does not contribute significantly to self-development nor democracy, it still awards that form of speech a relatively high level of protection. Moreover, a compelling case can be made suggesting that some forms of commercial speech, such as commercial advertising, might even harm those values. This argument is investigated closely to demonstrate an internal contradiction within ECtHR jurisprudence, between its rhetoric focused on respecting autonomy and democracy, and its practice that might in reality undermine these values. (shrink)

Academic English has been the focus of attention for many researchers in the past few years. However, academic spoken English has not received much attention, and those who have selected this field have mainly taken academic lectures and conference paper presentations as their corpus. In this article, a new classification of spoken academic genres is presented, which is formed by classroom genres, institutional genres and research genres. Among these, institutional genres have been selected as a corpus, (...) specifically the Honoris Causa acceptance speech, which has not yet been analysed. We believe that this genre has specific characteristics, mainly related to purpose and structure. In this study, we demonstrate that Honoris Causa speeches follow an established structural pattern and that they always have two purposes: a common one, namely, to express gratitude for the award; and a secondary one that varies from one speech to the other. It is also proved that common rhetorical patterns relate the speaker, the topic and the secondary purpose of the speeches. (shrink)

Amartya Sen was awarded the Nobel Memorial Prize in Economics in 1998 'for his contributions in welfare economics'. Although his primary academic appointments have been mostly in economics, Sen is also an important and influential social theorist and philosopher. His work on social choice theory is seminal, and his writings on poverty, famine, and development, as well his contributions to moral and political philosophy, are important and influential. Sen's views about the nature and primacy of liberty also make him (...) a major contemporary liberal thinker. This volume of essays on aspects of Sen's work is aimed at a broad audience of readers interested in social theory, political philosophy, ethics, public policy, welfare economics, the theory of rational choice, poverty, and development. Written by a team of well-known experts, each chapter provides an overview of Sen's work in a particular area and a critical assessment of his contributions to the field. (shrink)

2013 Word Guild Award (Academic) How does worship work? How exactly does liturgical formation shape us? What are the dynamics of such transformation? In the second of James K. A. Smith's three-volume theology of culture, the author expands and deepens the analysis of cultural liturgies and Christian worship he developed in his well-received Desiring the Kingdom. He helps us understand and appreciate the bodily basis of habit formation and how liturgical formation--both "secular" and Christian--affects our fundamental orientation to the (...) world. Worship "works" by leveraging our bodies to transform our imagination, and it does this through stories we understand on a register that is closer to body than mind. This has critical implications for how we think about Christian formation. Professors and students will welcome this work as will pastors, worship leaders, and Christian educators. The book includes analyses of popular films, novels, and other cultural phenomena, such as The King's Speech, Rise of the Planet of the Apes, David Foster Wallace's Infinite Jest, and Facebook. (shrink)

A CHOICE Outstanding Academic Title 2012! Based on case studies from public schools in Toronto, Canada, this book chronicles an inspiring five-year journey to develop thinking about and teaching literacy for the 21st century. The research, which was classroom-based and developed by public school teachers in collaboration with university researchers, was stimulated by an ethnographic study at Joyce Public School to track children learning to read in an era of multiliteracies. Following the kindergarteners' interest in Goldilocks and the Three (...) Bears, Lotherington asked the principal: What would Goldilocks look like, retold through the eyes of the children? The resulting classroom experiment to transform learning to read a storybook into multimodal collaborative story-telling sparked the development of an award-winning school-university learning community dedicated to the development of multimodal literacies in the culturally diverse, urban classroom. Pedagogy of Multiliteracies tells the evolving story of teachers' trial-and-error interventions to engage children in multiple modes of expression involving structured play with contemporary media. Using the complex texts created, the teachers carve spaces to welcome the voices of children and the languages of the community into the English-medium classroom. (shrink)

How did academic medicine come to dominate scientific and medical opinions in local public spheres far away from universities? This contribution—based mainly on material from Lübeck journals and printed books—deals with the transformation of the public sphere in eighteenth century. A closer look at publication strategies and carrers of physicians shows that the new forms of self-empowerment provided by the Habermasian public sphere could only prove successful because they ran together with traditional forms of representation such as titles and (...) official posts. Local journals, books, instruments, and reputation could then provide scientific capital to be transformed into the symbolic capital of grades, titles and posts; which was in turn convertible into the economic capital of remunitions from patients or annual awards as town-, state- or court physicians. At the beginning of the nineteenth century professional organisation proved a still greater source of power than the individual strategies that had been developped before. (shrink)

In the academic year just past, the Expert Commission on Philosophical Disciplines of the Higher Certification Committee [VAK] processed 441 cases pertaining to the award of degrees and ranks. Of these, positive decisions were handed down in 333 cases, and negative decisions in 9 cases, while final decisions have not yet been taken on 99. Of the total number, 418 cases were examined, 114 of these for the degree of Doctor of Philosophical Sciences and 304 for Candidate in Philosophical (...) Sciences, and final decisions were taken on 323, while 95 were referred to further expert examination. (shrink)

This article tells, in academic terms, the story of a famous Romanian TV ad: the one where two men throw a priest from a tower mistaking him for the famous Batman movie character and hoping he would fly. As expected, this spot gave rise to a lot of discussion and debates over the years. But this is not the main reason that recommends it for this type of analysis. The most interesting aspect about this spot is the fact that (...) although it was subsequently censored and it was aired on TV only for one day, it is still incredibly popular and it still receives important awards at various advertising festivals. Besides its popularity, this TV commercial is bringing forward very important aspects regarding the interesting relation between orthodox religious symbols and advertising. In the first section of my article I shall focus on the way profane media myths are responsible for framing the social reality. The second section consists in an empirical research conducted on first-year students enrolled in a communication and public relation program. The main objective is to determine some of the reasons that make this commercial so attractive despite its offensive script. The last section of this article consists in an analysis of the reasons why the mainstream Christian faith is being replaced by magical thinking and irrational beliefs in the magical power of the brands. (shrink)

_2020 PROSE Award Winner, Education Theory Category 2019 Outstanding Academic Title, _Choice_ In _Where Teachers Thrive_, Susan Moore Johnson outlines a powerful argument about the importance of the school as an organization in nurturing high‐quality teaching._ Based on case studies conducted in fourteen high-poverty, urban schools, the book examines why some schools failed to make progress, while others achieved remarkable results. It explores the challenges that administrators and teachers faced and describes what worked, what didn’t work, and why. Johnson (...) draws on vivid portraits of schools to highlight an array of school‐based systems and practices that support teachers’ professional growth and effectiveness. These include a rich and interactive hiring process; team‐based curriculum planning and assessment; and informative feedback and ongoing professional learning. Critical to all of these is the role of the principal as an essential agent in a school’s success. Although these elements may vary from school to school, Johnson argues that together these systems provide a comprehensive, mutually reinforcing set of well-orchestrated strategies that can help schools deliver results that exceed the sum of teachers’ individual efforts. Since 2000, policy makers and education officials have diligently sought to improve schools by improving the quality of individual teachers. However, even if those teachers are skilled and committed, the schools where they work are all too often disjointed, dysfunctional organizations that serve no one well. _Where Teachers Thrive _explains clearly how educators within a school can join together to adopt systems of practice that ensure growth and success by all teachers and their students. (shrink)

There is arguably no award more recognized in the academic and professional worlds than the Nobel Prize. The public pays attention to the prizes in the fields of economics, literature, and peace because their recipients are identified with particular ideas, concepts, or actions that often resonate with or sometimes surprise a global audience. The Nobel Prize in Economic Science established by the Bank of Sweden in 1969 has been granted to 64 individuals. Thomas Karier explores the core ideas of (...) the economic theorists whose work led to their being awarded the Nobel in its first forty years. He also discusses the assumptions and values that underlie their economic theories, revealing different and controversial features of the content and methods of the discipline. The Nobelists include Keynesians, monetarists, financial economists, behaviorists, historians, statisticians, mathematicians, game theorists, and other innovators. (shrink)

Although many challenges remain, business ethics is flourishing in North America. Prominent organizations give annual business ethics awards, investments in socially screened mutual funds are increasing, ethics officers and corporate ombudspersons are more common and more influential, and new ideas are being tested in practice. On the academic side, two major journals specializing in business ethics are well-established and other major journals often include articles on business ethics and new organizations emphasizing ethics have been initiated. Within business schools, (...) the number of endowed chairs is growing and the ethics curriculum is expanding. Canada is a major player in the business ethics discipline while business ethics in Mexico is just beginning to emerge as a focus of interest in both the business and academic communities. (shrink)

Tommy J. Curry’s provocative book The Man-Not is a justification for Black Male Studies and won the 2018 American Book Award. He posits that we should conceptualize the Black male as a victim, oppressed by his sex. The Man-Not, therefore, is a corrective of sorts, offering a concept of Black males that could challenge the existing accounts of Black men and boys desiring the power of white men who oppress them that has been proliferated throughout academic research across disciplines. (...) -/- Curry argues that Black men struggle with death and suicide, as well as abuse and rape, and their genred existence deserves study and theorization. This book offers intellectual, historical, sociological, and psychological evidence that the analysis of patriarchy offered by mainstream feminism (including Black feminism) does not yet fully understand the role that homoeroticism, sexual violence, and vulnerability play in the deaths and lives of Black males. Curry challenges how we think of and perceive the conditions that actually affect all Black males. (shrink)

Recipient of Choice Magazine's 1996 Outstanding Academic Book Award Author Raymond Morrow outlines and recounts the development of the major tenets of critical theory, exemplifying them through the works of two of their most influential, recent adherents: Jürgen Habermas and Anthony Giddens. Beginning with a comprehensive yet meticulous explication of critical theory and its history, the author next discusses it within the context of a research program; his work concludes with an examination of empirical methods. Emphasizing the connections between (...) critical theory, empirical research, and social science methodology, Morrow's volume offers refreshing insights on traditional and current material. (shrink)

In the literature on social ontology, two perspectives on collective agency have been developed. The first is the internal perspective, the second the external one. The internal perspective takes the point of view of the members as its point of departure and appeals, inter alia, to the joint intentions they form. The idea is that collective agents perform joint actions such as dancing the tango, organizing prayer meetings, or performing symphonies. Such actions are generated by joint intentions, a topic which (...) has been investigated extensively in recent decades.1 The external perspective takes the point of view of outsiders as its point of departure. Here the idea is that outsiders ascribe certain properties to collections of individuals that thereby acquire a new status. An example that is discussed in some detail below is provided by universities that, at least initially, had to be recognized by the pope in order to perform the actions that are characteristic of universities, in particular the awarding of academic degrees. This perspective has received considerably less attention.2 In this paper I present and defend a new account of collective agents from the external perspective. I call it ‘the status account’. At the heart of this account lies the idea just mentioned. A collective agent can come into existence by outsiders granting a collection of individuals some kind of status. I call a collective agent for which this holds a ‘corporate agent’, because such an agent is or has been, in a sense to be explained, incorporated. I develop this idea by distinguishing between two kinds of rules: status rules and constitutive rules. Status rules explicate the normative attributes that are characteristic of a particular kind of corporate agent. Constitutive rules specify the conditions that have to be met for a certain collection of individuals to have those attributes. The status account shares some important features with John Searle’s social ontology.3 The advantages that my account has over Searle’s are discussed in section 2.2, immediately after the account has been introduced in section 2.1. Before doing that, however, I shall discuss the internal perspective.. (shrink)

My two-year experience with post-doctoral limbo has been categorically thrilling and appalling, at once. Upon finishing a PhD at Deakin University, in Australia, in June 2014 (meaning submitting my dissertation “Visual Agency in Art and Architecture” for external review), and having barely subsisted for almost three years on a nonetheless generous Australian Government-sponsored International Postgraduate Research Scholarship, plus stipend and occasional paid teaching, I first escaped to Ljubljana, Slovenia, by way of Hong Kong and England, where I wrote my first (...) postdoctoral fellowship applications: first for a US Fulbright Scholar Award (which failed); and then, one year later, for an EC Marie Skłodowska-Curie Independent Research Fellowship (which failed). The latter was monumentally bureaucratic, and I only tackled it after the Fulbright had failed. It came back scored like Olympic figure skating. Mostly I got “fives” (and there were no Russian judges involved) ... (shrink)

Margaret Cavendish's prolific and wide-ranging contributions to seventeenth-century intellectual culture are impossible to contain within the discrete confines of modern academic disciplines. Paying attention to the innovative uses of genre through which she enhanced and complicated her writings both within literature and beyond, this collection addresses her oeuvre and offers the most comprehensive and multidisciplinary resource on Cavendish's works to date. The astonishing breadth of her varied intellectual achievements is reflected through elegantly arranged sections on History of Science, Philosophy, (...) Literature, Politics and Reception, and New Directions, together with an Afterword by award-winning novelist Siri Hustvedt. The first book to cover nearly all of Cavendish's major works in a single volume, this collection brings together a variety of expert perspectives to illuminate the remarkable ideas and achievements of one of the most fascinating and prolific figures of the early modern period. (shrink)

This article deals with a modern disease of academic science that consists of an enormous increase in the number of scientific publications without a corresponding advance of knowledge. Findings are sliced as thin as salami and submitted to different journals to produce more papers. If we consider academic papers as a kind of scientific ‘currency’ that is backed by gold bullion in the central bank of ‘true’ science, then we are witnessing an article-inflation phenomenon, a scientometric bubble that (...) is most harmful for science and promotes an unethical and antiscientific culture among researchers. The main problem behind the scenes is that the impact factor is used as a proxy for quality. Therefore, not only for convenience, but also based on ethical principles of scientific research, we adhere to the San Francisco Declaration on Research Assessment when it emphasizes “the need to eliminate the use of journal-based metrics in funding, appointment and promotion considerations; and the need to assess research on its own merits rather on the journal in which the research is published”. Our message is mainly addressed to the funding agencies and universities that award tenures or grants and manage research programmes, especially in developing countries. The message is also addressed to well-established scientists who have the power to change things when they participate in committees for grants and jobs. (shrink)

_Edusemiotics_ addresses an emerging field of inquiry, educational semiotics, as a philosophy of and for education. Using "sign" as a unit of analysis, educational semiotics amalgamates philosophy, educational theory and semiotics. Edusemiotics draws on the intellectual legacy of such philosophers as John Dewey, Charles Sanders Peirce, Gilles Deleuze and others across Anglo-American and continental traditions. This volume investigates the specifics of semiotic knowledge structures and processes, exploring current dilemmas and debates regarding self-identity, learning, transformative and lifelong education, leadership and policy-making, (...) and interrogating an important premise that still haunts contemporary educational philosophy: Cartesian dualism. In defiance of substance dualism and the fragmentation of knowledge that still inform education, the book offers a unifying paradigm for education as edusemiotics and emphasises ethical education in compliance with the semiotic unity between knowledge and action. Chapters contain accessible discussions in the context of educational philosophy and theory, crossing the borders between logic, art, and science together with a provocative theoretical critique. Recently awarded a PESA book award for its contribution to the philosophy of education, _Edusemiotics_ will appeal to an academic readership in education, philosophy and cultural studies, while also being an inspiring resource for students. (shrink)

‘IB was one of the great affirmers of our time.’ John Banville, New York Review of Books The title of this final volume of Isaiah Berlin’s letters is echoed by John Banville’s verdict in his review of its predecessor, Building: Letters 1960–75, which saw Berlin publish some of his most important work, and create, in Oxford’s Wolfson College, an institutional and architectural legacy. In the period covered by this new volume (1975–97) he consolidates his intellectual legacy with a series of (...) essay collections. These generate many requests for clarification from his readers, and stimulate him to reaffirm and sometimes refine his ideas, throwing substantive new light on his thought as he grapples with human issues of enduring importance. Berlin’s comments on world affairs, especially the continuing conflict between Israel and the Palestinians, and the collapse of Communism, are characteristically acute. This is also the era of the Northern Ireland Troubles, the Iranian revolution, the rise of Solidarity in Poland, the Chernobyl nuclear disaster, the fall of the Berlin Wall, Ayatollah Khomeini’s fatwa against Salman Rushdie, the spread of Islamic fundamentalism, and wars in the Falkland Islands, the Persian Gulf and the Balkans. Berlin scrutinises the leading politicians of the day, including Reagan, Thatcher and Gorbachev, and draws illuminating sketches of public figures, notably contrasting the personas of Alexander Solzhenitsyn and Andrey Sakharov. He declines a peerage, is awarded the Agnelli Prize for ethics, campaigns against philistine architecture in London and Jerusalem, helps run the National Gallery and Covent Garden, and talks at length to his biographer. He reflects on the ideas for which he is famous – especially liberty and pluralism – and there is a generous leavening of the conversational brilliance for which he is also renowned, as he corresponds with friends about politics, the academic world, music and musicians, art and artists, and writers and their work, always displaying a Shakespearean fascination with the variety of humankind. Affirming is the crowning achievement both of Berlin’s epistolary life and of the widely acclaimed edition of his letters whose first volume appeared in 2004. (shrink)

In seeking to clarify the concept of conflict of interest (COI) in debates about physician–industry relationships, Howard Brody (2011) highlights the extent to which the prob- lem turns on a common pejorative understanding of COI. Whether it is the academic or public policy “pharmapologists” or “pharmascolds” talking about COI, there is often a straightforward and overly simplistic correlation made: that is, a conflict of interest—by definition—leads to fraudulent or corrupt behavior. The same type of reasoning is com- monly found (...) in discussions about COI outside the health sciences, most notably in news stories about the awarding of government contracts or the behaviour of corporate executives. The problem is that in focusing on dramatic failures to manage COI (e.g., around Vioxx), there is a tendency to strongly associate COI with extreme forms of financial and even criminal misconduct, leaving the public, policymakers, academics, and professionals with a skewed and limited understanding of the concept. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response 4: The Summer of Our DiscontentCaroline EdwardsI write this response on the eve of another wave of industrial action in the UK in November 2022—the Universities and Colleges Union (UCU) “UCU Rising” campaign, the latest in a series of regular disputes over pay and working conditions, the gender and ethnicities pay gap, and casualisation that has been ongoing since 2018. In 2022’s “summer of discontent,” we’ve seen our (...) rail, maritime and transport workers, airport staff, bus drivers, telecommunications workers, postal workers, nurses, refuse workers, and higher and further education staff engage in ongoing industrial disputes with intractable bosses. Even criminal barristers continue with an indefinite, uninterrupted strike after years of government cuts and chronic underinvestment. Everywhere you look, there is a palpable sense of a country on its knees. It’s nearly 100 years since the last General Strike of 1926 and in the UK it’s looking increasingly likely that we will have another General Strike on our hands soon. In “Two Cheers for Blueprints, or, Negative Reasons for Positive Utopianism” Antonis Balasopoulos contextualizes this within the longer economic durée of the shift from Fordist production to so-called flexible accumulation after 1972, writing in this issue that “the turn of capital to the faster and higher [End Page 554] profits involved in financialization rather than infrastructural and industrial investment, form much of the objective, structural ground for what can only be described as the rapid rise of a dystopian structure of feeling in western societies since the early 1970s.” Antonis’s brilliant summary reminds us of the monumental scale of the challenges facing utopian thought and praxis in our current moment. Make no mistake—the “crisis ordinariness” of everyday life under late capitalism that Lauren Berlant identified in Cruel Optimism (2011) has intensified in the years following the Global Financial Crisis (2007–8), the wave of Occupy protests in 2011, and, more recently, the COVID-19 pandemic (2020–). “For some time now,” as Antonis writes, the utopian goals of “happiness, fulfilment, [and] emancipation... have been out of the question altogether.”It’s hard not to agree with this assessment, given the current chaos of life in the UK. Adam Stock’s roundtable contribution “Funding Utopia: Utopian Studies and the Discourse of Academic Excellence” focuses on the academy’s complicity with the neoliberal financialization of what were previously protected as public goods (education, our health service, transport infrastructure, and so on) over the past three decades. As Adam notes, the rhetoric of “excellence” that has come to dominate all areas of university life—teaching, research, public engagement, and the quantifiable “impact” of university research beyond the academy—is really just another way of using competition to mask the market logic of scarcity. Swingeing cuts to publicly funded research have led to a scarcity of resources in scholarly knowledge production, which is legitimated through the discourse of “excellence” and “prestige.” Only a handful of elite research leaders are granted awards and the value of all research becomes judged by its proximity to this distribution (concentration) of wealth within a small number of institutions. Defending education as a public good has long given way to the desperate, existential struggle for survival at UK universities. Numerous institutions are on the brink of bankruptcy, which was the goal all along for the ideologically driven Office for Students (OfS). Market exit, as they euphemistically term it, proves market efficiency.At my own institution, Birkbeck, University of London, the challenge to utopian thinking is all too violently clear. Birkbeck has a special place in the UK higher education system—a university founded nearly 200 years ago in the Crown and Anchor Tavern on the Strand (it was called the London Mechanics’ Institution back then) to offer education to working-class Londoners that [End Page 555] fitted around their busy working lives. As my colleague Joanna Bourke writes in Birkbeck: 200 Years of Radical Learning for Working People (2022), life expectancy in the poorest parts of London was just twenty-nine years; cholera, typhoid, and typhus were major killers; and illiteracy was widespread. At Birkbeck, we are the only university to teach evening classes and offer the requisite support... (shrink)

Photo ID 279661800 © Sidewaypics|Dreamstime.com ABSTRACT Decolonization is complex, vast, and the subject of an ongoing academic debate. While the many efforts to decolonize or dismantle the vestiges of colonialism that remain are laudable, they can also reinforce what they seek to end. For decolonization to be impactful, it must be done with epistemic and cultural humility, requiring decolonial scholars, project leaders, and well-meaning people to be more sensitive to those impacted by colonization and not regularly included in the (...) discourse. INTRODUCTION Decolonization is complex. To successfully achieve decolonization, projects should incorporate the voices of those subjugated or silenced. Including such voices requires sincerely exploring who has been affected by colonialism or neocolonialism and how, as well as cultural sensitivity. In its basic use, decolonization refers to countries under colonial rule gaining independence or freedom from forms of subjugation. Additionally, scholars use the term to refer to efforts to dismantle neocolonialism and vestiges of colonialism. The process includes de-silencing subjugated voices.[1] I use decolonization in the latter way to refer to countries with technical independence. While arguably colonization ended formally with independence from colonizing powers, neocolonialism is the indirect, informal, and sometimes subtle control of the people, their economy, and political life despite formal independence from colonizing authorities. I conceptualize neocolonialism as a system that involves direct and involuntary control of another’s political, economic, or social life, impacting their worldview and ways of encountering the world. Decolonization may target actions, places, or systems like health care or AI to overcome the ills of colonialism and neocolonialism. It also may target knowledge and require rethinking how people develop their knowledge base. For example, if people grew up seeing an outside colonizer as superior, they would need to change their knowledge of superiority. Decolonization may target power, for example, changing who owns and distributes COVID-19 vaccines and who distributors exclude in the distribution of vaccines. Decolonization could require looking at those disempowered in the distribution process. Additionally, decolonization may target autonomy of persons by freeing people, ensuring human and individual rights, and respecting cultural traditions. Decolonization projects that try to de-silence by including the voices of those affected by colonialism and neocolonialism must examine inclusiveness in the context of the culture of the subrogated individuals. Examples of decolonization projects include making datasets inclusive of diverse peoples and places, returning to traditional food and eating practices, making sure hospitals in developing countries are led by locals and respectful of cultural traditions, returning unethically obtained artefacts or objects. Another project would be laying the groundwork for equality in formerly colonized countries to ensure that business ownership, education, and financial success will flow fairly to those previously victimized by colonization. Summarily, there are many strategies for decolonizing. However, it is worth asking whether the strategies have risks that undermine the goal of decolonization. I. Understanding Decolonization Discourses Many fields, from AI to politics, economics, health care, aviation, and academia, discuss decolonization. The content of the discourse on decolonization depends on the region and field discussing it. Rather than just reporting on decolonization, the discussions may be calls to action. For example, decolonization discourses reflect activism for cognitive justice, such as equal consideration of Indian or African knowledge systems in global health discourses.[2] In politics and political science, some scholars frame decolonization as an anti-western, anti-colonial movement by Africans to emancipate Africa/ns from subjugation or shift the continent to postcolonialism and post-neo-colonialism. This framing walls off non-African participants and may undermine their capacity to benefit the conversation.[3] There are other political scientists who actively support decolonization and see it as a field of activism in support of anyone and countries where colonization harmed people and development.[4] The point is that two ways of conceptualizing decolonization in politics and political science are discernible. One conceptualization is less inclusive since it alienates scholars and professionals from Western, high-income, or developed countries. The other is more inclusive. In humanitarian studies, including philosophy, some decolonization articles and conversations are efforts to end the destructive force of colonization. They focus on either the form, such as ecocide, genocide, and many others, or the geographic location, such as Africa, Asia, Latin America, and Oceania.[5] Finally, the feelings one brings into this conversation can adversely impact how one engages in them and who they listen to or are willing to hear from. For example, anger, rage, bitterness, and hatred are emotions that are not uncommon in spaces of decolonization conversations. Decolonization conversations that originate from a place of negativity risk deepening the psychological state of victimhood and prevent people from disrupting constructively or critically engaging in the conversation.[6] II. Understanding Decolonization Strategies Decolonization strategies mainly aim to de-silence victims of domination or subjugation. People have proposed many strategies for decolonizing. These strategies may be informed by what the target is for decolonization. Decolonization can target power relations in global health. For example, during the COVID-19 pandemic, public health organizations noted the power imbalance in vaccine distribution. Decolonization could involve de-silencing those affected by neocolonialism to bring about a more balanced distribution of power and a more fair distribution of the vaccine. By analyzing who was adversely impacted by the distribution and who ought to wield power, those engaged in decolonizing advocated for positive change and equitable power relations. Equally, when being is the target of decolonization, the language of unlearning or relearning and mental decolonization take centre stage in the decolonization discourse. For example, the quest to decolonize colonized minds aims to demythologize African inferiority and Western superiority. Demythologizing African inferiority enables those engaged in the decolonization discourse to cultivate and foster African agency.[7] Finally, when knowledge production is the target of decolonization, scholars use inclusion and cognitive justice. For example, they try to alter the knowledge that underlies global health ethics.[8] “[D]decolonizing researchers aim to respectfully understand and integrate theory from Other(ed) perspectives, while also critically examining the underlying assumptions that inform their Western research framework.”[9] One common strategy that scholars use in decolonization is inclusion. It is worth asking, does including people who have been subrogated foster decolonization? Whether that is effective depends on whether included people are more heard or whether the strategies to include them create new forms of silencing. III. Inclusion and the Quest to Decolonize Evaluating how effective inclusion is in the quest to de-silence subjugated voices is important. First, inclusive strategies are not neutral. They are epistemically situated. This situatedness constrains meaning-making in different ways: how and what questions are asked, how social roles are constructed, organized or assigned, and who is admitted to the room where these conversations occur.[10] Inclusion strategies may reinforce (unchallenged) assumptions. For example, to address prejudices and stereotypes in global health images, Arsenii Alenichev and his colleagues[11] successfully inverted “one stereotypical global health image” by prompting a generative AI to produce “an image of a traditional Indian or African healer healing a White Child.” Although there were some problems with the image of the White child, this innovation is a significant, useful effort to de-embed or strip global health images of problematic pictures that mythologize White superiority and Black inferiority. Yet it is possible that using categories like traditional Indian or African reinforces unchallenged assumptions, raising key questions regarding how language and words create new stereotypes. It is common to define traditional as non-conventional, unorthodox, and informal. Yet studies continue to reveal that non-scientifically appraised healing approaches in India or Africa are not only effective but also real, meaningful, fundamental, and primary care-seeking behaviours in many communities in these regions.[12] Suppose inclusive strategies are not un-situated. These conversations may be had within the structures, language, and spaces built by or connected to colonialism. The spaces, language, places, and structures in which these conversations occur can limit who can participate and how they participate. Importantly, some conditions are not conducive to participation as equals. The allocated time for the discussion could also constrain how individuals express themselves. It is unclear who is ultimately heard. Furthermore, epistemic situatedness of inclusion can impact decolonization conversations when participants are beneficiaries of, products of, and trained by structures and systems they seek to dismantle. To enhance the decolonization project and its goals, a pressing task is to unveil and question how the circumstances may inhibit activism. If the vestiges of colonialism continue to structure the decolonization discourse invisibly, the vestiges may undermine decolonization. For example, a public health discussion that includes white Western doctors and Western pharmaceutical executives in Africa may have many local Africans at the table but could still effectively devalue their input based on built-in assumptions and biases that are vestiges of colonialism. Second, exclusion and inclusion are also not binary. Individuals may experience exclusion, even while included (the phenomenon called internal exclusion). In other words, inclusion can fail to be substantial or become a means of enhancing optics, “a way of (un)consciously weakening the radical claims being pursued.”[13] For example, in South Africa, many institutions have made significant efforts to diversify their faculties due to the promulgation of the Employment Equity Act 55.[14] The act requires South African institutions to implement employment equity that redresses the history of harmful discrimination in the country. The act further requires transforming departments and institutional administrations. Although many recognize and support the need to transform departments in South Africa, the rhetoric of transformation departs sharply from the lived experiences.[15] This misalignment between the plan and practice is evident in the underrepresentation of black people and females in senior management teams, professorships in many universities and health departments, and positions of power in some South African institutions. Those selected in the transformation of the departments have also complained of being overworked. The burden of extra work undermines their ability to develop agency and voice in the space they now occupy or fulfil key requirements that have implications for their career trajectory.[16] This is called the minority tax. Notably, "the minority tax… is the burden of extra responsibilities [placed] on faculty of colour to achieve diversity and inclusion and contributes to attrition and impedes academic promotion."[17] One challenge for decolonializing projects will be for decolonial scholars and those selected for decolonization objectives to have the humility to decline invitations, requests, roles, and platforms for which they are either unqualified or lack the capacity to fulfil. At its heart, decolonization strategies must empower those included rather than weaken them. Finally, inclusion can lead to a phenomenon known as elite capture.[18] Elite capture occurs when socially advantaged individuals in a group monopolize or exploit activism to their own benefit at the expense of the larger, struggling group. Elite capture weakens decolonization efforts from within, revealing that those likely to benefit from global inclusive efforts are those who fulfil globally constructed standards, those “already present in the room.” There is no better strategy to weaken decolonial movements than weakening the project from within by strategically positioning individuals who share physical properties with the victims of exclusion and silencing but intellectually, behaviourally, psychologically, and emotionally share more common ground with the colonizer. Such insiders may be unaware they are furthering neocolonial conditions rather than decolonizing. In relation to decolonization, particularly in global health, elite capture reveals that those whose voices are loudest in the room are not necessarily those more impacted by colonialism. They may benefit more from reinforcing colonialism. Opportunism weakens meaningful activism from within, preventing good initiatives and strategies from having their intended impact or taking substantive root.[19] This paper cannot do justice to elite capture, but it is worth noting its negative impacts. IV. Improving the Impact of Decolonization To end neo-colonialism, it is important to understand how it manifests and what to do at each level. Beyond the academic discourse, many tangible efforts exist to decolonize through de-silencing. Examples of these efforts include the ME2 movement that seeks to centre the concerns and experiences of sexually abused or harassed victims in the public discourse. At the funding level, many grant-awarding agencies like Wellcome Trust have dedicated huge budgets to studies that help them understand how they may have perpetrated colonialism or neocolonialism and what they can do differently going forward.[20] In South Africa, promulgating the Employment Equity Act 55 was a tangible attempt to entrench decolonization concerns in a country's regulatory framework. Yet, these decolonization efforts could fail to be substantive if they do not reflect cultural sensitivity. Two key components of cultural sensitivity are worth highlighting here: epistemic and cultural humility. Epistemic humility is an intellectual virtue described as knowing one’s limitations and the limitations of the learning methods employed. At its simplest, it is the ability to admit when one is wrong. Cultural humility includes genuine attempts to learn about and embrace other cultures. Epistemic and cultural humility are signs of academic excellence and strength. Epistemic and cultural humility seriously acknowledge how the state of our knowledge, cognitive limitations, experiences, and backgrounds, while constraining us, also invite us to listen, learn, grow, and change. The limitations-owing account of epistemic and cultural humility suggests that “a person who is aware of her cognitive limitations and owns them is much better positioned to achieve such epistemic goods as true beliefs and understanding than someone who… simply has insight into the epistemic status of her beliefs.”[21] Epistemic and cultural humility may help prevent decolonization projects that unintentionally reinforce what they seek to dismantle. Epistemic humility calls on decolonizers to defer tasks for which they are not qualified to suitably qualified persons. Beyond this, humility supports brave scholarship that imagines and reimagines how featuring the same voices, faces, and perspectives possibly introduces new forms of domination or silencing. Cultural knowledge can lead to a more intentional way of seeking out the right people or a more diverse group than those frequently featured in decolonization conversations. This would give others more opportunities to navigate these spaces and should do so in ways that are familiar to them. One ought to be more sensitive to those who would ordinarily not be included in these conversations. Unless we radically and boldly reimagine these discussions, we risk alienating those most negatively impacted by neocolonialism. CONCLUSION Decolonization conversations are complex and the subject of academic debate. The strategies employed to decolonize can harm or help the victims of neo-colonialism. Inclusion of previously silenced individuals may not be enough to overcome the vestiges of colonialism, leading to a false inclusion, where those included feel excluded or contribute in ways reflecting their own biases and circumstances. Inclusion of an elite or people who do not truly represent the subjugated can lead to elite capture. For decolonization strategies to be impactful, for example, in the context of global health, project leaders and participants must engage in conversations employing epistemic and cultural humility. In many ways, epistemic and cultural humility can help us demythologize our assumptions of any cultural superiority or cognitive authority, allowing for diverse voices, cultures, and perspectives to emerge without domination. - [1] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [2] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [3] Anye-Nkwenti Nyamnjoh 2023. Is decolonisation Africanisation? The politics of belonging in the truly African university. Social Dynamics, 1-20. [4] Rianna Oelofsen 2015. Decolonisation of the African mind and intellectual landscape. Phronimon, 16, 130-146. [5] Caesar Atuire & Olivia Rutazibwa. 2021. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization. An African Reading of the Covid-19 Pandemic and the Stakes of Decolonization [Online]. Available from: https://law.yale.edu/yls-today/news/african-reading-covid-19-pandemic-and-stakes-decolonization [Accessed July 29, 2021 2021]. [6] Pedro Alexis Tabensky 2008. The Postcolonial Heart of African Philosophy. South African Journal of Philosophy, 27, 285-295. [7] Nicholas M. Creary 2012. African Intellectuals and Decolonization, Ohio, Ohio University Press. [8] Bridget Pratt & Jantina De Vries 2023. Where is knowledge from the Global South? An account of epistemic justice for a global bioethics. Journal of Medical Ethics, medethics-2022-108291. [9] Vivetha Thambinathan & Elizabeth Anne Kinsella 2021. Decolonizing Methodologies in Qualitative Research: Creating Spaces for Transformative Praxis. International Journal of Qualitative Methods, 20, 16094069211014766. [10] Abimbola Seye 2023. Knowledge from the global South is in the global South. Journal of Medical Ethics, 49, 337. [11] A. Alenichev, P. Kingori & K. P. Grietens 2023. Reflections before the storm: the AI reproduction of biased imagery in global health visuals. Lancet Glob Health. [12] Jonathan K. Burns & Andrew Tomita 2015. Traditional and religious healers in the pathway to care for people with mental disorders in Africa: a systematic review and meta-analysis. Social Psychiatry and Psychiatric Epidemiology, 50, 867-877. [13] Anye-Nkwenti Nyamnjoh & Cornelius Ewuoso 2023. What type of inclusion does epistemic injustice require? Journal of Medical Ethics, jme-2023-109091. [14] 1998. Employment Equity Act. In: GOVERNMENT, S. A. (ed.) 19370. [15] Dina Zoe Belluigi & Gladman Thondhlana 2019. ‘Why mouth all the pieties?’ Black and women academics’ revelations about discourses of ‘transformation’ at an historically white South African university. Higher Education, 78, 947-963. [16] Juliet Ramohai & Khomotso Marumo 2016. Women in Senior Positions in South African Higher Education: A Reflection on Voice and Agency. 231, 135-157. [17] J. Trejo 2020. The burden of service for faculty of color to achieve diversity and inclusion: the minority tax. Mol Biol Cell, 31, 2752-2754. [18] Olufemi Taiwo 2020. Being-in-the-Room Privilege: Elite Capture and Epistemic Deference. The Philosopher, 108, 7. [19] Margarita Kurbatova & Elena Kagan 2016. Opportunism of University Lecturers As a Way to Adaptate the External Control Activities Strengthening. Journal of Institutional Studies, 8, 116-136. [20] Jeremy Farrar. 2022. An update on Wellcome's anti-racist programme. An update on Wellcome's anti-racist programme [Online]. Available from: https://wellcome.org/news/update-wellcomes-anti-racism-programme [Accessed August 10, 2022 2022]. [21] Katherine Dormandy 2018. Does Epistemic Humility Threaten Religious Beliefs? Journal of Psychology and Theology, 46, 292-304. (shrink)

This opinion paper takes aim at an error made recently by Clarivate Analytics in which it sent out an email that congratulated academics for becoming exclusive members of academia’s most cited elite, the Highly Cited Researchers. However, that email was sent out to an undisclosed number of non-HCRs, who were offered an apology shortly after, through a bulk mail, which tried to down-play the importance of the error, all the while praising the true HCRs. When Clarivate Analytics senior management was (...) contacted, the company declined to offer an indication of the number of academics who had been contacted and erroneously awarded the HCR status. We believe that this regrettable blunder, together with the opacity offered by the company, fortify the corporate attitude about the value of the journal impact factor, and what it represents, namely a marketing tool that is falsely used to equate citations with quality, worth, or influence. The continued commercialization of metrics such as the JIF is at the heart of their use to assess the “quality” of a researcher, their work, or a journal, and contributes to a great extent to driving scientific activities towards a futile endeavor. (shrink)

The gradual crowding out of singleton and small team science by large team endeavors is challenging key features of research culture. It is therefore important for the future of scientific practice to reflect upon the individual scientist’s ethical responsibilities within teams. To facilitate this reflection we show labor force trends in the US revealing a skewed growth in academic ranks and increased levels of competition for promotion within the system; we analyze teaming trends across disciplines and national borders demonstrating (...) why it is becoming difficult to distribute credit and to avoid conflicts of interest; and we use more than a century of Nobel prize data to show how science is outgrowing its old institutions of singleton awards. Of particular concern within the large team environment is the weakening of the mentor–mentee relation, which undermines the cultivation of virtue ethics across scientific generations. These trends and emerging organizational complexities call for a universal set of behavioral norms that transcend team heterogeneity and hierarchy. To this end, our expository analysis provides a survey of ethical issues in team settings to inform science ethics education and science policy. (shrink)

Research confidentiality in Britain is under attack. Indeed, in some quarters the ‘Law of the Land’ doctrine that absolutely subjugates research ethics to law is already a fait accompli. To illustrate the academic freedom issues at stake, the article discusses: the Cambridge Psychology Research Ethics Committee’s ban of interview questions about a research participant’s involvement in criminal acts; the awarding of damages against Exeter University when it reneged on its agreement to uphold a doctoral student’s guarantee of ‘absolute confidentiality’ (...) in his research on assisted suicide; and the controversy around the UK government’s attempt to obtain confidential records from the Belfast Project − an oral history of paramilitaries involved in the Troubles in Northern Ireland. The article urges British researchers to practice – or, at least, defend the academic freedom of their colleagues to practice – the ‘ethics-first’ doctrine of strict confidentiality that several North American disciplinary associations encourage. (shrink)

Thomas S. Kuhn's singular voice was stilled by cancer on June 17, 1996, some 49 years after his initial encounters with past science had drawn him into a career in the history and philosophy of science. One of the most widely-read and influential academics of the 20th century, Kuhn was educated at Harvard University, where he received an S.B. in Physics in 1943 and a Ph.D. in the subject in 1949. He remained there until 1956, first as a Junior Fellow (...) in the Society of Fellows from 1948 to 1951, when he in effect retrained himself as a historian of science, and then as an Assistant Professor of General Education and History of Science. He joined the faculty of the University of California, Berkeley, in 1956, becoming Professor of History of Science in 1961. From 1964 to 1979 he was on the faculty of the History of Science Program of Princeton University, and from 1972 to 1979 also a member of the Institute for Advanced Study. He moved to the Department of Linguistics and Philosophy of Massachusetts Institute of Technology in 1979, where he became Professor Emeritus in 1991. He was President of the History of Science Society in 1968—70 and of the Philosophy of Science Association in 1988–90. He received the George Sarton Medal of the History of Science Society in 1982 and the John Desmond Bernal Award of the Society for the Social Studies of Science in 1983. (shrink)