In this paper, we present one of the main starting points of naturalism in ethics: Geach’s challenge against non-cognitivism. We try to find an answer to Geach’s challenge in the notion of family resemblance applied to ethics. In doing so we recover a not much-discussed influence of Moore on Wittgenstein’s conception of family resemblance, which leads us to define Wittgenstein as non-non-cognitivist in ethics. -/- Pre print (some changes in the published edition).

Resumo: O objetivo deste artigo é analisar a crise ambiental, a partir do conceito de modernidade e, levando em consideração a preocupação com a natureza, debater as possibilidades de pensar uma ética da responsabilidade que influencie as práticas da ciência e da política. A discussão tomou como referência diversos autores que examinaram a modernidade e sua relação com o contexto da crise, entendida como resultado do caráter experimental na expansão das ciências e das técnicas. Diante disso, as saídas aqui indicadas (...) se direcionam para caminhos diferentes. O primeiro envolve uma posição que implica modificar o conjunto dos elementos que caracterizam o processo de modernização da sociedade. O segundo caminho se insere na mesma estrutura do progresso técnico e científico vigente, modificando somente os valores regulativos. Ambas as possibilidades demonstram a necessidade de considerar que as ações da ciência devem fazer parte das discussões centrais da política, pois se instalam no contexto político de exercício de uma ética em meio à crise ambiental. Nessa perspectiva, faz-se necessária a criação de novos arranjos institucionais para o debate crítico, sob os mais variados riscos produzidos na sociedade.: The purpose of this article is to analyze the environmental crisis in terms of the concept of modernity and, taking into account a concern for nature, discuss an ethics of responsibility that can influence the practices of science and politics. The discussion takes as a reference several authors who have analyzed modernity and its relation to the context of the crisis, which is understood as a result of the experimental character of the expansion of science and techniques. The solutions presented here are directed along different paths. The first involves a position that implies modifying all elements of the modernization of society. The second path fits into the structure of existing technical and scientific progress, but advocates modifying regulative values. Both possibilities demonstrate the need to consider that the actions of science should be part of core policy discussions, as they fall within the political context of the exercise of an ethical position amidst the environmental crisis. It is therefore necessary to create new institutional arrangements for critical debate, under the conditions of the various risks produced in society. (shrink)

Aproximaciones a la escuela francesa de epistemología Los problemas que dominan a la epistemología pueden contextualizarse históricamente como una forma de racionalidad filosófica. La filosofía se ha presentado a lo largo de la historia como un discurso en el que sus diversos componentes (metafísica, ontología, gnoseología, ética, lógica, etc.) se mostraron unidos en el molde de la ?unidad del saber?. En este marco unitario alguna de las formas del saber filosófico detenta usualmente una posición dominante. El énfasis colocado en la (...) unidad del saber filosófico, o en ?la unidad del pensamiento humano?, es una herencia que el pensamiento filosófico recibe de sus raíces mítico-teológicas. Dicha visión se vio sometida, en la historia de la filosofía, a un proceso de secularización por el cual la instancia dominante pasó de la teología a la metafísica y de ésta a la teoría del conocimiento. Entre los siglos XIX y XX, este proceso atestiguó un cambio ulterior, colocando a la epistemología como instancia dominante de la racionalidad filosófica. La sucesión debe verse como una consecuencia de la funcionalización social de los dispositivos de creencias (ideología), lo que provoca que los mismos se conviertan, en determinado momento, en un obstáculo para la producción de nuevos conocimientos. De esta manera, los nuevos conocimientos, para desarrollarse, se ven forzados a provocar reestructuraciones en el campo filosófico, ya sea mediante el reemplazo de la instancia dominante, la incorporación o creación de nuevas formas de saber filosófico -tal el caso de la epistemología-, o de la marginalización relativa de otras. Se trata de en un proceso complejo (que no es ni lineal, ni biunívoco), en el que cabe no obstante discernir un esquema de la sucesión temporal de las formas filosóficas que dominan la pretendida ?unidad del pensamiento humano? (filosofía). El que acabamos de describir es un proceso lento de sustitución y reemplazo en el tipo de garantías que se le exige elaborar a la filosofía. Algunos momentos, como el ocaso de las garantías de la fe, acaecido con el surgimiento de la filosofía moderna, podrían parecer a primera vista contrajemplos para esta concepción de la evolución del saber filosófico. Podría creerse, en efecto, que con la constitución de esferas autónomas de discurso (teología, ciencia, filosofía), del discurso filosófico se desgajó en un discurso de una naturaleza diferente: la ciencia. Sin embargo, una mirada más atenta revela un paisaje diferente, puesto que esta transformación estuvo acompañada, primero, por la aparición de una nueva instancia dominante de la unificación del conocimiento filosófico. Se trata de la búsqueda de una nueva clase de garantías, las del origen y el fundamento del conocimiento, es decir, las de la gnoseología o teoría del conocimiento, en el interior de la cual se verificó finalmente un nuevo desplazamiento, con la constitución, a fines del siglo XIX y principios del siglo XX, de la ?filosofía de la ciencia? o epistemología. Este modelo para la conceptualización del desarrollo del discurso filosófico tiene la ventaja de permitirnos pensar la relación que la epistemología guarda con la instancia de saber filosófico dominante en el seno de la cual se desarrolla: la de la gnoseología. A partir de las relaciones que la epistemología guarda con la temática de las garantías del conocimiento podemos apresar, en un esquema heurístico que será complejizado de diversos modos en este libro, la diferencia entre las tesis características de la epistemología anglosajona y de la epistemología francesa. De acuerdo con en este esquema heurístico, el rasgo más característico de la epistemología anglosajona es su sujeción, en la mayor parte de su desarrollo, a la teoría del conocimiento, lo que se revela en la persistencia de algunos aspectos de la filosofía de la representación y en la reproducción de la oposición idealista entre sujeto y objeto como dos polos cuya armonía debería establecerse, filosóficamente, en términos de la verdad. En su lugar, la epistemología francesa se propuso el estudio de los mecanismos de producción de los conocimientos. La epistemología, desde esta perspectiva, ya no fue vista primordialmente como el estudio de los fundamentos del conocimiento científico, sino como la teoría de las condiciones y las formas de la práctica científica y la historia de esta práctica, tal como aparece en las distintas ciencias concretas. Expresado de otra manera, el contraste se podría establecer mediante la observación de que mientras los anglosajones hacen filosofía de la ciencia como una extensión de la lógica, los franceses la hacen como una extensión de la historia de la ciencia, es decir, encontrando en la historia el laboratorio del epistemólogo. Ahora bien, según veremos, el campo de la epistemología francesa ha cobijado una buena cantidad de debates que tienen que ver primordialmente con dos tendencias en tensión: la que enfatiza la autonomía de lo epistemológico y aquella que destaca la determinación social del pensamiento. Los trabajos de este libro esperan problematizar este y otros ejes, explorando las perspectivas de los ?clásicos? de la escuela francesa en epistemología (Bachelard, Canguilhem, Althusser, Foucault, etc.), las relaciones entre los mismos y los diálogos que cabe establecer entre estos y otras corrientes de pensamiento. ÍNDICE: La ruptura epistemológica, de Bachelard a Balibar y Pêcheux, Pedro Karczmarczyk La ruptura epistemológica según Bachelard, Althusser y Badiou, Carlos Gassmann Visitaciones Derrideanas, Jazmín Anahí Acosta Epistemología sin sujeto cognoscente. Superación, disolución o sujeción de la subjetividad en Popper, Wittgenstein y Foucault, Silvia Rivera; La torsión política del concepto de verdad en Michel Foucault, Manuel Cuervo Sola Canguilhem y Foucault. De la norma biológica a la norma política, Andrea Torrano Psicología e ideología: Foucault, Canguilhem y Althusser, Matías Abeijón . (shrink)

Antonio Gramsci is one of the major social and political theorists of the 20th century whose work has had an enormous influence on several fields, including educational theory and practice. Gramsci and Education demonstrates the relevance of Antonio Gramsci's thought for contemporary educational debates. The essays are written by scholars located in different parts of the world, a number of whom are well known internationally for their contributions to Gramscian scholarship and/or educational research. The collection deals with a broad range (...) of topics, including schooling, adult education in general, popular education, workers' education, cultural studies, critical pedagogy, multicultural education, and the role of intellectuals in contemporary society. (shrink)

8 March, now known as International Women’s Day, is a day for feminist claims where demonstrations are organized in over 150 countries, with the participation of millions of women all around the world. These demonstrations can be viewed as collective rituals and thus focus attention on the processes that facilitate different psychosocial effects. This work aims to explore the mechanisms involved in participation in the demonstrations of 8 March 2020, collective and ritualized feminist actions, and their correlates associated with personal (...) well-being and collective well-being, collective efficacy and collective growth, and behavioral intention to support the fight for women’s rights. To this end, a cross-cultural study was conducted with the participation of 2,854 people from countries in Latin America and Europe, with a retrospective correlational cross-sectional design and a convenience sample. Participants were divided between demonstration participants and non-demonstrators or followers who monitored participants through the media and social networks. Compared with non-demonstrators and with males, female and non-binary gender respondents had greater scores in mechanisms and criterion variables. Further random-effects model meta-analyses revealed that the perceived emotional synchrony was consistently associated with more proximal mechanisms, as well as with criterion variables. Finally, sequential moderation analyses showed that proposed mechanisms successfully mediated the effects of participation on every criterion variable. These results indicate that participation in 8M marches and demonstrations can be analyzed through the literature on collective rituals. As such, collective participation implies positive outcomes both individually and collectively, which are further reinforced through key psychological mechanisms, in line with a Durkheimian approach to collective rituals. (shrink)

Antecedentes: El uso de la tecnología médica amplía las posibilidades de vida, pero plantea responsabilidades y problemas filosóficos, legales o políticos. Objetivo: Realizar una revisión sistemática sobre la evolución de las publicaciones científicas del uso bioético de las tecnologías de salud en los últimos 20 años. Metodología: Se realizó una revisión bibliográfica usando la base de datos Scopus. Resultados: La aplicabilidad de las tecnologías de salud, desde un punto de vista bioético, ha aumentado en los últimos años. Conclusión. Existe un (...) aumento en el número de publicaciones del uso bioético de la tecnología médica en los últimos 20 años. (shrink)

Background: Waiving parent permission can be an option in some epidemiological and social research with adolescents. However, exemptions have not been uniformly considered or applied. Our aim is to critically assess the different factors that could be taken into account when making decisions about waiving active parental permission in observational research with adolescents.DiscussionIn some cases alternatives to parental permission could be applied to protect the rights of both adolescents and parents and also to assure the benefits to adolescents as a (...) group that can come from appropriately conducted studies. However, the criteria of ensuring minimal risk can be difficult to define and apply and a distinction between harm and discomfort is reviewed. Waiving active parental permission could be acceptable when the risk of harm is minimal; when the research questions are related to an activity for which adolescents are not legally considered to be children; when the risk of harm or discomfort may increase if parental permission is required; and when risk of discomfort is low because the questionnaire is not potentially offensive for some adolescents and/or for some parents.SummaryStringent rules concerning parental permission in some studies could be detrimental to adolescents. A framework and a decision tree guide are proposed to help researchers and Research Ethics Committees in their decisions on whether active parental permission must be obtained. (shrink)

Logic and Knowledge -/- Editor: Carlo Cellucci, Emily Grosholz and Emiliano Ippoliti Date Of Publication: Aug 2011 Isbn13: 978-1-4438-3008-9 Isbn: 1-4438-3008-9 -/- The problematic relation between logic and knowledge has given rise to some of the most important works in the history of philosophy, from Books VI–VII of Plato’s Republic and Aristotle’s Prior and Posterior Analytics, to Kant’s Critique of Pure Reason and Mill’s A System of Logic, Ratiocinative and Inductive. It provides the title of an important collection of papers (...) by Bertrand Russell (Logic and Knowledge. Essays, 1901–1950). However, it has remained an underdeveloped theme in the last century, because logic has been treated as separate from knowledge. -/- This book does not hope to make up for a century-long absence of discussion. Rather, its ambition is to call attention to the theme and stimulating renewed reflection upon it. The book collects essays of leading figures in the field and it addresses the theme as a topic of current debate, or as a historical case study, or when appropriate as both. Each essay is followed by the comments of a younger discussant, in an attempt to transform what might otherwise appear as a monologue into an ongoing dialogue; each section begins with an historical essay and ends with an essay by one of the editors. -/- Carlo Cellucci is Emeritus Professor of Philosophy at the University of Rome ‘La Sapienza,’ Italy. He is currently completing a book entitled, Remaking Logic: What is Logic Really? -/- Emily Grosholz is Professor of Philosophy at the Pennsylvania State University, USA. She is the author of Representation and Productive Ambiguity in Mathematics and the Sciences (Oxford University Press, 2007). -/- Emiliano Ippoliti is a Research Fellow at the University of Rome ‘La Sapienza,’ Italy. His main interests are heuristics, the logic of discovery, and problem-solving. He is currently working on a book, Ampliating Knowledge: Data, Hypotheses and Novelty. -/- TABLE OF CONTENTS -/- Foreword .................................................................................................... ix Acknowledgements ................................................................................. xxv -/- Section I: Logic and Knowledge -/- Chapter One................................................................................................. 3 The Cognitive Importance of Sight and Hearing in Seventeenthand Eighteenth-Century Logic (Mirella Capozzi) Discussion .............................................................................................. 26 (Chiara Fabbrizi) Chapter Two .............................................................................................. 33 Nominalistic Content (Jody Azzouni) Discussion ............................................................................................... 52 (Silvia De Bianchi) Chapter Three ............................................................................................ 57 A Garden of Grounding Trees (Göran Sundholm) Discussion.......................................................................................... .. 75 (Luca Incurvati) Chapter Four .............................................................................................. 81 Logics and Metalogics (Timothy Williamson) Discussion.......................................................................................... 101 (Cesare Cozzo) Chapter Five ............................................................................................ 109 Is Knowledge the Most General Factive Stative Attitude? (Cesare Cozzo) Discussion.......................................................................................... 117 (Timothy Williamson) Chapter Six .............................................................................................. 123 Classifying and Justifying Inference Rules (Carlo Cellucci) Discussion.......................................................................................... 143 (Norma B. Goethe) -/- Section II: Logic and Science -/- Chapter Seven.......................................................................................... 151 The Universal Generalization Problem and the Epistemic Status of Ancient Medicine: Aristotle and Galen (Riccardo Chiaradonna) Discussion.......................................................................................... 168 (Diana Quarantotto) Chapter Eight........................................................................................... 175 The Empiricist View of Logic (Donald Gillies) Discussion.......................................................................................... 191 (Paolo Pecere) Chapter Nine............................................................................................ 197 Artificial Intelligence and Evolutionary Theory: Herbert Simon’s Unifying Framework (Roberto Cordeschi) Discussion.......................................................................................... 216 (Francesca Ervas) Chapter Ten ............................................................................................. 221 Evolutionary Psychology and Morality: The Renaissance of Emotivism? (Mario De Caro) Discussion.......................................................................................... 232 (Annalisa Paese) Chapter Eleven ........................................................................................ 237 Between Data and Hypotheses (Emiliano Ippoliti) Discussion.......................................................................................... 262 (Fabio Sterpetti) -/- Section III: Logic and Mathematics -/- Chapter Twelve ....................................................................................... 273 Dedekind Against Intuition: Rigor, Scope and the Motives of his Logicism (Michael Detlefsen) Discussion.......................................................................................... 290 (Marianna Antonutti) Chapter Thirteen...................................................................................... 297 Mathematical Intuition: Poincaré, Polya, Dewey (Reuben Hersh) Discussion.......................................................................................... 324 (Claudio Bernardi) Chapter Fourteen ..................................................................................... 329 On the Finite: Kant and the Paradoxes of Knowledge (Carl Posy) Discussion.......................................................................................... 358 (Silvia Di Paolo) Chapter Fifteen ........................................................................................ 363 Assimilation: Not Only Indiscernibles are Identified (Robert Thomas) Discussion.......................................................................................... 380 (Diego De Simone) Chapter Sixteen ....................................................................................... 385 Proofs and Perfect Syllogisms (Dag Prawitz) Discussion.......................................................................................... 403 (Julien Murzi) Chapter Seventeen ................................................................................... 411 Logic, Mathematics, Heterogeneity (Emily Grosholz) Discussion.......................................................................................... 427 (Valeria Giardino) -/- Contributors........................................................................................ ..... 433 Index............................................................................................... ......... 437 -/- Price Uk Gbp: 49.99 Price Us Usd: 74.99. 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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)

The received view of dynamical explanation is that dynamical cognitive science seeks to provide covering law explanations of cognitive phenomena. By analyzing three prominent examples of dynamicist research, I show that the received view is misleading: some dynamical explanations are mechanistic explanations, and in this way resemble computational and connectionist explanations. Interestingly, these dynamical explanations invoke the mathematical framework of dynamical systems theory to describe mechanisms far more complex and distributed than the ones typically considered by philosophers. Therefore, contemporary dynamicist (...) research reveals the need for a more sophisticated account of mechanistic explanation. (shrink)

The Polish logician Roman Suszko has extensively pleaded in the 1970s for a restatement of the notion of many-valuedness. According to him, as he would often repeat, “there are but two logical values, true and false.” As a matter of fact, a result by W´ojcicki-Lindenbaum shows that any tarskian logic has a many-valued semantics, and results by Suszko-da Costa-Scott show that any many-valued semantics can be reduced to a two-valued one. So, why should one even consider using logics with more (...) than two values? Because, we argue, one has to decide how to deal with bivalence and settle down the tradeoff between logical 2-valuedness and truth-functionality, from a pragmatical standpoint. -/- This paper will illustrate the ups and downs of a two-valued reduction of logic. Suszko’s reductive result is quite non-constructive.We will exhibit here a way of effectively constructing the two-valued semantics of any logic that has a truth-functional finite-valued semantics and a sufficiently expressive language. From there, as we will indicate, one can easily go on to provide those logics with adequate canonical systems of sequents or tableaux. The algorithmic methods developed here can be generalized so as to apply to many non-finitely valued logics as well —or at least to those that admit of computable quasi tabular two-valued semantics, the so-called dyadic semantics. (shrink)

Engages Levinas and Heidegger on the provocative issue of an ethics of things.

William Parry conceived in the early thirties a theory of entail-
ment, the theory of analytic implication, intended to give a formal expression to the idea that the content of the conclusion of a valid argument must be included in the content of its premises. This paper introduces a system of analytic, paraconsistent and quasi-classical propositional logic that does not validate the paradoxes of Parry’s analytic implication. The interpretation of the expressions of this logic will be given in terms of a (...) four-valued semantics,and its proof theory will be provided by a system of signed semantic tableaux that incorporates the techniques developed to improve the efficiency of the tableaux method for many-valued logics.
1. Introduction. (shrink)

During the lengthy and complex process of human evolution our ancestors had to adapt to extremely testing situations in which survival depended on making rapid choices that subjected muscles and the body as a whole to extreme tension. In order to seize a prey traveling at speeds that could reach 36 km per hour Homo sapiens had just thousandths of a second in which to anticipate the right moment and position himself before the prey arrived. He also had to prepare (...) the appropriate gesture, tensing his muscles and overcoming the resistance determined by body weight. While we are no longer faced with an environment that is anything so threatening, our brain continues to use these mechanisms day in day out to save time and energy, enabling us to avoid situations of danger, sense in advance the intentions of an interlocutor, and more besides. In this article we set out to show that our brain is not only a reactive mechanism, capable of reacting quickly to the stimuli that arrive from the external environment, but is above all a pro-active mechanism that allows us to make hypotheses, anticipate the consequences of actions, and formulate expectations: in short, to wrong foot an adversary. (shrink)

Presentaré formalmente la reología como una filosofía precisa. Hoy hemos de habérnoslas con nuestras herramientas que no pueden ser, por razones que veremos, ni la epistemología ni la ontología clásicas; requerimos de «noología» y «reología», filosofías incoadas en el pensamiento de Xavier Zubiri. Teniendo a la noología por realismo de partida en el que «realidad es» modo de quedar las cosas en la aprehensión, y a la reología por realismo de llegada en el que la constitución estructural de las cosas (...) «es realidad», la metafísica queda purgada de lastres vetustos. Todo se presenta en dos partes: I) Escasez de reólogos, expondremos qué se entiende por «noología» y por «reología». II) Realidad, expondremos el problema de los «dos» realismos («de partida» y «de llegada»), lo concretizaremos en la filosofía de Zubiri y veremos que «ambos» son más bien uno solo. Concluiremos que, si queremos tener una filosofía pertinente para el conocimiento contemporáneo del mundo sin limitarnos a un estudio escolar de un autor, hemos de hacer reología. (shrink)

Between the two horns of Jørgensen's dilemma, the authors opt for that according to which logic deals not only with truth and falsity but also with those concepts not possessing this semantic reference. Notwithstanding the “descriptive” prejudice, deontic logic has gained validity among modal logics. The technical foundation proposed consists in an abstract characterization of logical consequence. By identifying in the abstract notion of consequence the primitive from which to begin, it is possible to define the connectives - even those (...) of obligation - by means of the rules of introduction or elimination in a context of derivation. (shrink)

Cuando ahora las formas de hacer historia materializan una multiplicidad de grafías, y el giro reflexivo y el giro historiográfico nos permiten idear las historias de las teorías de la historia en una posibilidad más, en este ensayo se presenta un deseo, una promesa cuya llave de acceso precisa saber lo que pretende la locución arqueoescritura. Esbozos y trazas de la teoría de la historia en cuestión: ¿qué cabe esperar en las escrituras diferidas de la arqueoescritura? Escrituras equívocas en clave (...) derridiana de la teoría de la historia como historiografía. Una posibilidad imposible aplazada. Escrituras para examinar la metafísica de la presencia en la historiografía, conscientes de que no podrán formular una teoría de la historia en la única firma derridiana, porque lo real se resiste a ser domado e incorporado al impar filosófico derridiano. (shrink)

The main purpose of this paper is to explore the role played by logic in the legal domain. In the traditional conception which underlies the movement of codification, judges are able to find in the legal system (the Master System) a unique answer for every legal problem. This entails its completeness, consistency and the possibility of deriving from it the contents of all judicial decisions. Although the ideal model of this conception is supported by important theoretical and political ideals, it (...) has significant shortcomings. The elements of normative systems (Master Systems) are “norms” and not mere “norm-formulations.” A “norm” is the meaning attributed to normative linguistic expressions. The set of all normative expressions, such as statutes, codes, etc. forms what is called the Master Book. One of the main problems for the ideal model is the identification of a normative system behind the Master Book. Interpretative arguments are the tools designed to solve these problems. Although the requirements of the model are not totally fulfilled in actual practice, it remains as an effective ideal rational goal behind legal activities linked to adjudication and most theoretical approaches to law. (shrink)

We consider breath as a vast prospect that includes actions and traces of them, that builds images and texts, that involves the human being and the extra-human context; we call this great scenery ‘breathscape’. We then study how breathscape interacts with the human apparatus of the face, both giving rise to signs, but also giving rise to a liminal zone of extremely intriguing interpretative processes on a mereological scale. How and where do the territory of breath and the body interact? (...) Which processes of signification do they give rise to? And which signs are created in their phenomenal and semantic encounter? Art is certainly the most appropriate language for studying this process, as well as for letting opacities emerge and exploring outstanding contrasts. There are various concepts of ‘breathscape’ that, grounded in different cultures, are immediately associated with ancient and contemporary philosophies. As a reverberation from a semiotic interaction and through the discretization and identification of semantic fields relevant to the concerned scenario, and introducing textuality, a phenomenon seen as a crystallization of the transition between outer text (the text of reality) and text (subject/object), we consider those visual texts which are crossed by a common faculty that is both descriptive and inventive: by approaching some inferential and cultural regimes and analysing their specific enunciative practices, we then contribute to their renovation. The texts related to the practices as part of the narratives intrinsic to cultural semiospheres underline the insatiable vastness of epistemological content to be dealt with, and the functional reductionism of the corpus is only a first approach to the field that is intended to shed light on the general panorama and to stimulate subsequent debate and insights. (shrink)