in memory of Eric HandleyDicaeopolis brushes the informer aside and closes his deal with the starving Megarian: ΔΙ. … λαβὲ ταυτὶ τὰ σκόροδα καὶ τοὺς ἅλαςκαὶ χαῖρε πόλλ’. ΜΕ. ἀλλ’ ἁμὶν οὐκ ἐπιχώριον.ΔΙ. πολυπραγμοσύνη νῦν ἐς κεϕαλὴν τράποιτ’ ἐμοί. 833 Even before Douglas Olson's thorough study of the tradition in his commentary on Acharnians it was clear that the oldest manuscript, R, has as much weight as the agreement of the others that editors report. In 833 it reads πολυπραγμοσύνη, the (...) others –σύνης. A scholion runs λείπει τὸ ἕνεκα, ἕνεκα τῆς πολυπραγμοσύνης, plainly written for a text that had –σύνης, which is also the lemma in one manuscript; the lemma in the other that has one is –σύνῃσιν. It has not been shown, however, either that this scholion is ancient or that its agreement with all the manuscripts but R overrides the testimony of R. As regards attestation, therefore, the tradition offers two readings of equal weight, or three if –σύνῃσιν is taken to be a relic of a text different from the one that prompted the scholion. (shrink)

Since the Farnesianus emerged in the 15th century, a passage where Festus sets himself against his predecessor Verrius Flaccus has been interpreted in four different ways. These are discussed and an emendation proposed that does not depend on any of them but has a consequence for what Festus published.

Ambros. S 81 sup. (s. xvi) includes parts of the pseudo-Ovidian Halieutica and of Grattius’s Cynegetica. Their descent from Paris B. N. Lat. 8071 (s. ix) is reaffirmed against the recent but already influential view that they came from a lost manuscript discovered by Iacopo Sannazaro.

Preparing the Next Generation of Oral Historians is an invaluable resource to educators seeking to bring history alive for students at all levels. Filled with insightful reflections on teaching oral history, it offers practical suggestions for educators seeking to create curricula, engage students, gather community support, and meet educational standards. By the close of the book, readers will be able to successfully incorporate oral history projects in their own classrooms.

In recent years, we have seen a new concern with ethics training for research and development professionals. Although ethics training has become more common, the effectiveness of the training being provided is open to question. In the present effort, a new ethics training course was developed that stresses the importance of the strategies people apply to make sense of ethical problems. The effectiveness of this training was assessed in a sample of 59 doctoral students working in the biological and social (...) sciences using a pre-post design with follow-up and a series of ethical decision-making measures serving as the outcome variable. Results showed not only that this training led to sizable gains in ethical decision making but also that these gains were maintained over time. The implications of these findings for ethics training in the sciences are discussed. (shrink)

We develop a truism of commonsense psychology that perception and action constitute the boundaries of the mind. We do so however not on the basis of commonsense psychology, but by using the notion of a Markov blanket originally employed to describe the topological properties of causal networks. We employ the Markov blanket formalism to propose precise criteria for demarcating the boundaries of the mind that unlike other rival candidates for “marks of the cognitive” avoids begging the question in the extended (...) mind debate. Our criteria imply that the boundary of the mind is nested and multiscale sometimes extending beyond the individual agent to incorporate items located in the environment. Chalmers has used commonsense psychology to develop what he sees as the most serious challenge to the view that minds sometimes extend into the world. He has argued that perception and action should be thought of as interfaces that separate minds from their surrounding environment. In a series of recent papers Hohwy has defended a similar claim using the Markov blanket formalism. We use the Markov blanket formalism to show how both of their objections to the extended mind fail. (shrink)

The life–mind continuity thesis is difficult to study, especially because the relation between life and mind is not yet fully understood, and given that there is still no consensus view neither on what qualifies as life nor on what defines mind. Rather than taking up the much more difficult task of addressing the many different ways of explaining how life relates to mind, and vice versa, this paper considers two influential accounts addressing how best to understand the life–mind continuity thesis: (...) first, the theory of autopoiesis (AT) developed in biology and in enactivist theories of mind; and second, the recently formulated free energy principle in theoretical neurobiology, with roots in thermodynamics and statistical physics. This paper advances two claims. The first is that the free energy principle (FEP) should be preferred to the theory of AT, as classically formulated. The second is that the FEP and the recently formulated framework of autopoietic enactivism can be shown to be genuinely continuous on a number of central issues, thus raising the possibility of a joint venture when it comes to answering the life–mind continuity thesis. (shrink)

Ethical decision making measures are widely applied as the principal dependent variable used in studies of research integrity. However, evidence bearing on the internal and external validity of these measures is not available. In this study, ethical decision making measures were administered to 102 graduate students in the biological, health, and social sciences, along with measures examining exposure to ethical breaches and the severity of punishments recommended. The ethical decision making measure was found to be related to exposure to ethical (...) events and the severity of punishments awarded. The implications of these findings for the application of ethical decision making measures are discussed. (shrink)

This paper examines the relationship between perceiving and imagining on the basis of predictive processing models in neuroscience. Contrary to the received view in philosophy of mind, which holds that perceiving and imagining are essentially distinct, these models depict perceiving and imagining as deeply unified and overlapping. It is argued that there are two mutually exclusive implications of taking perception and imagination to be fundamentally unified. The view defended is what I dub the ecological–enactive view given that it does not (...) succumb to internalism about the mind-world relation, and allows one to keep a version of the received view in play. (shrink)

Michael Potter presents a comprehensive new philosophical introduction to set theory. Anyone wishing to work on the logical foundations of mathematics must understand set theory, which lies at its heart. Potter offers a thorough account of cardinal and ordinal arithmetic, and the various axiom candidates. He discusses in detail the project of set-theoretic reduction, which aims to interpret the rest of mathematics in terms of set theory. The key question here is how to deal with the paradoxes that bedevil (...) set theory. Potter offers a strikingly simple version of the most widely accepted response to the paradoxes, which classifies sets by means of a hierarchy of levels. What makes the book unique is that it interweaves a careful presentation of the technical material with a penetrating philosophical critique. Potter does not merely expound the theory dogmatically but at every stage discusses in detail the reasons that can be offered for believing it to be true. Set Theory and its Philosophy is a key text for philosophy, mathematical logic, and computer science. (shrink)

Although education in the responsible conduct of research is considered necessary, evidence bearing on the effectiveness of these programs in improving research ethics has indicated that, although some programs are successful, many fail. Accordingly, there is a need for systematic evaluation of ethics education programs. In the present effort, we examine procedures for evaluation of ethics education programs from a multilevel perspective: examining both within-program evaluation and cross-program evaluation. With regard to within-program evaluation, we note requisite designs and measures for (...) conducting systematic program evaluation have been developed and multiple measures should be applied in program evaluation. With regard to cross-program evaluation, we argue that a meta-analytic framework should be employed where analyses are used to identify best practices in ethics education. The implications of this multilevel approach for improving responsible conduct of research educational programs are discussed. (shrink)

It is commonly held that early career experiences influence ethical behavior. One way early career experiences might operate is to influence the decisions people make when presented with problems that raise ethical concerns. To test this proposition, 102 first-year doctoral students were asked to complete a series of measures examining ethical decision making along with a series of measures examining environmental experiences and climate perceptions. Factoring of the environmental measure yielded five dimensions: professional leadership, poor coping, lack of rewards, limited (...) competitive pressure, and poor career direction. Factoring of the climate inventory yielded four dimensions: equity, interpersonal conflict, occupational engagement, and work commitment. When these dimensions were used to predict performance on the ethical decision-making task, it was found that the environmental dimensions were better predictors than the climate dimensions. The implications of these findings for research on ethical conduct are discussed. (shrink)

This study examined the role of key causal analysis strategies in forecasting and ethical decision-making. Undergraduate participants took on the role of the key actor in several ethical problems and were asked to identify and analyze the causes, forecast potential outcomes, and make a decision about each problem. Time pressure and analytic mindset were manipulated while participants worked through these problems. The results indicated that forecast quality was associated with decision ethicality, and the identification of the critical causes of the (...) problem was associated with both higher quality forecasts and higher ethicality of decisions. Neither time pressure nor analytic mindset impacted forecasts or ethicality of decisions. Theoretical and practical implications of these findings are discussed. (shrink)

In Epistemic Injustice Miranda Fricker argues that there is a distinctively epistemic type of injustice in which someone is wronged specifically in his or her capacity as a knower. Fricker's examples of identity-prejudicial credibility deficit primarily involve gender, race, and class, in which individuals are given less credibility due to prejudicial stereotypes. We argue that children, as a class, are also subject to testimonial injustice and receive less epistemic credibility than they deserve. To illustrate the prevalence of testimonial injustice against (...) children we document examples of negative prejudicial treatment in forensic contexts where children frequently act as testifiers. These examples, along with research on the child's competence and reliability as a testifier, reveal widespread epistemic prejudice against children. Given that subjection to prejudice can have a detrimental impact on children we discuss ways to ameliorate this form of testimonial injustice. We argue that, both in formal and natural contexts, the child's testimony should be evaluated alongside the relationships that support her development as a testifier. The adult can play a central role in creating successful testimonial interactions with children by acting as a. (shrink)

Although Responsible Conduct of Research training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: educational efforts should be tied to day-to-day practices in the field, educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and educational efforts should be embedded in a broader program of on-going career development efforts. (...) This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)

Recounts the works of Immanuel Velikovsky and the controversies surrounding it, discussing his influence on the counterculture and debates with such luminaries as Carl Sagan.

The book features the complete text of the Notesi in a critical edition, with a detailed discussion of the circumstances in which they were compiled, leading to ...

In this paper, we report on the development and validity of the Professional Decision-Making in Research measure, a vignette-based test that examines decision-making strategies used by investigators when confronted with challenging situations in the context of empirical research. The PDR was administered online with a battery of validity measures to a group of NIH-funded researchers and research trainees who were diverse in terms of age, years of experience, types of research, and race. The PDR demonstrated adequate reliability and parallel form (...) correlation. As hypothesized, the PDR was significantly negatively correlated with narcissism, cynicism, moral disengagement, and compliance disengagement; it was not correlated with socially desirable responding. In regression analysis, the strongest predictors of higher PDR scores were low compliance disengagement, speaking English as a native language, conducting clinical research with human subjects, and low levels of narcissism. Given that the PDR was written at an eighth grade reading level to be suitable for use with English as a second language participants and that only one-fourth of items focused on clinical research, further research into the possible roles of culture and research ethics training across specialties is warranted. This initial validity study demonstrates the potential usefulness of the PDR as an educational outcome assessment measure and a research instrument for studies on professionalism and integrity in research. (shrink)