Engineers encounter difficult ethical problems in their practice and in research. In many ways, these problems are like design problems: they are complex, often ill-defined; resolving them involves an iterative process of analysis and synthesis; and there can be more than one acceptable solution. This book offers a real-world, problem-centered approach to engineering ethics, using a rich collection of open-ended scenarios and case studies to develop skill in recognizing and addressing ethical issues.

In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses. The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by those (...) who must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives. Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation. (shrink)

This paper examines the way in which causal relations are understood in the dominant model in contemporary medicine. It argues that the causal relation is not definable in terms of the condition relation, but that in general for conditions of an occurrence to be among its causes they must answer instrumental interests in a certain way, and there are further criteria for distinguishing 'the' cause of a disease (i.e., its etiological agent) from other causal factors, which are based upon instrumental (...) interests peculiar to medicine. It also argues that diseases are complex processes of which both clinical and underlying patho-physiological manifestations are proper parts (as contrasted with effects). (shrink)

Solving actual moral problems is not simply a matter of choosing the “best” of several possible responses. It is also a matter of devising possible responses. Design practice in engineering affords important lessons about addressing practical problems.

It is argued that the common definition of diagnosis as the determination of the nature of a disease is misleading. Many diagnoses are not the names of disease entities. This finding reflects the integral relation of the diagnostic task to the rest of clinical reasoning. Diagnosis has no separate goal of its own, in particular it does not have the goal of determining the nature of a disease. Instead, diagnosis contributes to the general goals of clinical medicine. Any attempt to (...) model diagnostic reasoning abstracted from the rest of clinical reasoning will yield an inadequate representation of diagnosis. Such a distortion of medical reasoning will blind us to whatever implications an adequate epistemology of medicine may have for an understanding of the relation between theoretical and practical knowledge in other contexts. (shrink)

It is claimed that medicine is concerned with the prevention and treatment of certain types of psychophysiological processes and states which frequently compromise health, namely with disease, injuries, and (occasionally) impairments, rather than with health. It is argued that the normative component in the concepts, disease, injury and impairment, consists in each being a type of process or state which people wish to be able to prevent or effectively treat, because it interferes with the capacity to do something that people (...) commonly want to be able to do, without also being necessary for such a capacity. One advantage of viewing the normative component as consisting in the judgment that it is desirable to collectively possess the means to control certain types of processes and states, is that it renders non-paradoxical the fact that it may not be in anyone's interest to prevent or treat a given case of disease, injury, or impairment. (shrink)

Health defined as the psychophysiological capacity to act or respond appropriately in a wide variety of situations, is enhanced by many means other than preventing and treating disease and injury. Therefore no choice of a particular medical intervention is likely to maximize health for all people with (or at risk for) a given disease. As a result, if medical practitioners are to be fully competent in the sense of knowing not only how to perform procedures but when and when not (...) to do so, they must be able to support patients (and those who know and care about them) in weighing all of the many factors which bear upon the decision as to which, if any, medical interventions are likely to improve the person''s health. (shrink)

Certain attributes are particularly desirable for public educational websites, and websites for ethics education in particular. Among the most important of these attributes is wide accessibility through adherence to the World Wide Web Consortium (W3C) standards for HTML code. Adherence to this standard produces webpages that can be rendered by a full range of web browsers, including Braille and speech browsers. Although almost no academic websites, including ethics websites, and even fewer commercial websites are accessible by W3C standards, as illustrated (...) by the Online Ethics Center for Engineering and Science 〈http://onlineethics.org〉, even websites created on limited budgets and with an undergraduate student staff can fulfill these standards. Other desirable attributes, such as provision of annotation for all links and the use of annotated links to give the user alternate ways of ordering and organizing content, are important for making full use of the educational possibilities of hypermedia for websites. (shrink)

It is argued there are features which distinguish causal conditions from necessary or sufficient conditions in general; that causal conditions are those which serve our instrumental interests, i.e., interests in producing or preventing states of affairs. It is further argued that the context of our instrumental interests determines what causal condition is designated as "the cause" in scientific contexts. It is argued that this is true of the health sciences in particular and the particular instrumental interests characteristic of the health (...) sciences are further shown to govern the choice of what causal condition of a disease is accorded the status of etiologic agent. (shrink)

In this paper I outline an “agent-centered” approach to learning ethics. The approach is “agent-centered” in that its central aim is to prepare students toact wisely and responsibly when faced with moral problems. The methods characteristic of this approach are suitable for integrating material on professional and research ethics into technical courses, as well as for free-standing ethics courses.The analogy I draw between ethical problems and design problems clarifies the character of ethical problems as they are experienced by those who (...) must respond to them. It exposes the mistake, common in ethics teaching, of misrepresenting moral problems as multiple-choice problems, especially in the form of ‘dilemmas’, that is, a forced choice between two unacceptable alternatives. Furthermore, I clarify the importance for responsible practice of recognizing any ambiguity in the problem situation.To foster in students the skills they need, teaching examples should preserve the open-ended, multiply-constrained, and ambiguous character of problem situations as experienced by the agent. I give guidelines for constructing open-ended scenarios that present moral problems much as an agent would experience them — guidelines which strongly influenced the construction of ‘cases’ in the latest edition of “On Being a Scientist” — and I discuss how to present historical cases and cases from the instructor’s own experience to best foster agent-centered learning. (shrink)

It is often assumed that concepts from the formal sciences, such as mathematics and logic, have to be treated differently from concepts from non-formal sciences. This is especially relevant in cases of concept defectiveness, as in the empirical sciences defectiveness is an essential component of lager disruptive or transformative processes such as concept change or concept fragmentation. However, it is still unclear what role defectiveness plays for concepts in the formal sciences. On the one hand, a common view sees formal (...) concepts to be protected against defects because of their precise and stable nature. On the other, studies going back as far as Lakatos (1963) showcase the changeability of such concepts. -/- In this paper, I will investigate if and how defectiveness based on the occurrence of inconsistencies can appear with formal concepts. To make the case as strong as possible, I employ a strict notion of formal concept that assumes the concept to have a fixed and definite extension. I will show that there are indeed certain types of defectiveness that cannot occur with such concepts; but that there are other types of defectiveness that do occur. This means that while formal concepts have to be treated differently than non-formal concepts, questions about defectiveness---as raised in the conceptual engineering debate and philosophy of science---can still be applied to them. I will highlight this point by showing how formal sciences have special strategies available to them that allow them to resolve defectiveness of their concepts in a flexible and informative manner. (shrink)

Introduction : anthropological conversations across disciplines -- The presence of the past in culture : anthropology and history -- Space, place and culture : anthropology and geography -- Writing culture : anthropology and literature -- The science in culture : anthropology and biology -- The individual and culture : anthropology and psychology -- Culture and population : anthropology and demography.

If, as many suppose, pornography changes people, a question arises as to how.1 One answer to this question offers a grand and noble vision. Inspired by the idea that pornography is speech, and inspired by a certain liberal ideal about the point of speech in political life, some theorists say that pornography contributes to that liberal ideal: pornography, even at its most violent and misogynistic, and even at its most harmful, is political speech that aims to express certain views about (...) the good life, 2aims to persuade its consumers of a certain political point of view—and to some extent succeeds in persuading them. Ronald Dworkin suggests that the pornographer contributes to the ‘moral environment, by expressing his political or social convictions or tastes or prejudices informally’, that pornography ‘seeks to deliver’ a ‘message’ , that it reflects the ‘opinion’ that ‘women are submissive, or enjoy being dominated, or should be treated as if they did’, that it is comparable to speech ‘advocating that women occupy inferior roles’.3 Pornography on this view is political speech that aims to persuade its listeners of the truth of certain ideas about women, and of course ‘the government must leave to the people the evaluation of ideas’.4 Another answer offers a vision that is not grand and noble, but thoroughly reductive. Pornography is not politically persuasive speech, but speech that works by a process of psychological conditioning. This view seems common enough in the social science literature. Consider, for example, this description of an early experiment, from a time that pre-dates contemporary political debate. (shrink)

We survey recent developments in the theory of class forcing for- malized in the second-order set-theoretic setting.

Climate change and decarbonization raise complex justice questions that researchers and policymakers must address. The distributions of greenhouse gas emissions rights and mitigation efforts have dominated justice discourses within scenario research, an integrative element of the IPCC. However, the space of justice considerations is much larger. At present, there is no consistent approach to comprehensively incorporate and examine justice considerations. Here we propose a conceptual framework grounded in philosophical theory for this purpose. We apply this framework to climate mitigation scenarios (...) literature as proof of concept, enabling a more holistic and multidimensional investigation of justice. We identify areas of future research, including new metrics of service provisioning essential for human well-being. [Can be freely read by clicking the ReadCube link below.]. (shrink)

Up Against Foucault offers both a feminist critique of Foucauldian theories as well as an attempt to reconcile these seemingly irreconcilable perspectives. Feminists are often "up against Foucault" because he questions key conclusions in feminism regarding the nature of gender relations, and men's possession of power. This book, however, fills the gap in literature about Foucault by showing how his theories of sexuality and power relations are often applicable to the everyday realities of women's lives. Drawing upon their diverse backgrounds (...) in social theory and philosophy, the contributors discuss the ways in which Foucault provokes feminists into questioning their grasp of power relations, and examines the implications of his decision to overlook categories of gender in his discussion of sexuality and power relations. They also show that in spite of his lack of interest in gender, Foucault's ways of understanding the control of women and female sexuality ultimately have much to offer feminism. (shrink)

Since Freud, psychoanalysis has always concerned itself with questions of art, creativity, politics, and war. This collection of essays from leading writers on psychoanalysis explores questions of culture through a close dialogue between psychoanalytic clinical and academic traditions. Culture and the Unconscious is a major contribution to these debates. With accessible introductions to its central themes, the book opens up conversations between the spheres of art, academia and psychoanalysis, revealing points of commonality and divergence.

An exploration of the roles of metamorphosis and hybridity in the establishment of personal identity, with particular emphasis on the twelfth and thirteenth centuries.

Inspired by Voltaire's advice that a text needs to be concise to have real influence, this anthology contains fiery extracts by forty eighteenth-century authors, from the most famous philosophers of the age to those whose brilliant writings are less well-known. These passages are immensely diverse in style and topic, but all have in common a passionate commitment to equality, freedom, and tolerance. Each text resonates powerfully with the issues our world faces today. Tolerance was first published by the Société française (...) d'étude du dix-huitième siècle (the French Society for Eighteenth-Century Studies) in the wake of the Charlie Hebdo assassinations in January 2015 as an act of solidarity and as a response to the surge of interest in Enlightenment values. With the support of the British Society for Eighteenth-Century Studies, it has now been translated by over 100 students and tutors of French at Oxford University."--Publisher's website. (shrink)