BackgroundResearch misconduct and questionable research practices have been the subject of increasing attention in the past few years. But despite the rich body of research available, few empirical works also include the perspectives of non-researcher stakeholders.MethodsWe conducted semi-structured interviews and focus groups with policy makers, funders, institution leaders, editors or publishers, research integrity office members, research integrity community members, laboratory technicians, researchers, research students, and former-researchers who changed career to inquire on the topics of success, integrity, and responsibilities in science. (...) We used the Flemish biomedical landscape as a baseline to be able to grasp the views of interacting and complementary actors in a system setting.ResultsGiven the breadth of our results, we divided our findings in a two-paper series with the current paper focusing on the problems that affect the integrity and research culture. We first found that different actors have different perspectives on the problems that affect the integrity and culture of research. Problems were either linked to personalities and attitudes, or to the climates in which researchers operate. Elements that were described as essential for success were often thought to accentuate the problems of research climates by disrupting research culture and research integrity. Even though all participants agreed that current research climates need to be addressed, participants generally did not feel responsible nor capable of initiating change. Instead, respondents revealed a circle of blame and mistrust between actor groups.ConclusionsOur findings resonate with recent debates, and extrapolate a few action points which might help advance the discussion. First, the research integrity debate must revisit and tackle the way in which researchers are assessed. Second, approaches to promote better science need to address the impact that research climates have on research integrity and research culture rather than to capitalize on individual researchers’ compliance. Finally, inter-actor dialogues and shared decision making must be given priority to ensure that the perspectives of the full research system are captured. Understanding the relations and interdependency between these perspectives is key to be able to address the problems of science.Study registrationhttps://osf.io/33v3m. (shrink)

The academic journal publishing model is deeply unethical: today, a few major, for-profit conglomerates control more than 50 of all articles in the natural sciences and social sciences, driving subscription and open-access publishing fees above levels that can be sustainably maintained by publicly funded universities, libraries, and research institutions worldwide. About a third of the costs paid for publishing papers is profit for these dominant publishers' shareholders, and about half of them covers costs to keep the system running, including lobbying, (...) marketing fees, and paywalls. The paywalls in turn restrict access of scientific outputs, preventing them from being freely shared with the public and other researchers. Thus, money that the public is told goes into science is actually being funneled away from it, or used to limit access to it. Alternatives to this model exist and have increased in popularity in recent years, including diamond open-access journals and community-driven recommendation models. These are free of charge for authors and minimize costs for institutions and agencies, while making peer-reviewed scientific results publicly accessible. However, for-profit publishing agents have made change difficult, by co-opting open-access schemes and creating journal-driven incentives that prevent an effective collective transition away from profiteering. Here, we give a brief overview of the current state of the academic publishing system, including its most important systemic problems. We then describe alternative systems. We explain the reasons why the move toward them can be perceived as costly to individual researchers, and we demystify common roadblocks to change. Finally, in view of the above, we provide a set of guidelines and recommendations that academics at all levels can implement, in order to enable a more rapid and effective transition toward ethical publishing. (shrink)

The progression of research and scholarly inquiry does not occur in isolation and is wholly dependent on accurate reporting of methods and results, and successful replication of prior work. Without mechanisms to correct the literature, much time and money is wasted on research based on a crumbling foundation. These guidelines serve to outline the respective responsibilities of researchers, institutions, agencies, and publishers or editors in maintaining the integrity of the research record. Delineating these complementary roles and proposing solutions for common (...) barriers provide a foundation for best practices. (shrink)

To foster research integrity (RI), research institutions should develop a continuous RI education approach, addressing various target groups. To support institutions to achieve this, we developed RI education guidelines together with RI experts and research administrators, exploring similarities and differences in recommendations across target groups, as well as recommendations about RI education using approaches other than formal RI training. We used an iterative co-creative process. We conducted four half-day online co-creation workshops with 16 participants in total, which were informed by (...) the RI education evidence-base. In the first two workshops, participants generated ideas for guidelines’ content, focusing on different target groups and various approaches to RI education. Based on this content we developed first drafts of the guidelines. Participants in the third and fourth workshop refined those drafts. We next organized a working group which further prioritized, reorganized, and optimized the content of the guidelines. We developed four guidelines on RI education focusing on (a) bachelor, master and PhD students; (b) post-doctorate and senior researchers; (c) other RI stakeholders; as well as (d) continuous RI education. Across guidelines, we recommend mandatory RI training; follow-up refresher training; informal discussions about RI; appropriate rewards and incentives for active participation in RI education; and evaluation of RI educational events. Our work provides experience-based co-created guidance to research institutions on what to consider when developing a successful RI education strategy. Each guideline is offered as a distinct, publicly available tool in our toolbox (www.sops4ri.eu/toolbox) which institutions can access, adapt and implement to meet their institution-specific RI education needs.Trial registrationhttps://osf.io/zej5b. (shrink)

Table of contentsI1 Proceedings of the 4th World Conference on Research IntegrityConcurrent Sessions:1. Countries' systems and policies to foster research integrityCS01.1 Second time around: Implementing and embedding a review of responsible conduct of research policy and practice in an Australian research-intensive universitySusan Patricia O'BrienCS01.2 Measures to promote research integrity in a university: the case of an Asian universityDanny Chan, Frederick Leung2. Examples of research integrity education programmes in different countriesCS02.1 Development of a state-run “cyber education program of research ethics” in (...) KoreaEun Jung Ko, Jin Sun Kwak, TaeHwan Gwon, Ji Min Lee, Min-Ho LeeCS02.3 Responsible conduct of research teachers’ training courses in Germany: keeping on drilling through hard boards for more RCR teachersHelga Nolte, Michael Gommel, Gerlinde Sponholz3. The research environment and policies to encourage research integrityCS03.1 Challenges and best practices in research integrity: bridging the gap between policy and practiceYordanka Krastev, Yamini Sandiran, Julia Connell, Nicky SolomonCS03.2 The Slovenian initiative for better research: from national activities to global reflectionsUrsa Opara Krasovec, Renata SribarCS03.3 Organizational climate assessments to support research integrity: background of the Survey of Organizational Research Climate and the experience with its use at Michigan State UniversityBrian C. Martinson, Carol R. Thrush, C.K. Gunsalus4. Expressions of concern and retractionsCS04.1 Proposed guidelines for retraction notices and their disseminationIvan Oransky, Adam MarcusCS04.2 Watching retractions: analysis of process and practice, with data from the Wiley retraction archivesChris Graf, Verity Warne, Edward Wates, Sue JoshuaCS04.3 An exploratory content analysis of Expressions of ConcernMiguel RoigCS04.4 An ethics researcher in the retraction processMichael Mumford5. Funders' role in fostering research integrityCS05.1 The Fonds de Recherche du Québec’s institutional rules on the responsible conduct of research: introspection in the funding agency activitiesMylène Deschênes, Catherine Olivier, Raphaëlle Dupras-LeducCS05.2 U.S. Public Health Service funds in an international setting: research integrity and complianceZoë Hammatt, Raju Tamot, Robin Parker, Cynthia Ricard, Loc Nguyen-Khoa, Sandra TitusCS05.3 Analyzing decision making of funders of public research as a case of information asymmetryKarsten Klint JensenCS05.4 Research integrity management: Empirical investigation of academia versus industrySimon Godecharle, Ben Nemery, Kris Dierickx5A: Education: For whom, how, and what?CS05A.1 Research integrity or responsible conduct of research? What do we aim for?Mickey Gjerris, Maud Marion Laird Eriksen, Jeppe Berggren HoejCS05A.2 Teaching and learning about RCR at the same time: a report on Epigeum’s RCR poll questions and other assessment activitiesNicholas H. SteneckCS05A.4 Minding the gap in research ethics education: strategies to assess and improve research competencies in community health workers/promoteresCamille Nebeker, Michael Kalichman, Elizabeth Mejia Booen, Blanca Azucena Pacheco, Rebeca Espinosa Giacinto, Sheila Castaneda6. Country examples of research reward systems and integrityCS06.1 Improving systems to promote responsible research in the Chinese Academy of SciencesDing Li, Qiong Chen, Guoli Zhu, Zhonghe SunCS06.4 Exploring the perception of research integrity amongst public health researchers in IndiaParthasarathi Ganguly, Barna Ganguly7. Education and guidance on research integrity: country differencesCS07.1 From integrity to unity: how research integrity guidance differs across universities in Europe.Noémie Aubert Bonn, Kris Dierickx, Simon GodecharleCS07.2 Can education and training develop research integrity? The spirit of the UNESCO 1974 recommendation and its updatingDaniele Bourcier, Jacques Bordé, Michèle LeducCS07.3 The education and implementation mechanisms of research ethics in Taiwan's higher education: an experience in Chinese web-based curriculum development for responsible conduct of researchChien Chou, Sophia Jui-An PanCS07.4 Educating principal investigators in Swiss research institutions: present and future perspectivesLouis Xaver Tiefenauer8. Measuring and rewarding research productivityCS08.1 Altimpact: how research integrity underpins research impactDaniel Barr, Paul TaylorCS08.2 Publication incentives: just reward or misdirection of funds?Lyn Margaret HornCS08.3 Why Socrates never charged a fee: factors contributing to challenges for research integrity and publication ethicsDeborah Poff9. Plagiarism and falsification: Behaviour and detectionCS09.1 Personality traits predict attitude towards plagiarism of self and others in biomedicine: plagiarism, yes we can?Martina Mavrinac, Gordana Brumini, Mladen PetrovečkiCS09.2 Investigating the concept of and attitudes toward plagiarism for science teachers in Brazil: any challenges for research integrity and policy?Christiane Coelho Santos, Sonia VasconcelosCS09.3 What have we learnt?: The CrossCheck Service from CrossRefRachael LammeyCS09.4 High p-values as a sign of data fabrication/falsificationChris Hartgerink, Marcel van Assen, Jelte Wicherts10. Codes for research integrity and collaborationsCS10.1 Research integrity in cross-border cooperation: a Nordic exampleHanne Silje HaugeCS10.3 Research integrity, research misconduct, and the National Science Foundation's requirement for the responsible conduct of researchAaron MankaCS10.4 A code of conduct for international scientific cooperation: human rights and research integrity in scientific collaborations with international academic and industry partnersRaffael Iturrizaga11. Countries' efforts to establish mentoring and networksCS11.1 ENRIO : a network facilitating common approaches on research integrity in EuropeNicole FoegerCS11.2 Helping junior investigators develop in a resource-limited country: a mentoring program in PeruA. Roxana Lescano, Claudio Lanata, Gissella Vasquez, Leguia Mariana, Marita Silva, Mathew Kasper, Claudia Montero, Daniel Bausch, Andres G LescanoCS11.3 Netherlands Research Integrity Network: the first six monthsFenneke Blom, Lex BouterCS11.4 A South African framework for research ethics and integrity for researchers, postgraduate students, research managers and administratorsLaetus OK Lategan12. Training and education in research integrity at an early career stageCS12.1 Research integrity in curricula for medical studentsGustavo Fitas ManaiaCS12.2 Team-based learning for training in the responsible conduct of research supports ethical decision-makingWayne T. McCormack, William L. Allen, Shane Connelly, Joshua Crites, Jeffrey Engler, Victoria Freedman, Cynthia W. Garvan, Paul Haidet, Joel Hockensmith, William McElroy, Erik Sander, Rebecca Volpe, Michael F. VerderameCS12.4 Research integrity and career prospects of junior researchersSnezana Krstic13. Systems and research environments in institutionsCS13.1 Implementing systems in research institutions to improve quality and reduce riskLouise HandyCS13.2 Creating an institutional environment that supports research integrityDebra Schaller-DemersCS13.3 Ethics and Integrity Development Grants: a mechanism to foster cultures of ethics and integrityPaul Taylor, Daniel BarrCS13.4 A culture of integrity at KU LeuvenInge Lerouge, Gerard Cielen, Liliane Schoofs14. Peer review and its role in research integrityCS14.1 Peer review research across disciplines: transdomain action in the European Cooperation in Science and Technology “New Frontiers of Peer Review ”Ana Marusic, Flaminio SquazzoniCS14.2 Using blinding to reduce bias in peer reviewDavid VauxCS14.3 How to intensify the role of reviewers to promote research integrityKhalid Al-Wazzan, Ibrahim AlorainyCS14.4 Credit where credit’s due: professionalizing and rewarding the role of peer reviewerChris Graf, Verity Warne15. Research ethics and oversight for research integrity: Does it work?CS15.1 The psychology of decision-making in research ethics governance structures: a theory of bounded rationalityNolan O'Brien, Suzanne Guerin, Philip DoddCS15.2 Investigator irregularities: iniquity, ignorance or incompetence?Frank Wells, Catherine BlewettCS15.3 Academic plagiarismFredric M. Litto16. Research integrity in EuropeCS16.1 Whose responsibility is it anyway?: A comparative analysis of core concepts and practice at European research-intensive universities to identify and develop good practices in research integrityItziar De Lecuona, Erika Löfstrom, Katrien MaesCS16.2 Research integrity guidance in European research universitiesKris Dierickx, Noémie Bonn, Simon GodecharleCS16.3 Research Integrity: processes and initiatives in Science Europe member organisationsTony Peatfield, Olivier Boehme, Science Europe Working Group on Research IntegrityCS16.4 Promoting research integrity in Italy: the experience of the Research Ethics and Bioethics Advisory Committee of the Consiglio Nazionale delle Ricerche Cinzia Caporale, Daniele Fanelli17. Training programs for research integrity at different levels of experience and seniorityCS17.1 Meaningful ways to incorporate research integrity and the responsible conduct of research into undergraduate, graduate, postdoctoral and faculty training programsJohn Carfora, Eric Strauss, William LynnCS17.2 "Recognize, respond, champion": Developing a one-day interactive workshop to increase confidence in research integrity issuesDieter De Bruyn, Bracke Nele, Katrien De Gelder, Stefanie Van der BurghtCS17.4 “Train the trainer” on cultural challenges imposed by international research integrity conversations: lessons from a projectJosé Roberto Lapa e Silva, Sonia M. R. Vasconcelos18. Research and societal responsibilityCS18.1 Promoting the societal responsibility of research as an integral part of research integrityHelene IngierdCS18.2 Social responsibility as an ethical imperative for scientists: research, education and service to societyMark FrankelCS18.3 The intertwined nature of social responsibility and hope in scienceDaniel Vasgird, Stephanie BirdCS18.4 Common barriers that impede our ability to create a culture of trustworthiness in the research communityMark Yarborough19. Publication ethicsCS19.1 The authors' forum: A proposed tool to improve practices of journal editors and promote a responsible research environmentIbrahim Alorainy, Khalid Al-WazzanCS19.2 Quantifying research integrity and its impact with text analyticsHarold GarnerCS19.3 A closer look at authorship and publication ethics of multi- and interdisciplinary teamsLisa Campo-Engelstein, Zubin Master, Elise Smith, David Resnik, Bryn Williams-JonesCS19.4 Invisibility of duplicate publications in biomedicineMario Malicki, Ana Utrobicic, Ana Marusic20. The causes of bad and wasteful research: What can we do?CS20.1 From countries to individuals: unravelling the causes of bias and misconduct with multilevel meta-meta-analysisDaniele Fanelli, John PA IoannidisCS20.2 Reducing research waste by integrating systems of oversight and regulationGerben ter Riet, Tom Walley, Lex Marius BouterCS20.3 What are the determinants of selective reporting?: The example of palliative care for non-cancer conditionsJenny van der Steen, Lex BouterCS20.4 Perceptions of plagiarism, self-plagiarism and redundancy in research: preliminary results from a national survey of Brazilian PhDsSonia Vasconcelos, Martha Sorenson, Francisco Prosdocimi, Hatisaburo Masuda, Edson Watanabe, José Carlos Pinto, Marisa Palácios, José Lapa e Silva, Jacqueline Leta, Adalberto Vieyra, André Pinto, Mauricio Sant’Ana, Rosemary Shinkai21. Are there country-specific elements of misconduct?CS21.1 The battle with plagiarism in Russian science: latest developmentsBoris YudinCS21.2 Researchers between ethics and misconduct: A French survey on social representations of misconduct and ethical standards within the scientific communityEtienne Vergès, Anne-Sophie Brun-Wauthier, Géraldine VialCS21.3 Experience from different ways of dealing with research misconduct and promoting research integrity in some Nordic countriesTorkild VintherCS21.4 Are there specifics in German research misconduct and the ways to cope with it?Volker Bähr, Charité22. Research integrity teaching programmes and their challengesCS22.1 Faculty mentors and research integrityMichael Kalichman, Dena PlemmonsCS22.2 Training the next generation of scientists to use principles of research quality assurance to improve data integrity and reliabilityRebecca Lynn Davies, Katrina LaubeCS22.3 Fostering research integrity in a culturally-diverse environmentCynthia Scheopner, John GallandCS22.4 Towards a standard retraction formHervé Maisonneuve, Evelyne Decullier23. Commercial research and integrityCS23.1 The will to commercialize: matters of concern in the cultural economy of return-on-investment researchBrian NobleCS23.2 Quality in drug discovery data reporting: a mission impossible?Anja Gilis, David J. Gallacher, Tom Lavrijssen, Malwitz David, Malini Dasgupta, Hans MolsCS23.3 Instituting a research integrity policy in the context of semi-private-sector funding: an example in the field of occupational health and safetyPaul-Emile Boileau24. The interface of publication ethics and institutional policiesCS24.1 The open access ethical paradox in an open government effortTony SavardCS24.2 How journals and institutions can work together to promote responsible conductEric MahCS24.3 Improving cooperation between journals and research institutions in research integrity casesElizabeth Wager, Sabine Kleinert25. Reproducibility of research and retractionsCS25.1 Promoting transparency in publications to reduce irreproducibilityVeronique Kiermer, Andrew Hufton, Melanie ClyneCS25.2 Retraction notices issued for publications by Latin American authors: what lessons can we learn?Sonia Vasconcelos, Renan Moritz Almeida, Aldo Fontes-Pereira, Fernanda Catelani, Karina RochaCS25.3 A preliminary report of the findings from the Reproducibility Project: Cancer biologyElizabeth Iorns, William Gunn26. Research integrity and specific country initiativesCS26.1 Promoting research integrity at CNRS, FranceMichèle Leduc, Lucienne LetellierCS26.2 In pursuit of compliance: is the tail wagging the dog?Cornelia MalherbeCS26.3 Newly established research integrity policies and practices: oversight systems of Japanese research universitiesTakehito Kamata27. Responsible conduct of research and country guidelinesCS27.1 Incentives or guidelines? Promoting responsible research communication through economic incentives or ethical guidelines?Vidar EnebakkCS27.3 Responsible conduct of research: a view from CanadaLynn PenrodCS27.4 The Danish Code of Conduct for Research Integrity: a national initiative to promote research integrity in DenmarkThomas Nørgaard, Charlotte Elverdam28. Behaviour, trust and honestyCS28.1 The reasons behind non-ethical behaviour in academiaYves FassinCS28.2 The psychological profile of the dishonest scholarCynthia FekkenCS28.3 Considering the implications of Dan Ariely’s keynote speech at the 3rd World Conference on Research Integrity in MontréalJamal Adam, Melissa S. AndersonCS28.4 Two large surveys on psychologists’ views on peer review and replicationJelte WichertsBrett Buttliere29. Reporting and publication bias and how to overcome itCS29.1 Data sharing: Experience at two open-access general medical journalsTrish GrovesCS29.2 Overcoming publication bias and selective reporting: completing the published recordDaniel ShanahanCS29.3 The EQUATOR Network: promoting responsible reporting of health research studiesIveta Simera, Shona Kirtley, Eleana Villanueva, Caroline Struthers, Angela MacCarthy, Douglas Altman30. The research environment and its implications for integrityCS30.1 Ranking of scientists: the Russian experienceElena GrebenshchikovaCS30.4 From cradle to grave: research integrity, research misconduct and cultural shiftsBronwyn Greene, Ted RohrPARTNER SYMPOSIAPartner Symposium AOrganized by EQUATOR Network, Enhancing the Quality and Transparency of Health ResearchP1 Can we trust the medical research literature?: Poor reporting and its consequencesIveta SimeraP2 What can BioMed Central do to improve published research?Daniel Shanahan, Stephanie HarrimanP3 What can a "traditional" journal do to improve published research?Trish GrovesP4 Promoting good reporting practice for reliable and usable research papers: EQUATOR Network, reporting guidelines and other initiativesCaroline StruthersPartner Symposium COrganized by ENRIO, the European Network of Research Integrity OfficersP5 Transparency and independence in research integrity investigations in EuropeKrista Varantola, Helga Nolte, Ursa Opara, Torkild Vinther, Elizabeth Wager, Thomas NørgaardPartner Symposium DOrganized by IEEE, the Institute of Electrical and Electronics EngineersRe-educating our author community: IEEE's approach to bibliometric manipulation, plagiarism, and other inappropriate practicesP6 Dealing with plagiarism in the connected world: An Institute of Electrical and Electronics Engineers perspectiveJon RokneP7 Should evaluation of raises, promotion, and research proposals be tied to bibliometric indictors? What the Institute of Electrical and Electronics Engineers is doing to answer this questionGianluca SettiP8 Recommended practices to ensure conference content qualityGordon MacPhersonPartner Symposium EOrganized by the Committee on Freedom and Responsibility in the Conduct of Science of ICSU, the International Council for ScienceResearch assessment and quality in science: perspectives from international science and policy organisationsP9 Challenges for science and the problems of assessing researchEllen HazelkornP10 Research assessment and science policy developmentCarthage SmithP11 Research integrity in South Africa: the value of procedures and processes to global positioningRobert H. McLaughlinP12 Rewards, careers and integrity: perspectives of young scientists from around the worldTatiana Duque MartinsPartner Symposium FOrganized by the Online Resource Center for Ethics Education in Engineering and Science / Center for Engineering, Ethics, and Society of the National Academy of EngineeringP13 Research misconduct: conceptions and policy solutionsTetsuya Tanimoto, Nicholas Steneck, Daniele Fanelli, Ragnvald Kalleberg, Tajammul HusseinPartner Symposium HOrganized by ORI, the Office of Research Integrity; Universitas 21; and the Asia Pacific Research Integrity NetworkP14 International integrity networks: working together to ensure research integrityPing Sun, Ovid Tzeng, Krista Varantola, Susan ZimmermanPartner Symposium IOrganized by COPE, the Committee on Publication EthicsPublication without borders: Ethical challenges in a globalized worldP15 Authorship: credit and responsibility, including issues in large and interdisciplinary studiesRosemary ShinkaiPartner Symposium JOrganized by CITI, the Cooperative Institutional Training InitiativeExperiences on research integrity educational programs in Colombia, Costa Rica and PeruP16 Experiences in PeruRoxana LescanoP17 Experiences in Costa RicaElizabeth HeitmanP18 Experiences in ColumbiaMaria Andrea Rocio del Pilar Contreras NietoPoster Session B: Education, training, promotion and policyPT.01 The missing role of journal editors in promoting responsible researchIbrahim Alorainy, Khalid Al-WazzanPT.02 Honorary authorship in Taiwan: why and who should be in charge?Chien Chou, Sophia Jui-An PanPT.03 Authorship and citation manipulation in academic researchEric Fong, Al WilhitePT.04 Open peer review of research submission at medical journals: experience at BMJ Open and The BMJTrish GrovesPT.05 Exercising authorship: claiming rewards, practicing integrityDésirée Motta-RothPT.07 Medical scientists' views on publication culture: a focus group studyJoeri Tijdink, Yvo SmuldersPoster Session B: Education, training, promotion and policyPT.09 Ethical challenges in post-graduate supervisionLaetus OK LateganPT.10 The effects of viable ethics instruction on international studentsMichael Mumford, Logan Steele, Logan Watts, James Johnson, Shane Connelly, Lee WilliamsPT.11 Does language reflect the quality of research?Gerben ter Riet, Sufia Amini, Lotty Hooft, Halil KilicogluPT.12 Integrity complaints as a strategic tool in policy decision conflictsJanneke van Seters, Herman Eijsackers, Fons Voragen, Akke van der Zijpp and Frans BromPoster Session C: Ethics and integrity intersectionsPT.14 Regulations of informed consent: university-supported research processes and pitfalls in implementationBadaruddin Abbasi, Naif Nasser AlmasoudPT.15 A review of equipoise as a requirement in clinical trialsAdri LabuschagnePT.16 The Research Ethics Library: online resource for research ethics educationJohanne Severinsen, Espen EnghPT.17 Research integrity: the view from King Abdulaziz City for Science and TechnologyDaham Ismail AlaniPT. 18 Meeting global challenges in high-impact publications and research integrity: the case of the Malaysian Palm Oil BoardHJ. Kamaruzaman JusoffPT.19 University faculty perceptions of research practices and misconductAnita Gordon, Helen C. HartonPoster Session D: International perspectivesPT.21 The Commission for Scientific Integrity as a response to research fraudDieter De Bruyn, Stefanie Van der BurghtPT. 22 Are notions of the responsible conduct of research associated with compliance with requirements for research on humans in different disciplinary traditions in Brazil?Karina de Albuquerque Rocha, Sonia Maria Ramos de VasconcelosPT.23 Creating an environment that promotes research integrity: an institutional model of Malawi Liverpool Welcome TrustLimbanazo MatandikaPT.24 How do science policies in Brazil influence user-engaged ecological research?Aline Carolina de Oliveira Machado Prata, Mark William NeffPoster Session E: Perspectives on misconductPT.26 What “causes” scientific misconduct?: Testing major hypotheses by comparing corrected and retracted papersDaniele Fanelli, Rodrigo Costas, Vincent LarivièrePT.27 Perception of academic plagiarism among dentistry studentsDouglas Leonardo Gomes Filho, Diego Oliveira GuedesPT. 28 a few bad apples?: Prevalence, patterns and attitudes towards scientific misconduct among doctoral students at a German university hospitalVolker Bähr, Niklas Keller, Markus Feufel, Nikolas OffenhauserPT. 29 Analysis of retraction notices published by BioMed CentralMaria K. Kowalczuk, Elizabeth C. MoylanPT.31 "He did it" doesn't work: data security, incidents and partnersKatie SpeanburgPoster Session F: Views from the disciplinesPT.32 Robust procedures: a key to generating quality results in drug discoveryMalini Dasgupta, Mariusz Lubomirski, Tom Lavrijssen, David Malwitz, David Gallacher, Anja GillisPT.33 Health promotion: criteria for the design and the integrity of a research projectMaria Betânia de Freitas Marques, Laressa Lima Amâncio, Raphaela Dias Fernandes, Oliveira Patrocínio, and Cláudia Maria Correia Borges RechPT.34 Integrity of academic work from the perspective of students graduating in pharmacy: a brief research studyMaria Betânia de Freitas Marques, Cláudia Maria Correia Borges Rech, Adriana Nascimento SousaPT.35 Research integrity promotion in the Epidemiology and Health Services, the journal of the Brazilian Unified Health SystemLeila Posenato GarciaPT.36 When are clinical trials registered? An analysis of prospective versus retrospective registration of clinical trials published in the BioMed Central series, UKStephanie Harriman, Jigisha PatelPT.37 Maximizing welfare while promoting innovation in drug developmentFarida LadaOther posters that will be displayed but not presented orally:PT.38 Geoethics and the debate on research integrity in geosciencesGiuseppe Di Capua, Silvia PeppoloniPT.39 Introducing the Professionalism and Integrity in Research Program James M. DuBois, John Chibnall, Jillon Van der WallPT.40 Validation of the professional decision-making in research measureJames M. DuBois, John Chibnall, Jillon Van der Wall, Raymond TaitPT.41 General guidelines for research ethicsJacob HolenPT. 42 A national forum for research ethicsAdele Flakke Johannessen, Torunn EllefsenPT.43 Evaluation of integrity in coursework: an approach from the perspective of the higher education professorClaudia Rech, Adriana Sousa, Maria Betânia de Freitas MarquesPT.44 Principles of geoethics and research integrity applied to the European Multidisciplinary Seafloor and Water Column Observatory, a large-scale European environmental research infrastructureSilvia Peppoloni, Giuseppe Di Capua, Laura BeranzoliF1 Focus track on improving research systems: the role of fundersPaulo S.L. Beirão, Susan ZimmermanF2 Focus track on improving research systems: the role of countriesSabine Kleinert, Ana MarusicF3 Focus track on improving research systems: the role of institutionsMelissa S. Anderson, Lex Bouter. (shrink)

Dioramas are multimedia installations used in museums and popular culture since the 19th century. I study two sets of anthropological dioramas: the ones made for the Museum of Natural History in New York by Franz Boas; and the ones fabricated at the New York State Museum in Albany by Arthur C. Parker. As I will show, dioramas are not only visual dis- plays but also installations with a proper materiality and temporality: they are the stage of multiple performances and work (...) as contact zones between objects, models, makers, and beholders. (shrink)

Dioramas are multimedia installations used in museums and popular culture since the 19th century. I study two sets of anthropological dioramas: the ones made for the Museum of Natural History in New York by Franz Boas; and the ones fabricated at the New York State Museum in Albany by Arthur C. Parker. As I will show, dioramas are not only visual dis- plays but also installations with a proper materiality and temporality: they are the stage of multiple performances and work (...) as contact zones between objects, models, makers, and beholders. (shrink)

Cet article présente le projet de recherche international « Le monde atlantique comme laboratoire conceptuel . Fondations pour un Dictionnaire historique de la langue politique et sociale dans l'espace ibéro-américain» , qui réunit plus de 60 chercheurs en Europe et en Amérique latine. Son objectif est d'effectuer une étude comparée des concepts politiques de base tels que América/ americanos, constitución, etc. Il analyse les modes de conceptualisation et de traduction/adaptation des vocables d'une même langue d'un pays à l'autre, et les (...) différences qui apparaissent entre les deux grands blocs politico-linguistiques que sont l'Espagne et l'Amérique hispanique d'un côté et le Portugal et le Brésil, de l'autre. L'article s'achève par l'examen du terme d'opinion publique et de ses liens avec les autres concepts du projet.This paper presents the international research project "The Atlantic world as a laboratory concept . Foundations for a Historical Dictionary of language and social policy in the Ibero-American ", which brings together more than 60 researchers in Europe and Latin America. Its objective is to make a comparative study of political concepts such as basic América / americanos, constitución, etc.. It analyzes the modes of conceptualization and translation / adaptation of the words of the same language from one country to another, and differences appear between the two major political blocs that are language-Spain and Hispanic America one side and Portugal and Brazil on the other. The article concludes by examining the terms of public opinion and its relationship with other concepts of the project. (shrink)

Ahora que la digitalización está ampliamente extendida en las aulas y la educación se enfrenta a un cambio de paradigma, la Realidad Aumentada aparece como la herramienta ideal para el desarrollo de una educación híbrida. Esta tecnología, a caballo entre el mundo real y el virtual, facilita experiencias en entornos de aprendizaje altamente significativosPara reflejar el estado de la realidad aumentada en el ámbito educativo y conocer las principales limitaciones de los docentes para usarla, se analizó la relación de los (...) docentes de educación primaria con las tecnologías en general y la realidad aumentada en particular. (shrink)

After the coup d’état in 2012, the Malian state experienced progressive decomposition in terms of loss of territorial integrity as well as in the functioning of its institutions. Against this backdrop, this article examines life histories of a former student generation whose members were actively involved in the protest movement of 1980. At the time they fought for student rights and democratization under a military junta, but were not able to induce the desired change. Today they portray themselves as committed (...) patriots for whom the state serves as an ongoing point of reference in their identity constructions. Bringing together higher education, protest movement and state decline, I argue that their narratives not only reveal how damaged identities and political visions are narratively repaired, but also, on a symbolic level, their damaged country as well. (shrink)

El Festival Publicatessen se desarrolla desde hace catorce ediciones en el campus María Zambrano de la Universidad de Valladolid. Está organizado por el alumnado de cuarto curso del grado en Publicidad y RR.PP., con la coordinación directa del profesorado. El objetivo de esta publicación es conocer la valoración de aquellos exestudiantes que han participado, y conocer qué competencias han desarrollado de cara a su vida profesional. Los resultados muestran que es una acción muy positiva para ellos y la reconocen como (...) fundamental para su formación en el mundo de la Publicidad. (shrink)

Cet article interroge la dimension temporelle de l’activité de représentation politique. En s’intéressant aux projets de limitation de la réélection des parlementaires en France et aux _term limits_ états-uniens, il met en évidence les conflits et intérêts qui s’articulent autour de la codification temporelle des mandats. L’idée de limiter le nombre de mandats parlementaires successifs autorisés n’emporte pas l’unanimité : les débats mêlent à la fois des anticipations des effets de la règle sur les pratiques politiques et des croyances à (...) propos de la démocratie. À travers l’analyse des discours et des acteur∙ices mobilisé∙es dans le débat, l’article montre que la codification temporelle des mandats superpose, autour de la modernisation des institutions, les deux référentiels du renouvellement et de l’efficacité, qui convergent paradoxalement l’un et l’autre vers une forme d’accélération du temps de la représentation. D’un côté, la recodification temporelle des mandats est présentée co... (shrink)

Across contexts and time, subjects marked by racial difference have expressed public accounts of the multiple injuries of race. From the vantage point of critical race and black theory, this paper sheds light on both the heuristic and critical political values of such accounts. The first part critically reassesses conceptualizations of vulnerability as an ambivalent ontological condition within critical approaches to liberalism. A close reading of Fanon's account of injury in Black Skin, White Masks specifies how race exploits bodily and (...) enunciative vulnerability and materializes subjects into a state of suspension and suspicion. The second part addresses the political promise of accounts of racialized injury. Departing from sceptical readings of “wounded attachment,” critical race and black analyses associate accounts of injury with citational practices that pertain to historically entrenched conventions of resistance to racial and colonial abusive power. Such accounts can be read as misappropriations of race which expand the horizon of the human. (shrink)

Ce texte prend place dans un travail en cours sur la phénoménologie de la portance, notion au croisement de l’anthropologie et de l’ontologie, aux enjeux cliniques et éthiques nombreux. Les principales formes de portance associées à la reconnaissance sont ici envisagées, à travers les liens profonds qui nouent reconnaître et être porté, reconnaître et porter, mais aussi reconnaître et être reconnu. Accomplissement de la dimension perceptive de l’intelligence, la reconnaissance s’ouvre conjointement à l’existence et au style de l’être perçu, discerne (...) et atteste son unicité, éprouvant ainsi l’une des trois grandes qualités ontologiques de la portance. (shrink)

1. Active passivité La surprise, en tant que telle, implique un « dehors », un événement dans notre relation au monde : elle n’est pas purement immanente à notre vie psychique. Il est impossible de se faire à soi-même une véritable surprise, il est bien difficile de simuler mentalement un effet de surprise. Plus transversal qu’un simple sentiment, le phénomène de la surprise peut solliciter l’ensemble de notre être, à commencer par notre institution corporelle la plus élémentaire. La surprise...

L’être humain est une manière singulière d’être corps, en rapport au monde, en relation avec autrui. Ce style qui constitue sa chair s’exprime dans certaines attitudes typiques marquées par une conjonction, parfois extrême, de passivité et d’activité – dès l’amplitude comme la profondeur de sa perception du monde, dans l’accueil et l’écoute qu’il peut accorder à autrui, dans une posture foncièrement interrogative intriquée avec des dimensions de consentement et de foi. Ces attitudes montrent...

Within the Caribbean literature, the imaginary—a very often defined notion—is presented in a new light by the fictional and theoretic thought of Patrick Chamoiseau. The imaginary dimension can’t remain something abstract and essential full of invariants. Chamoiseau is mistrustful of the mythical imaginary, however he doesn’t put an end to it but he opens a literary space where everything has to be created. In Chamoiseau’s works, the imaginary dimension is of the highest importance in an ideological battle-field where the main (...) character is the Warrior of the imaginary. His ambition is to switch from monolingualism to multilingualism, therefore the French and the Creole languages—we can read in his writing—crystallize the new and always changing definitions of the imaginary. (shrink)

El artículo recorre la obra de Rodolfo Kusch posicionando sus principales propuestas en la construcción de tres enfoques convergentes en su filosofía. El primer enfoque está relacionado con la fenomenología y la cultura. El segundo enfoque se refiere a la influencia de la antropología y el cuestionamiento por el símbolo. El tercer enfoque despliega una aproximación filosófico-política. Estos enfoques permiten introducir tres “horizontes de pregunta” principalmente relacionados con el método, con lo popular y con lo indígena, que son expuestos como (...) asuntos centrales en toda su obra. Estos “horizontes de pregunta” buscan comprender los alcances de la filosofía de Kusch y su contribución al pensamiento filosófico americano. This paper analyses the work of Rodolfo Kusch remarking his main philosophical proposals through three correlated perspectives. The first perspective refers to phenomenology and culture. The second focuses on the influence of anthropology and the problem of symbols. The third posits a political-philosophical approximation. These perspectives operate interdependently as the background for Kusch’s philosophy and allow us to introduce three “questioning horizons” related to the method, the popular and the indigenous as the central issues of his philosophical work. Thus, these “questioning horizons” build a platform to understand Kusch’s philosophy and his contribution to the Latin American philosophy. (shrink)

A humorous bedtime story for budding philosophers "There's a rhinoceros in my room!" Ludwig claims. His father doesn't think so. He looks for the huge pachyderm in every corner, but he just can't find it. There CANNOT be a rhinoceros in Ludwig's room. It's way too small for a rhinoceros. But Ludwig shows his father that something can be there, even if you can't see it. Ludwig Wittgenstein discussed this philosophical problem with his professor Bertrand Russel, and is the basis (...) for Noemi Schneider's hilarious and thoughtful story. The Berlin duo GOLDEN COSMOS, who work with their characteristic screen printing style for international magazines, are now illustrating a picture book for the first time. (shrink)

This paper deals with Plato's use ofpoikilosand cognates to describe democracy. It does not argue that Plato'sRepubliccontains empirical analyses of some contemporary event, but supposes that an historical reading of the book is possible and legitimate. Post Peloponnesian War Athenian society experienced profound socio-economic changes. Echoing the aristocratic élite's circumspect anxiety when faced with thenouveaux riches, Plato clearly regards obsessive greediness as one of the root causes of the corruption of any political system. Referring to democracy, the philosopher invents thehimation (...) poikilonor ‘embroidered coat of many colours' metaphor. By materializing the multifaceted concept ofpoikilia, this metaphor gives a single and palpable form to the principaltopoiof anti-democratic rhetoric: thehimation poikilonevokes the motley constitution of the Athenian regime, the tyrant's ostentatious opulence, aped by thedemos turannos, the inconstancy of thedemos, the deceitful character of democracy and, last but not least, its penchant for spectacles. (shrink)

In this paper I engage with the notion that Covid-19 can be seen as the ‘great equalizer’, in virtue of the widespread sense of uncertainty it has caused and the fact that it has forced us to recognize our shared human fragility. Against the view that Covid-19 is the ‘great equalizer’, I argue that, on the contrary, the pandemic reflects existing vulnerabilities and, in many cases, exacerbates them. I do so by offering first a definition of both ontological and relational (...) vulnerability and discussing some important ethical and political dimensions of vulnerability in conditions of uncertainty. I then claim that understanding vulnerability in both ontological and relational terms allows us to see the differential impact of the pandemic on differently situated individuals. More specifically, I argue that vulnerability in conditions of uncertainty can threaten individuals’ sense of self, and thus their autonomy – both understood in relational terms. I consider what kind of response human vulnerability in times of crisis calls for. In particular, I maintain that a promising way to counteract uncertainty would be to adopt a solidaristic approach to public health, based on an understanding of solidarity as a relational concept. In other words, I argue that it is through solidarity that individuals’ vulnerabilities can be mitigated, and their autonomy promoted, even during the most uncertain times. I finally discuss two objections that could be raised against the solidaristic approach defended in my paper. First, the approach may fail to find the support of individuals who are unwilling to care for others when their own interests are under threat. Second, there might be those who deny that the virus constitutes a serious enough threat to warrant or justify the restrictions on individual freedoms imposed by governments in the name of solidarity. I conclude by arguing that while a commitment to solidarity can be easily undermined by scepticism towards political and other authorities, and by the failures of those authorities themselves, it is paramount that societies strive for it as the best means to preserve individuals’ health, autonomy, and well-being. (shrink)

In a series of reflections published in the wake of the Covid-19 crisis, Giorgio Agamben expresses a number of concerns related to the way the pandemic has altered the very fabric of our societies, potentially changing it forever. While maintaining a certain scepticism towards the threat represented by the virus itself, Agamben claims that the response to the contagion shows how easy it is for authorities to limit individual freedoms in the name of public health, and how readily they are (...) willing to put such limitations in place. At the same time, the pandemic shows how easy it is for individuals to accept this situation as the new normal, and how readily they are willing to give up their freedoms and relationships. In this paper I offer a brief overview of Agamben’s worries, focussing on two issues in particular: the loss of individual freedom of movement and association, and the moral and political implications of social distancing. I then approach these issues from a different angle, making use of relational theory to propose an alternative framework which relies on the notion of vulnerability. While agreeing with Agamben that there is reason to worry about the state seizing the opportunity to exercise unchecked power over its citizens, I argue that we should pay attention to the ways in which social distancing measures can be grounded in solidarity and respect for the autonomy of vulnerable individuals. (shrink)

The aim of this work is to contribute to elucidate Wittgenstein’s conception of Judaism. It is generally acknowledged that Otto Weininger’s work influenced the thought of Wittgenstein, but there is no agreement on the content of that influence. Here we argue that it is perceptible not only in the wittgensteinian conception of ethics, geniality, talent, etc., but also in his characterization of Judaism and the way the philosopher uses this idea.

Con una indagación cualitativa se intenta averiguar si el método de palabras generatrices de Paulo Freire presenta ventajas para la enseñanza-aprendizaje de la lengua escrita castellana en la edad infantil. Se extraen los datos de la experiencia práctica acumulada por profesorado que lo ha aplicado en el segundo ciclo. Cinco maestras aportan informes escritos individuales y dos equipos docentes se constituyen en grupos de discusión. Tras la categorización y análisis de los datos, se concluye que el método tiene muchas ventajas. (...) Entre las ventajas de tipo didáctico cabe resaltar el respeto al protagonismo del alumnado y a su pensamiento sincrético, ser muy motivador, conseguir la comprensión lectora desde el principio, desarrollar simultáneamente las conciencias léxica, silábica y fonológica; enriquecer el vocabulario, fijar una ortografía correcta, integrar todos los ámbitos de conocimiento, y desarrollar la capacidad simbólica y la creatividad. Como ventajas de tipo pedagógico: considerar los efectos de tipo actitudinal que actúan sobre los procesos cognoscitivos, adaptarse a los contextos, permitir al profesorado conocer mejor a su alumnado, propiciar el desarrollo de la dimensión afectivo-emocional, favorecer la socialización por trabajarse siempre en grupo y la ayuda entre iguales, el buen clima de aprendizaje y la colaboración familiar. (shrink)

Several studies have shown that physical exercise improves behavior and cognitive functioning, reducing the risk of various neurological diseases, protecting the brain from the detrimental effects of aging, facilitating body recovery after injuries, and enhancing self-efficacy and self-esteem. Emotion processing and regulation abilities are also widely acknowledged to be key to success in sports. In this study, we aim to prove that regular participation in sports enhances cognitive and emotional functioning in healthy individuals. A sample of 60 students, divided into (...) sportive and sedentary, were subjected to a neuropsychological tests battery to assess their overall cognitive abilities, verbal and graphic fluency, as well as their emotional awareness skills. Our results showed that sportive students performed better than sedentary ones in all cognitive tasks. Regarding emotional processing abilities, significant differences were found in the TAS-20 total score as well as in the Difficulty Describing Feelings subscale and the Difficulty Identifying Feeling subscale. Lastly, gender differences were found in the External-Oriented Thinking subscale. Overall, our findings evidence that PE has positive effects on cognitive functioning and emotion regulation, suggesting how sports practice can promote mental health and wellbeing. (shrink)

LA CASA VOLADORA: SOBRE EL HACER POÉTICO EN LA EDUCACIÓN.

In the Preface to the Discourses Machiavelli laments that the greatness of the ancients is “rather admired than imitated” by his contemporaries and expresses the belief that recurring to past examples would be most beneficial to those interested in “ordering republics, maintaining states, governing kingdoms, ordering the military and administering war, judging subjects, and increasing empire” (D I 2.2). Machiavelli is indeed persuaded that the laws governing human nature are unchangeable, and that the ancients can be imitated, since the causes (...) for their actions and the reasons for their choices are the same that determine the conduct of the contemporaries. Thus, an analysis of Titus Livy’s work on the Roman republic might shed light on the weaknesses and strengths of existing governments and encourage men to the emulation of past greatness. More specifically, such an analysis would make clear that the greatness of Rome lied in that both the city and its citizens enjoyed a high level of freedom. In fact, the city had sovereign power over itself and other cities, rather than being ruled by others. Besides, no social group had enough power to overcome the others: people were able to foster their interests by participating in the civic life of the city and by protesting against those public decisions which they found contrary to their interests. But what did this freedom exactly consist in? In other words, does Machiavelli conceive freedom as non-interference, or rather as non-domination, by others? Moreover, does he consider participation and contestation as constitutive of liberty, or rather instrumental to it? In this paper, I will first present Philip Pettit’s account of three alternative conceptions of liberty and indicate which of them might have been endorsed by Machiavelli. I will then consider the issue of contestations and tumults and of their role within the polity. I will argue not only that Machiavelli endorses a republican view of freedom but also that, in contrast to Pettit, he maintains contestations and tumults to be instrumental to freedom, rather than constitutive of it. I will conclude by claiming that Machiavelli’s and Pettit’s different stance on the value of tumults and contestations reflects the kind of freedom as non-domination in which they are interested in. Pettit supports a more democratic form of republicanism, in which not only groups but also individuals must be able to contest given decisions. By contrast, Machiavelli endorses a republicanism in which power must be distributed among different political figures within a polity. Dissensions are seen as a means for one of these figures, i.e. the multitude, to raise its voice when its interests are damaged by public decisions. In Machiavelli’s view, the end to which a state should aim is to be great, for which it needs to be free only at the collective level. Different means might be employed in order to realise this aim. Tumults are just one of them: the one that made Rome a great city, worthy of being imitated. (shrink)

L’ouvrage de Julie De Ganck se veut une histoire de la médecine belge concernant l’« hermaphrodisme » et les « anomalies sexuelles » couvrant la période allant de 1830 à 1914. Comme l’explique l’auteure, la période voit l’émergence de travaux médicaux sur la question de l’« hermaphrodisme » – ce qui se traduit notamment en Belgique par la publication croissante d’articles d’auteurs européens sur ce thème dans des revues médicales, qui constituent le corpus d’étude de l’ouvrage. L’auteure choi...

La psychologie phénoménologique sartrienne, qui s?attèle à repenser la mé­thode psychologique classique, inopérante et cernée de préjugés et d? a priori chargés, fait de l?émotion un de ses sujets de prédilection. Elle constitue un thème continu du projet philosophique sartrien, de son premier essai à sa dernière somme biographique, traversant divers types d?approches de la réalité-humaine, s?inscrivant toutes dans un projet global d?investigation et de compréhension de l?homme en situation, de l?individu concret dans son époque, dans ses rapports au monde, (...) indissociable d?une pensée de la liberté en construction. La conception de l?émotion élaborée par Sartre est assez constante malgré de nets bouleversements contextuels. Elle sera ballottée de cadres en cadres, passant du statut d?acte de conscience dont la psychologie phénoménologique s?évertue à saisir l?essence, à celui d?une conduite indivi­dualisante du pour-soi au c?ur d?une ontologie phénoménologique à la fonc­tion d?anthropologie fondatrice qui vise à balayer l?entièreté des caractéris­tiques de la conscience. L?émotion deviendra finalement, dans la psychana­lyse existentielle appliquée, le lieu même de la construction de soi dans l?enfance en ce que le choix originel se crée sur base d?un affect en situation qui orientera toute la destinée sociale et affective de l?individu considéré. Au sein du déploiement de ce. (shrink)

Using an analysis of two of Sartre's biographies, and , I will show how freedom can be inverted into captivity in order to constitute an affective destiny. If every choice, act and affect of an individual is, through its “original project,” confined to a specific framework, the schema of freedom positing its choice of existence seems to resemble a circle of captivity: total freedom at the outset, and then a trapped freedom, limited by itself. At the basis of this alienating (...) circle lie original emotions: consciousness reacts affectively to its initial situation, before even constituting itself as a , and adopts these emotions as integral parts of its project, as the structure of its relationship to the world. But the empirical affects which follow are then captured in the vortex of captivity, in accordance with a two-fold criterion: participating in the ultimate end of the individual while at the same time being inscribed in the affective structure which follows from it. Originally the very source of the original project, emotion then becomes its slave. French À travers l'analyse de deux biographies sartriennes, Baudelaire et Mallarmé , nous mettons en évidence la manière dont la liberté s'inverse en captivité pour se constituer un destin affectif. Si tout choix, acte et affect de l'individu est, par son projet originel , circonscrit à un cadre d'action précis, le schéma de la liberté posant son choix d'existence paraît assimilable au cercle de la captivité : une liberté totale à l'origine, une liberté piégée, limitée par elle-même, ensuite. Au fondement même de ce cercle aliénant, des émotions originelles : la conscience réagit affectivement à sa situation initiale, avant même de se constituer en personne , et assume ces émotions comme partie intégrante de son projet, comme structure de son rapport au monde. Mais les affects empiriques qui s'ensuivent sont alors pris dans le tourbillon de la captivité, devant répondre à un double critère : participer à la fin ultime de l'individu tout en s'inscrivant dans la structure affective qui en découle. Source même du projet originel, l'émotion en devient l'esclave. (shrink)

Abstract:According to some authors, Latour's attention to politics during the last decades is the result of his proposing a different approach to politics that entails, with respect to his overall project, one of two situations. Either his epistemological proposal has suffered a "normative turn"—which necessarily breaks with the previous assumptions of Actor-Network Theory (ANT); or, if ANT's view on technosciences remains valid, his political proposal becomes not possible as a new normative approach. In this paper, I will focus on the (...) critique voiced by John Law, as well as Graham Harman. I will argue that this is a false dilemma because there has not been a change in Latour's conceptual basis, nor a lack of coherence within his thought that would undermine the democratic commitment of his Political Epistemology. I will justify this by exposing the fact that Latour's overall project, as part of Science Studies, has not lately followed a "political" but an "ontological" turn, which has been underling his works since the very beginning of ANT. (shrink)

The paper proposes a financial model suitable for ensuring the economic, financial and social sustainability of this basic protection. We have calculated the estimated cost for the Spanish population in 2010 and have estimated the cost for the following 12 years (three legislatures) under a range of demographic and economic assumptions. The results are then analysed to draw conclusions about the viability and sustainability of this basic social protection floor. A remarkable finding is that it is feasible to obtain greater (...) coverage, but by requiring contributions of the State or other financial resources. (shrink)

La psychologie historique d’Ignace Meyerson est habituellement présentée comme opposée à l’épistémologie de son oncle Emile Meyerson , fondée sur le « principe d’identité ». Toutefois, dans les écrits d’Ignace conservés dans ses archives personnelles, un certain nombre de notes le révèlent proche du système de son oncle. L’objet de ce texte est d’éclaircir le rapport intellectuel entre l’oncle et le neveu. A la lecture de leur correspondance, entre 1922 et 1933, apparaissent quatre points de discussion. L’interprétation de Lévy-Bruhl, la (...) relation d’Ignace avec le positivisme, les rapports entre la perspective épistémologique d’Emile et le regard psychologique d’Ignace sur le rôle des images dans la pensée, la notion de « transcendance » du réel qui, d’après Emile englobe l’ensemble de leurs discussions antérieures.It has been frequently said that Ignace Meyerson’s historical psychology was opposed to his uncle Emile Meyerson’s « principle of identification » based epistemology. However, when reviewing Ignace’s writings at his personal archives, a number of notes evincing his agreement with his uncle’s system calls the reader’s attention. The aim of this paper is to clarify the complex intellectual relationship between uncle and nephew. For this purpose, we will analyze their « philosophical » correspondence from 1922 to 1933. We can clearly identify four main points of discussion : Lévy-Bruhl’s interpretation, Ignace’s relation to positivism, the relations between Emile’s epistemological perspective and Ignace’s psychological outlook as to the role of images in thought, the notion of « transcendent reality », and according to Emile it encompassed all their previous disputes. (shrink)

The aim of this paper is to show the importance of intercultural competence for identity construction in a globalized world. Pedagogical, as well as methodological approaches are given to show how intercultural competence is implemented by Ethnologie in Schule und Erwachsenenbildung, a Germany-based NGO.