Newcomers and more experienced feminist theorists will welcome this even-handed survey of the care/justice debate within feminist ethics. Grace Clement clarifies the key terms, examines the arguments and assumptions of all sides to the debate, and explores the broader implications for both practical and applied ethics. Readers will appreciate her generous treatment of the feminine, feminist, and justice-based perspectives that have dominated the debate.Clement also goes well beyond description and criticism, advancing the discussion through the incorporation of a broad range (...) of insights into a new integration of the values of care and justice. Care, Autonomy, and Justice marks a major step forward in our understanding of feminist ethics. It is both direct and helpful enough to work as an introduction for students and insightful and original enough to make it necessary reading for scholars. (shrink)
What is a right? Why do we say that individual humans have rights? Do humans have a unique moral status or do other living beings also have rights? Can animals ever be moral agents? Is there a tension between the animal rights movement and those whose see the environment as possessing some manner of rights? With Grace Clement, Bonnie Brown, and Mark Parascondola.
Humans massively depend on communication with others, but this leaves them open to the risk of being accidentally or intentionally misinformed. To ensure that, despite this risk, communication remains advantageous, humans have, we claim, a suite of cognitive mechanisms for epistemic vigilance. Here we outline this claim and consider some of the ways in which epistemic vigilance works in mental and social life by surveying issues, research and theories in different domains of philosophy, linguistics, cognitive psychology and the social sciences.
Social learning is likely to include affective processes: it is necessary for newcomers to discover what value to attach to objects, persons, and events in a given social environment. This learning relies largely on the evaluation of others’ emotional expressions. This study has two objectives. Firstly, we compare two closely related concepts that are employed to describe the use of another person’s appraisal to make sense of a given situation: social appraisal and social referencing. We contend that social referencing constitutes (...) a type of social appraisal. Secondly, we introduce the concept of affective social learning with the hope that it may help to discriminate the different ways in which emotions play a critical role in the processes of socialization. (shrink)
In the philosophical literature, self-deception is mainly approached through the analysis of paradoxes. Yet, it is agreed that self-deception is motivated by protection from distress. In this paper, we argue, with the help of findings from cognitive neuroscience and psychology, that self-deception is a type of affective coping. First, we criticize the main solutions to the paradoxes of self-deception. We then present a new approach to self-deception. Self-deception, we argue, involves three appraisals of the distressing evidence: (a) appraisal of the (...) strength of evidence as uncertain, (b) low coping potential and (c) negative anticipation along the lines of Damasio’s somatic marker hypothesis. At the same time, desire impacts the treatment of flattering evidence via dopamine. Our main proposal is that self-deception involves emotional mechanisms provoking a preference for immediate reward despite possible long-term negative repercussions. In the last part, we use this emotional model to revisit the philosophical paradoxes. (shrink)
We propose a rational method for addressing an important question—who deserves to be an author of a scientific article? We review various contentious issues associated with this question and recommend that the scientific community should view authorship in terms of contributions and responsibilities, rather than credits. We propose a new paradigm that conceptually divides a scientific article into four basic elements: ideas, work, writing, and stewardship. We employ these four fundamental elements to modify the well-known International Committee of Medical Journal (...) Editors (ICMJE) authorship guidelines. The modified ICMJE guidelines are then used as the basis to develop an approach to quantify individual contributions and responsibilities in multi-author articles. The outcome of the approach is an authorship matrix, which can be used to answer several nagging questions related to authorship. (shrink)
Philosophers agree that an important part of our knowledge is acquired via testimony. One of the main objectives of social epistemology is therefore to specify the conditions under which a hearer is justified in accepting a proposition stated by a source. Non-reductionists, who think that testimony could be considered as an a priori source of knowledge, as well as reductionists, who think that another type of justification has to be added to testimony, share a common conception about children development. Non-reductionists (...) believe that infants and children are fundamentally gullible and their gullibility could be seen as an example for justifying testimony, while reductionists believe that this gullibility is merely an exception that should be taken into account. The objective of this paper is to review contemporary literature in developmental psychology providing empirical grounds likely to clarify this philosophical debate. What emerges from current research is a more elaborated vision of children’s attitude toward testimony. Even at a very young age, children do not blindly swallow information coming from testimony; doubtful or contradictory information is automatically screened by their cognitive system. Even if they are unable to give positive reasons for the acceptance of a given testimony, young children are not gullible. Such empirical findings tend to call into question the radical opposition between reductionism and non-reductionism. (shrink)
Psychologists have emphasized children's acquisition of information through firsthand observation. However, many beliefs are acquired from others' testimony. In two experiments, most 4yearolds displayed sceptical trust in testimony. Having heard informants' accurate or inaccurate testimony, they anticipated that informants would continue to display such differential accuracy and they trusted the hitherto reliable informant. Yet they ignored the testimony of the reliable informant if it conflicted with what they themselves had seen. By contrast, threeyearolds were less selective in trusting a reliable (...) informant. Thus, young children check testimony against their own experience and increasingly recognise that some informants are more trustworthy than others. (shrink)
The brand personality of nonprofit service organizations is a focal cue for individuals engaging in pro-social behavior. However, the positive effect of brand personality on donors’ intention to engage pro-socially may be affected in cases in which NPOs provide monetary incentives to those donors. Relying on social exchange theory, the authors examine how monetary incentives and brand personality commonly affect the intention to donate and whether this effect varies based on the perceived trustworthiness of the NPO. The results of two (...) experimental studies show that branding and incentivizing decisions should not be developed independently because monetary incentives do indeed undermine the positive effects of brand personality on the intention to donate. However, the effectiveness of incentives varies with the perceived level of trust in the NPO: highly trusted NPO services are harmed by monetary incentives, whereas less-trusted NPOs may even benefit. (shrink)
Awareness of the potential of quality teaching (or teacher excellence in content, knowledge and pedagogy) to impact upon student achievement is an outcome of recent school?effectiveness research. This research has extended the understanding of the conception of ?teacher? beyond surface factual learning to that of induction into learning of intellectual depth, which engages the more sophisticated skills of ?communicative capacity? and ?self?reflection?. Habermas provides a conceptual framework for this expanded notion through the awareness that knowing extends beyond factual knowledge to (...) the challenge of ?communicative knowledge? and ?self?reflectivity?. Quality teaching alerts educators to the potential of the role of explicit teaching in values education and, in turn, the capacity of values education to complement and even enhance the learning goals implicit in quality teaching. By this is meant that values education has potential to remind individuals and systems that it is the affective and relational aspects of teaching that ultimately give it its power and positive effect. Data from the Australian Government's Values Education Good Practice Schools project are offered as evidential support for this hypothesis. (shrink)
The punishment of social misconduct is a powerful mechanism for stabilizing high levels of cooperation among unrelated individuals. It is regularly assumed that humans have a universal disposition to punish social norm violators, which is sometimes labelled “universal structure of human morality” or “pure aversion to social betrayal”. Here we present evidence that, contrary to this hypothesis, the propensity to punish a moral norm violator varies among participants with different career trajectories. In anonymous real-life conditions, future teachers punished a talented (...) but immoral young violinist: they voted against her in an important music competition when they had been informed of her previous blatant misconduct toward fellow violin students. In contrast, future police officers and high school students did not punish. This variation among socio-professional categories indicates that the punishment of norm violators is not entirely explained by an aversion to social betrayal. We suggest that context specificity plays an important role in normative behaviour; people seem inclined to enforce social norms only in situations that are familiar, relevant for their social category, and possibly strategically advantageous. (shrink)
BioPortal is a Web portal that provides access to a library of biomedical ontologies and terminologies developed in OWL, RDF(S), OBO format, Protégé frames, and Rich Release Format. BioPortal functionality, driven by a service-oriented architecture, includes the ability to browse, search and visualize ontologies (Figure 1). The Web interface also facilitates community-based participation in the evaluation and evolution of ontology content.
In our attempt to distinguish two types of social appraisal, we clarify the “knower–learner” relationship in affective social learning, underline the important role that affective observation may have in acculturation processes, and highlight some potential consequences for the recent debate on the benefits of child-directed learning.
While cognitive scientists increase their tentative incursions in the social domains traditionally reserved for social scientists, most sociologists and anthropologists keep decrying those attempts as reductionist or, at least, irrelevant. In this paper, we argue that collaboration between social and cognitive sciences is necessary to understand the impact of the social environment on the shaping of our mind. More specifically, we dwell on the cognitive strategies and early-developing deontic expectations, termed naïve sociology, which enable well-adapted individuals to constitute, maintain and (...) understand basic social relationships. In order to specify the way in which the demanding character of typical social relationships can be recognized in situ, we introduce the concept of “deontic affordances”. Finally, we shed light on the continuum that might relate a primitive naïve sociology, dedicated to the processing of invariant properties of the social life and a mature naïve sociology, necessary for dealing with the variable properties of cultural forms of life. (shrink)
Le respect de la vie privée et de l’intimité est un droit reconnu aux usagers des services de santé et des services sociaux par différents codes d’éthique, par la Charte des droits et libertés de la personne du Québec et par la Loi sur les services de santé et les services sociaux. Pour autant, la signification que prend ce droit demeure incertaine. Il n’y a pas une signification, mais bien des significations. S’appuyant sur un important travail d’observation dans deux comités (...) d’éthique clinique situés dans des établissements de santé et de services sociaux, les auteurs présentent et analysent ici un certain nombre de situations litigieuses dans lesquelles une interprétation du droit à la vie privée et à l’intimité a été faite. Au terme de l’exercice, il ressort entre autres que, selon les situations analysées, les discussions qui se font dans les CÉC conduisent à des modalités différentes (« déplacement et hiérarchisation », « opposition et évitement », « ouverture et compromis », « élargissement et remise en question ») qui ont pour effet de changer le regard porté sur l’usager et plus spécifiquement de faire comprendre son point de vue. En outre, si le droit à la vie privée et à l’intimité contribue à modifier l’interprétation que l’on se fait d’une situation ou des usagers, il est lui-même objet d’interprétation. C’est la diversité de sens qu’il peut prendre qui lui préserve son pouvoir d’interroger. (shrink)
Barsalou's interesting model might benefit from defining simulation and clarifying the implications of prior critiques for simulations (and not just for perceptual symbols). Contrary to claims, simulators (or frames) appear, in the limit, to be amodal. In addition, the account of abstract terms seems extremely limited.
Differences in difficulty between isomorphs of the Tower of Hanoi are generally explained in terms of differences in processing loads required by the different versions Kotovsky & Fallside, 1989 . Our claim is that the general knowledge about an action, activated by the context, is what guides the elaboration of problem representation. To test this hypothesis, we manipulated the context using four isomorphs. The results support the hypothesis: the selection of the adequate point of view on the action depends on (...) the context, and is a crucial step in the elaboration of problem representation. The more difficult versions are those that require abandoning the first point of view and selecting a new one. (shrink)
Teachers’ conceptions about the origin of life in three Latin American countries with contrasting levels of secularism were analyzed: Argentina, Brazil, and Uruguay. A European survey questionnaire was used and the interpretation of the results drew on Barbour's four categories concerning the relationships of science and religion. A large majority of Argentinian and Uruguayan teachers were clearly evolutionist, even when believing in God, with no difference between Argentina and Uruguay. The majority of Brazilian teachers assumed a religious position about the (...) origin of life, being creationist or evolutionary creationist. Differences of Brazilian teachers’ conceptions may result from the higher percentage of evangelicals and lower proportion of agnostics/atheists. Brazilian Catholic teachers were more creationist than their Catholic colleagues in Argentina and Uruguay. Distinct patterns were found, but further research is needed to understand possible classroom impacts. (shrink)
Reasoning patterns found in Galileo’s treatise on machines, On Mechanics, are compared with patterns identified in case studies of scientifically trained experts thinking aloud, and many similarities are found. At one level the primary patterns identified are ordered analogy sequences and special diagrammatic techniques to support them. At a deeper level I develop constructs to describe patterns that can support embodied, imagistic, mental simulations as a central underlying process. Additionally, a larger hypothesized pattern of ‘progressive imagistic generalization’—Galileo’s development of a (...) model or mechanism that becomes more and more general with each machine while still being imagistically projectable into many machines—provides a way to think about his progress toward a modern explanatory model of torque. By unpacking his arguments, we gain an appreciation of his skillful ability to foster imagistic processes underlying scientific thinking. (shrink)
The potential for the occurrence of multiple-role relationships is increased when professors also consult with athletic teams on their campuses. Such multiple-role relationships have potential ethical implications that are unclear and largely unexplored, and consultants may find multiple-role relationships both difficult to deal with and unavoidable. Therefore, the purpose of this study was to explore the nature of teacher-practitioner multiple-role relationships. Participants (N = 35) were recruited from Association for the Advancement of Applied Sport Psychology (AAASP) certified consultants (CCs) who (...) were also affiliated with a university (N = 68). All participants completed a 28-item survey exploring the incidence and relevant issues pertaining to multiple-role relationships. Chi-square analyses revealed that licensed mental health practitioners (i.e., psychologists and counselors) were more likely than nonlicensed AAASP CCs to believe that multiple-role relationships were never appropriate in sport psychology, 2(1, N = 30) = 12.80, p < .001, and to have never taken part in a multiple-role relationship, 2(1, N = 33) = 12.44, p < .001. Independent samples t tests revealed that mental health practitioners also reported that they would have higher levels of concern for both the practitioner, t(30) = -2.77, p = .009, and the client, t(30) = -2.50, p = .018, in such a relationship. (shrink)
Desktop computerisation is a widespread phenomenon that affects many women office workers. So far, much of the discussion of this topic treats these workers as ‘users’ while the need for them to (re)design their work and information systems tends to be ignored.This paper applies both conventional and social analytic notions of information systems design to archetypal secretarial work groups, and argues that hitherto under-recognised elements of system design are endemic to desktop computerisation. Case studies which examine how office groups have (...) created information systems and associated work practices, largely through their own efforts, illustrate how this design work can be accomplished. The informal, localised processes of collaborative problem solving, development and sharing of local expertise are important ingredients in this achievement. Broader mobilisation efforts can also play a role. (shrink)