User participation is a critical ingredient for relevant technology development, whether in agriculture or industry. This has long been recognized in private sector R&D firms. In most public sector agricultural research organizations in developing countries, however, systematic involvement of farmers, especially poor farmers, in research has been weak. These farmers are rarely powerful or well organized enough to bring pressure to bear on government agencies to respond to their needs and priorities. Farmer-responsive research methods, such as on-farm research, farming systems (...) research, and farmer participatory research, have been introduced into research organizations to compensate for the lack of mechanisms for bringing farmers' views into the formulation of research priorities and agendas. The impact of these approaches in achieving this objective, however, has been less than hoped for.Insufficient attention to the political and institutional dimensions of developing client-responsive research is a major reason for this lack of impact. To bring about permanent change, farmer-responsive research methods need to be reinforced by changes in the balance of power between research and its clients and in the constellation of decisionmakers responsible for formulating research agendas. Participatory planning methods applied at the level of research programs provide new opportunities for involving farmers in decision-making about program priorities and for systematically incorporating information about client's needs. Recent experiments with strengthening farmers' associations and linking them with research organizations suggest new opportunities for increasing farmers' ability to express demand, act as an external pressure group, and serve as viable partners with research organizations. (shrink)

L'auteure se propose d'évaluer l'influence de George Sand sur ses contemporains russes en se fondant principalement sur trois figures de la littérature de cette aire géographique et culturelle : Herzen, Belinski et Dostoïevski. Le choix de ces personnalités serait à la fois motivé par la place importante qu'ils ont tenue dans leur société et dans leur siècle, mais aussi par les besoins de la recherche, des études ayant été menées sur la réception de G. Sand à partir d'autres auteurs co...

In lieu of an abstract, here is a brief excerpt of the content:The Blue Pearl: The Efficacy of Teaching Mindfulness Practices to College StudentsDeborah J. Haynes, Katie Irvine, and Mindy BridgesBetween fall 2003 and spring 2011 I integrated contemplative practices into ten courses with a total of 877 students. Nine of these courses carried credit for the core undergraduate curriculum, either in literature and arts or ideals and values, and students elected my courses from a menu of options. Individual courses (...) ranged from 12 to 409 students. During two of these years, I conducted detailed human subject research using a number of surveys, gathering both quantitative and qualitative data with first-year undergraduates on their experiences with contemplative pedagogy. These courses dealt specifically with art and religion, focusing on traditions where the visual arts are intricately connected to religious practice. I gathered more subjective data in all of the other courses, including large lecture courses on world art from 1500 to the present. In general, my students were not majors in art or religious studies, but came from many disciplines within the arts, social sciences, and sciences, including business and engineering. This essay describes the process and results of the research I conducted with two undergraduate assistants, Katie Irvine and Mindy Bridges. Besides summarizing the findings, I also describe student responses to teaching a specific mindfulness practice—the bow—within a large lecture course with undergraduates. It is notable how little actual data exists about student experiences, and this prompted me to undertake the research that forms the basis for this essay.1I begin with a few comments on my understanding of contemplative or mindfulness practice and my role as researcher. There is no single way to describe or engage in contemplative practice. The Latin contemplari means to observe, consider, or gaze attentively. This definition gives clues about the varied forms of contemplative practice, which include sitting, standing, walking, and lying down; using attitudes of not doing; deep listening, pondering, and radical questioning; guided imagery and active imagination; exercises with the body; focusing techniques such as those developed by Eugene Gendlin; concentrated language experiments with freewriting, poetry, and journals; beholding; and creation of visual images to represent such experiences.2 The [End Page 63] word mindfulness is often used to describe contemplative practice. In its most basic form, it means moment-by-moment present awareness, which is available to everyone, regardless of religious or spiritual orientation.Broadly understood as methods to develop concentration, to deepen understanding and insight, and to cultivate awareness and compassion, these practices can have a profound impact on a student’s experience both in college and beyond. Specifically, teaching students techniques of awareness, concentration, and means of disciplining their attention is absolutely essential in our era of fragmentation, ever-increasing speed, multitasking, and continuously interrupted attention. While contemplative practices are rooted in the world’s religious traditions, I often tell parents and students that the application of these practices in a secular educational context can enhance the educational experience in unique ways. Students develop new techniques of awareness, they learn to refine their perceptual and observational skills, and they are encouraged to take chances and to foster attitudes such as curiosity and wonder rather than cynicism about the world in which we live.Contemplative PedagogyIntroducing contemplative practices into the classroom results in new educational practices and pedagogies. For example, in a course titled The Dialogue of Art and Religion my students learn about Russian Orthodox icons, Himalayan Buddhist thangkas, and Navajo sand paintings through studying cultural and social history, religion, formal visual analysis, and creative processes. I define this interdisciplinary teaching as a form of comparative visual studies. I normally teach this class to eighteen or twenty first-year college students. Students also learn about the practices of prayer and meditation that are central to Christian, Buddhist, and Native American traditions through sustained reading and discussion. They read accessible books about contemplative practice such as Thich Nhat Hanh’s The Miracle of Mindfulness.3 In each class, we practice simple techniques such as bowing, sitting in silence, breath awareness, and daily writing exercises.Over the past decade my students have talked about how these mindfulness exercises help to foster an atmosphere of respect, noting... (shrink)

언론현상과 제문제를 철학적 관점에서 연구 분석한 논저. 도덕:저널리즘과 윤리 가치론:언론과 가치 등모두 9편을 실었다.

The national ethical guidelines relevant to assisted reproductive technology have recently been reviewed by the National Health and Medical Research Council. The review process paid particular attention to the issue of non-medical sex selection, although ultimately, the updated ethical guidelines maintain the pre-consultation position of a prohibition on non-medical sex selection. Whilst this recent review process provided a public forum for debate and discussion of this ethically contentious issue, the Victorian case of JS and LS v Patient Review Panel [2011] (...) VCAT 856 provides a rare instance where the prohibition on non-medical sex selection has been explored by a court or tribunal in Australia. This paper analyses the reasoning in that decision, focusing specifically on how the Victorian Civil and Administrative Tribunal applied the statutory framework relevant to ART and its comparison to other uses of embryo selection technologies. The Tribunal relied heavily upon the welfare-of-the-child principle under the Assisted Reproductive Treatment Act 2008. The Tribunal also compared non-medical sex selection with saviour sibling selection. Our analysis leads us to conclude that the Tribunal’s reasoning fails to adequately justify the denial of the applicants’ request to utilize ART services to select the sex of their prospective child. (shrink)

Philosophers of language are increasingly engaging with derogatory terms or slurs. Only few theorists take such language as a starting point for addressing puzzles in philosophy of language with little connection to our real-world problems. This paper aims to show that the political nature of derogatory language use calls for non-ideal theorising as we find it in the work of feminist and critical race scholars. Most contemporary theories of slurs, so I argue, fall short on some desiderata associated with a (...) non-ideal approach. They neglect crucial linguistic or political aspects of morally and politically significant meaning. I argue that a two-stage project is necessary to understand the perniciousness of slurs: accounting for the derogatory content of derogatory terms in general and, additionally, explaining the communicative function of slurs more specifically. I end by showing how inferentialism is well-suited to account for the content of derogatory terms whilst allowing for further explanations of the communicative functions of slurs. (shrink)

We present a skill learning model CLARION. Different from existing models of high-level skill learning that use a topdown approach (that is, turning declarative knowledge into procedural knowledge), we adopt a bottom-up approach toward low-level skill learning, where procedural knowledge develops first and declarative knowledge develops later. CLAR- ION is formed by integrating connectionist, reinforcement, and symbolic learning methods to perform on-line learning. We compare the model with human data in a minefield navigation task. A match between the model and (...) human data is found in several respects. (shrink)

Research on detrimental workplace behaviors has increased recently, predominantly focusing on justice issues. Research from the integrity testing literature, which is grounded in trait theory, has not received as much attention in the management literature. Trait theory, agency theory, and psychological contracts theory each have different predictions about employee performance that is harmful to the organization. While on the surface they appear contradictory, this paper describes how each can be integrated to increase our understanding of detrimental workplace behaviors.Deborah L. (...) Kidder is an Associate Professor in the Department of Management at Towson University, in Towson, MD, USA. Her Ph.D. is in Industrial Relations from the University of Minnesta. Her research interests involve issues of trust and equity, perceptions of fairness at work, and the consequences of fair treatment for employees and organizations. She teaches courses in Human Resource Management, Organizational Behavior, Leadership, and Negotiation. (shrink)

What are the values and policies which are driving the development of Further Education institutions? The rapid expansion and development of the post-compulsory sector of education means that further education institutions have to cope with ever-evolving government policies. This book comprehensively examines the current trends in further education by means of both policy analysis and research in the field. It offers an insightful evaluation of FE colleges today, set against the background of New Labour Lifelong Learning initiatives and, in particular, (...) the links between college and community. This timely investigation of FE and New Labour policy, takes a unique community education perspective to determine whether the social objectives of current policy can be achieved by policy-makers, managers, staff and students in FE institutions. For students, lecturers and educators in the post-compulsory sector, in addition to policy-makers and managers, this is an invaluable source of information on a subject which is still largely under-researched. (shrink)

Chapter Introduction Hobbes's political doctrine presents the unusual feature that it has given rise to an "official" interpretation, in terms of which, ...

This collection brings together previously unpublished works by well-known philosophers on the philosophy of action, the metaphysics of causality, and the philosophy of psychology. Nine of the essays directly discuss Donald Davidson's work on these topics, while three others challenge a Davidsonian approach through discussion of independent but related issues. These essays are followed by replies from Davidson, including a previously unpublished essay, "Adverbs of Action.".

Educational scholars concur that research preparation courses should engage doctoral students with methodological differences and epistemological controversies. Mary Metz and Nancy Lesko recently published articles describing how courses guided by this aim engender self-doubt for students. Neither scholar is entirely convinced that self-doubt is educationally productive. Drawing on Hans-Georg Gadamer's notion of Bildung, Deborah Kerdeman reframes the view of self-doubt that Metz and Lesko assume and shows why self-doubt can be transformative. Gadamer's argument regarding self-doubt challenges constructivist views of (...) agency and also demonstrates that engaging with difference is necessary for new understanding to emerge through conversation. Kerdeman concludes by considering why engaging in Bildung helps doctoral students become good educational researchers and why cultivating Bildung should therefore be an aim of research preparation courses that engage students with methodological differences and epistemological controversies. (shrink)

Idiosyncrasies of Hobbes's composition process, together with a paucity of reliable autobiographical materials and the norms of seventeenth-century manuscript production, render interpretation of his political theory particularly difficult and contentious. These difficulties are surveyed here under three headings: the process of "serial" composition, which was common in the period; the relationship between Hobbes's three political-theory texts-- the "Elements of Law, De Cive ", and "Leviathan", which is basic to defining the textual embodiment of his theory, and controversial; and his method (...) of writing. I argue that Hobbes's composition process undercut his intention to produce a deductive, logical theory of politics and opened the door to inconsistency and muddle in his arguments. (shrink)

This paper explores some aspects of the concept 'logic' and its relation to moral voice, and argues that Menssen uses it too narrowly in her respone to Orr's "Just the Facts. Ma'am" and the work of Carol Gilligan. Grounded in the work of the later Wittgenstein, it is argued that formalized logic misses much of natural logic: the concept of 'moral talk' is developed to theorize Gilligan's ethic of care; it is argued that this form of moral deliberation is not (...) argumentation in the formal sense; and the relationship between logic and epistemology is explored through the consideration of moral talk as a language-game which is woven into gendered forms of life. Finally, it is argued that the notion of a universal logic is the product of an oppressivc patriarchal culture and should not be defended by feminists. (shrink)

Down syndrome (DS) impacts several brain regions including the hippocampus and surrounding structures that have responsibility for important aspects of navigation and wayfinding. Hence it is reasonable to expect that DS may result in a reduced ability to engage in these skills. Two experiments are reported that evaluated route-learning of youth with DS, youth with intellectual disability (ID) and not DS, and typically developing (TD) children matched on mental age (MA). In both experiments, participants learned routes with eight choice point (...) presented via computer. Several objects were placed along the route that could be used as landmarks. Participants navigated the route once with turn indicators pointing the way and then retraced the route without them. In Experiment 1 we found that the TD children and ID participants performed very similarly. They learned the route in the same number of attempts, committed the same number of errors while learning the route, and recalled approximately the same number of landmarks. The participants with DS performed significantly worse on both measures of navigation (attempts and errors) and also recalled significantly fewer landmarks. In Experiment 2, we attempted to reduce TD and ID vs DS differences by focusing participants’ attention on the landmarks. Half of the participants in each group were instructed to identify the landmarks as they passed them the first time. The participants with DS again committed more errors than the participants in the ID and TD groups in the navigation task. In addition, they recalled fewer landmarks. While landmark identification improved landmark memory for both groups, it did not have a significant impact on navigation. Participants with DS still performed more poorly than did the TD and ID participants. Of additional interest, we observed that the performance of persons with DS correlated with different ability measures than did the performance of the other groups. The results the two experiments point to a problem in navigation for persons with DS that exceeds expectations based solely on intellectual level. (shrink)

Much light has been shed on important features of teaching and learning by Alasdair MacIntyre's writings. Yet there are experiences that are crucial to teaching and learning that are unaddressed in MacIntyre's arguments; experiences that reveal education as a distinctive kind of practice. This paper examines one kind of such experience: an experience I call ‘being pulled up short’. Drawing on the work of Hans-Georg Gadamer and Gerald L. Bruns, I analyse an example of teaching King Lear to argue that (...) being pulled up short is a unique experience of disorientation that cannot be taught merely by pedagogical skill, including the modern tools and approaches provided by constructivist learning theory and meta-cognition. The paper concludes by identifying challenges that being pulled up short poses for the education of disposition, and for the aims and activities of teaching. (shrink)

Ethics, Policy & Environment, Volume 15, Issue 1, Page 71-76, March 2012.

Five symposia from the 25th annual Oberlin Colloquium in Philosophy focus on cognitive suicide, the explanatory role of content, Cartesian error and the objectivity of perception, social content and psychological content, and belief attribution and context.

This book presents a systematic, unified treatment of fixed points as they occur in Godels incompleteness proofs, recursion theory, combinatory logic, semantics, and metamathematics. Packed with instructive problems and solutions, the book offers an excellent introduction to the subject and highlights recent research.

This article constitutes excerpts of a videotaped discussion hosted by the New England Journal of Medicine on January 14, 2008, concerning a range of topics on lethal injection prompted by the United States Supreme Court's January 7 oral arguments in Baze v. Rees. Dr. Atul Gawande moderated the roundtable that included two anesthesiologists - Dr. Robert Truog and Dr. David Waisel - as well as law professor Deborah Denno. The discussion focused on the drugs used in lethal injection executions, (...) whether physicians should participate, potential alternatives, and some of the legal parameters of Baze. (shrink)

Puzzles of logic involve knights, knaves, gods, demons, and mortals, and Inspector Craig conducts a summer-long adventure in combinatory logic, basic to computer science and artificial intelligence.

This paper discusses the role of the expert in giving advice to policy makers. It argues that, since biotechnology is an area characterised by value conflicts and fragile public trust in scientific experts and authorities, broader consultation processes which include both ethicists and laypeople should be conducted.“Expertise, it may be argued, sacrifices the insight of common sense to intensity of experience… The expert fails to realise that every judgement he makes not purely factual in nature brings with it a scheme (...) of values which has no special validity about it” (Laski, 1930). (shrink)

Laspro et al. (2024) present an insightful survey of ethical issues emerging in first-in-human whole eye transplants (WET). Their discussion is applicable to a broad range of first-in-human surgica...

Over the past ten years there has been an increased awareness of the importance of stakeholder involvement and public participation in policy making. However, despite the general consensus that stakeholder participation is important within decision-making, the debate as to how that participation should be undertaken and how the various methods for participation should be evaluated continues. This paper presents a number of possible evaluation criteria, suggesting that the appraisal of both procedures and outcomes needs to include consideration of the legitimacy (...) of the procedure, in addition to the more common efficiency evaluation of procedures and outcomes. Together with experience from case studies, these criteria are then used to highlight the main promises and pitfalls of the various participation procedures. (shrink)

Seventeenth-century natural-law philosophers participated in colonizing and slave-trading companies, yet they discussed slavery as an abstraction. This dispassionate approach is commonly explained with the “distance thesis” that the practice of slavery was at some remove from Northwest Europe. I contest the thesis, with a specific focus on pre-Restoration English discourse and Hobbes's political theory. By laying out the salient context — English experience of Barbary-coast slavery and an inherited neo-Roman intellectual frame — I argue, first, that slavery was hardly a (...) distant phenomenon and, second, that Hobbes's discussion of slavery expressed ideas familiar in ordinary discourse. The conclusion contrasts the English neo-Roman outlook with Spanish neo-Aristotelianism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Deborah Knight SELVES, INTERPRETERS, NARRATORS I Autobiography, understood in die standard sense of someone telling or more frequendy writing the story of her life, has been a periodic focus of philosophical attention. Partly this is because philosophers such as Augustine and Rousseau have written some of the classics of the genre. Recendy, interest in autobiography has been renewed among philosophers concerned widi narrative and especially those concerned widi (...) die relation between interpretation, narration, and die self. In particular, there has been considerable interest in questions of narrative voice and perspective,1 as well as in questions concerning whether die self is (merely) a literary or fictional construct. One philosopher who has had much to say about selves as autobiographers is Daniel C. Dennett. He argues that the self is just an autobiographical accretion forming on or around some agent who is able to speak, to differentiate itself from others, and to call itself "I."2 The self, according to Dennett, is just the hole surrounded by the autobiographical doughnut. It is a fiction, and like any otiier fiction, what any selfamounts to will depend on die way we tell the story. But as I will argue, Dennett's view oversimplifies die complex narrational role involved in telling tales about oneself and otiiers. It also oversimplifies die relationship between the accreters of autobiography and dieir interpreters. In particular, it fails to recognize that both autobiographical accreters and interpreters are involved in a narrational activity. Perhaps it should not surprise us to discover a philosopher-novelist whose work offers a helpful counterpoint to Dennett's views about story-based selves. Rebecca Goldstein's novel, TheLate-SummerPassion of a Woman ofMind,5 contains an important insight into die narrational Philosophy and Literature, © 1994, 18: 274-286 Deborah Knight275 function presupposed by bodi interpreters and self-interpreters. Goldstein, not unlike Dennett, argues that in a fundamental sense our lives are accounted for and made sense of in storied terms. This is not an original observation. What Goldstein recognizes that Dennett does not is the complex narrational interconnection between teller and interpreter. Further, she recognizes the hopelessness of the desire for some omniscient interpreter or impersonal narrator—some third-person interpretive perspective that can simply bracket the intentions of the agent as that agent understands them. Goldstein helps us to see part of what is at stake in all discussions of storied lives, as well as what is at stake in the idea diat die self or subject of action is produced through the stories tiiat we and otiiers tell. So let me contrast Dennett's views about narrated selves with Goldstein's views. My objective is to show the limitations of Dennett's position, and die suggestiveness of Goldstein's. II Dennett's views about the self can be thought of in terms of a pair of guiding intuitions: either (Dl) the self is soul-like, the ghost in the Cartesian machine, the originator a priori ofmeanings and actions, the incorrigible source of intentions, the consciousness that preexists and directs action; or (D2) the self is discursive, which is to say that it is a product formed in language dirough die telling and exchanging of tales about ourselves. If (Dl), then the self is prelinguistic and makes each of us God-like creators and guarantors of our meanings; or, if (D2), then the selfis the fragmentary, pieced-togetiier posit that orients us through an otherwise potentially unbalancing variety of environmental and psychological inputs and outputs. Dennett treats diese two views as the only possible positions in die debate, and since his brand of anti-Cartesianism, like RyIe's before him, requires that he refute (Dl), he is left only with (D2). By refuting (Dl) and keeping (D2), Dennett allows himself to conclude that, while agents' selves are spun through the tales they tell of themselves, there is no good reason to base one's interpretation of any agent on the version of the tale told by that agent. The only perspective from which agents can be interpreted is a diird-person perspective. There can be no significant question as to first-person authority, since on Dennett's view, die first-person subjective position has... (shrink)

Hobbes's defense of absolutism involves the dual claims that consent is the foundation of legitimate authority and that sovereignty is necessarily absolute. It is a paradoxical combination of claims: If absolute government is the product of choice how can it also be the sole possible constitution? While all of Hobbes's contractarian successors have rejected his preference for absolutism, his dual claims have become commonplace. Since Hobbes, contract thinkers routinely assert that people will choose their preferred constitution and that it is (...) the only possible one. The essay examines the genesis of this paradoxical argumentation: Hobbes's genius lay in merging Grotius's contractarian rationale with Bodin's analytic view that sovereignty must be absolute. The final section discusses related criticisms of Rawls's contract theory. Rawls inherited a genre already flawed by the impluse to combine voluntarist with non-voluntarist reasoning. (shrink)

“Trust” is not usually considered a Hobbesian concept, which is odd since it is central to the definition of a covenant. The key to understanding Hobbes’s concept of trust is to be found in his account of conquest— “sovereignty by acquisition”—which is a heavily revised adaptation of the Roman justification of slavery. Hobbes introduces a distinction between servants, who are trusted with liberty, and imprisoned slaves. The servant/master relationship involves mutual trust, an ongoing exchange of benefits (protection for service and (...) obedience), and performance monitoring. In contrast to Quentin Skinner’s and Philip Pettit’s shared concentration on the contrast between slavery and freedom, I argue that the salient analogy is between servants and subjects.The trust relationship between subjects and the sovereign involves defined roles, limited absolutism, and accountability in the early-modern form of licensing subjects to switch political allegiance should a regime fail. (shrink)

This article considers disabled people's involvement with the UK environmental movement. It draws on findings from qualitative research with disabled people in the UK exploring experiences of access to sustainable lifestyles. A number of experiences of disablism (the manifestation of oppression against disabled people) and ableism (assumptions and valorisations of non-disabled normality) were described. Similar issues were also identified in relevant documentary sources and from research into disabled people's experiences in the context of other movements such as the wider anti-capitalist (...) movement. These findings suggest that ableism may be a significant feature of the UK environmental movement. If this is the case, there are important implications for the wider success of this movement's aims in terms of achieving environmental protection, as well as for the ongoing exclusion experienced by disabled people with regard to pro-environmental activities. (shrink)

Raw (pragmatic) and potential (theoretical) power is seen as the key to press freedom in various global settings. Because the locus of power determines the locus of freedom, the authors suggest a model to understand where the raw and potential power resides within a matrix consisting of the State, the Media Elite, the Journalists, or the People. Numerous questions concerning accountability and ethics are raised concerning the practical application of a model that purports to overcome cultural biases inherent in traditional (...) theories of press and society. (shrink)