BackgroundPlagiarism is common and threatens the integrity of the scientific literature. However, its detection is time consuming and difficult, presenting challenges to editors and publishers who are entrusted with ensuring the integrity of published literature.MethodsIn this study, the extent of plagiarism in manuscripts submitted to a major specialty medical journal was documented. We manually curated submitted manuscripts and deemed an article contained plagiarism if one sentence had 80 % of the words copied from another published paper. Commercial plagiarism detection software (...) was utilized and its use was optimized.ResultsIn 400 consecutively submitted manuscripts, 17 % of submissions contained unacceptable levels of plagiarized material with 82 % of plagiarized manuscripts submitted from countries where English was not an official language. Using the most commonly employed commercial plagiarism detection software, sensitivity and specificity were studied with regard to the generated plagiarism score. The cutoff score maximizing both sensitivity and specificity was 15 % (sensitivity 84.8 % and specificity 80.5 %).ConclusionsPlagiarism was a common occurrence among manuscripts submitted for publication to a major American specialty medical journal and most manuscripts with plagiarized material were submitted from countries in which English was not an official language. The use of commercial plagiarism detection software can be optimized by selecting a cutoff score that reflects desired sensitivity and specificity. (shrink)

Autistic people, and other community stakeholders, are gaining increasing recognition as valuable contributors to autism research, resulting in a growing corpus of participatory autism research. Yet, we know little about the ways in which stakeholders practice and experience community engagement in autism research. In this study, we interviewed 20 stakeholders regarding their experiences of community engagement in Australian autism research. Through reflexive thematic analysis of interview data, we generated four themes. First, our participants perceived academia as an “ivory tower,” disconnected (...) from community members’ lives and priorities. Second, our participants identified that different stakeholders tended to hold different roles within their research projects: academics typically retained power and control, while community members’ roles tended toward tokenism. Third, our participants spoke of the need to “bridge the gap” between academia and the community, highlighting communication, accessibility, and planning as key to conducting effective participatory research. Lastly, participants emphasized the changing nature of autism research, describing participatory research as “the way of the future.” Our findings reflect both the progress achieved to date, and the challenges that lie ahead, as the field advances toward genuine co-production of autism research. (shrink)

Many philosophers contend that selfhood involves a uniquely first-personal experiential dimension, which precedes any form of socially dependent selfhood. In this paper, I do not wish to deny the notion of such a “minimal” experiential dimension as encapsulating the very givenness of experience as for a certain subject, such that experiences are accessible to this subject in a way that they are not for others. However, I do wish to deny any temptation to view minimal experiential selfhood as ontogenetically more (...) primitive than socially constituted selfhood. That is, the ‘thinnest’ construal of minimal experiential selfhood fails to properly account for characteristics that are essential to human selfhood; namely, the intimate, embodied interactions that unfold at the incipient moments of human life. I argue that taking the ontogenesis of embodied human existence seriously involves accepting the de facto equiprimordiality of minimal experientialiasm with a ‘minimal’ form of relational selfhood, i.e. the co-constitution of experience through engagements with others. (shrink)

Volume 3, Issue 1, March 2019, Page 81-85.

In a recent paper, Kyselo argues that an enactive approach to selfhood can overcome ‘the body-social problem’: “the question for philosophy of cognitive science about how bodily and social aspects figure in the individuation of the human individual self” ). Kyselo’s claim is that we should conceive of the human self as a socially enacted phenomenon that is bodily mediated. Whilst there is much to be praised about this claim, I will demonstrate in this paper that such a conception of (...) self ultimately leads to a strained interpretation of how bodily and social processes are related. To this end, I will begin the paper by elucidating the body-social problem as it appears in modern cognitive science and then expounding Kyselo’s solution, which relies on a novel interpretation of Jonas’s concept of needful freedom. In response to this solution, I will highlight two problems which Kyselo’s account cannot overcome in its current state. I will argue that a more satisfactory solution to the body-social problem involves a re-conception of the human body as irrevocably socially constituted and the human social world as irrevocably bodily constituted. On this view, even the most minimal sense of selfhood cannot privilege either bodily or social processes; instead, the two are ontologically entwined such that humans are biosocial selves. (shrink)

In a recent paper, Kyselo argues that an enactive approach to selfhood can overcome ‘the body-social problem’: “the question for philosophy of cognitive science about how bodily and social aspects figure in the individuation of the human individual self” ). Kyselo’s claim is that we should conceive of the human self as a socially enacted phenomenon that is bodily mediated. Whilst there is much to be praised about this claim, I will demonstrate in this paper that such a conception of (...) self ultimately leads to a strained interpretation of how bodily and social processes are related. To this end, I will begin the paper by elucidating the body-social problem as it appears in modern cognitive science and then expounding Kyselo’s solution, which relies on a novel interpretation of Jonas’s concept of needful freedom. In response to this solution, I will highlight two problems which Kyselo’s account cannot overcome in its current state. I will argue that a more satisfactory solution to the body-social problem involves a re-conception of the human body as irrevocably socially constituted and the human social world as irrevocably bodily constituted. On this view, even the most minimal sense of selfhood cannot privilege either bodily or social processes; instead, the two are ontologically entwined such that humans are biosocial selves. (shrink)

The theory of we-mode cognition seeks to expand our understanding of the cognition involved in joint action, and therein claims to explain how we can have non-theoretical and non-simulative access to the minds of others (Gallotti and Frith Trends in Cognitive Sciences, 17: 160-165, 2013a, Gallotti and Frith Trends in Cognitive Sciences, 17: 304-305, 2013b). A basic tenet of this theory is that each individual jointly intends to accomplish some outcome together, requiring the adoption of a “first-person plural perspective” (Gallotti (...) and Frith 2013a, p.160) that is neither strictly individualistic – in the sense that a we-mode state is enabled by the joint involvement of (an)other(s) – nor strictly pluralistic – in the sense that the involved individuals, rather than a ‘group’, are the bearers of the relevant joint intention(s). Whilst I concur with the idea that, in certain circumstances, we cognise from an irreducible ‘first-person plural perspective’, Gallotti & Frith’s existing proposal of we-mode cognition is in need of theoretical clarification. In this paper, I deliver such clarification so that the theory of we-mode cognition is re-defined as: (a). sensitive to the phenomenological transformation that is induced by the embodied co-presence of others, and (b). limited to cases in which one intentionally attends to the capacities of one’s co-participant in joint action. (shrink)

There is a growing consensus in Britain on the importance of character, and on the belief that the virtues that contribute to good character are part of the solution to many of the challenges facing modern society. Parents, teachers and schools understand the need to teach basic moral virtues to pupils, such as honesty, self-control, fairness, and respect, while fostering behaviour associated with such virtues today. However, until recently, the materials required to help deliver this ambition have been missing in (...) Britain. The Knightly Virtues Programme, devised by the Jubilee Centre for Character and Virtues, aims to help solve this challenge. The programme, designed for 9 to 11 year olds, draws on selected classic stories to help teach moral character in schools. This approach has proved to be popular with children and teachers, with more than 5,000 pupils from one hundred schools having participated in the programme so far. Fifty-five of these schools and 3,272 pupils were directly involved in different stages of the research. Based at the University of Birmingham, the Jubilee Centre houses leading academics dedicated to researching the various ways in which good character, which underpins the building blocks of society, can be developed. Recent research from the Centre has shown that the qualities that make up character can be learnt and taught, and suggests that we need a new emphasis on their importance in schools and in professional education. This report from the Centre into the use of classic literature within schools sets out the ways in which the Knightly Virtues Programme is able to develop the virtue literacy of school pupils, and the extent to which an understanding and awareness of good moral character can make positive changes to behaviour. The impact of the programme has been tested using several rigorous research methods, detailed in this report alongside their findings, which provide substantial empirical evidence for the effectiveness of using stories to develop virtue literacy. (shrink)

The aim of the My Character project was to develop a better understanding of how interventions designed to develop character might enhance moral formation and futuremindedness in young people. Futuremindedness can be defined as an individual’s capacity to set goals and make plans to achieve them. Establishing goals requires considerable moral reflection, and the achievement of worthwhile aims requires character traits such as courage and the capacity to delay gratification. The research team developed two new educational interventions – a website (...) and a hard-copy journal – with the specific aim of developing future-mindedness. After development, the website and journal were piloted over a one-year period by over 1,000 11–14 year olds in six schools across England. Various research methods, including group interviews and case studies, were implemented to assess impact. In addition, a pilot RCT was conducted to assess the feasibility of using experimental methods to measure character. The main findings from the research are that: - Students benefit from opportunities in school to think about future-mindedness; this can be successfully taught through character education. - Harnessing new technology, such as the Internet, offers exciting opportunities for character education. - It is beneficial to investigate the impact of new character education resources in order to bring greater clarity about ‘what works’. The most useful approach is a mixed methods one that allows for triangulation of evidence. - It is possible to run RCTs and other experimental research in schools to assess developmental projects of this kind, but applying the method in schools and creating suitable outcome measures present challenges for researchers. - A positive indicator of the success is that five out of the six pilot schools have embedded My Character into their curriculum. In addition, many new schools, both in Britain and internationally, have started to use the website and / or journal. This report describes the research, analyses the impact of My Character and concludes with recommendations for policy makers, practitioners and researchers embarking on similar projects. These recommendations include: i) advocating that schools create space in the curriculum to teach future-mindedness through character education; ii) enhancing traditional character education teaching methods with opportunities brought by Internet technologies; iii) evaluating character education interventions using triangulated evidence drawn from a mixture of research methods. (shrink)

This collection of essays, on French and francophone prose, poetry, drama, visual art, cinema and thought, assesses guilt and shame in relation to structures of ...

A review article of Louis Menand 1996: The Future of Academic Freedom. Chicago and London: University of Chicago Press and Bill Readings 1996: The University in Ruins. Cambridge, Massachusetts and London: Harvard University Press.

At least since the time of Aristotle, it has been widely accepted that “man is by nature a social animal”. We eat, sleep, talk, laugh, cry, love, fight and create in ways that integrally depend on others and the social norms that we collectively generate and maintain. Yet in spite of the widely accepted importance of human sociality in underlying our daily activities, its exact manifestation and function is consistently overlooked by many academic disciplines. Cognitive science, for example, regularly neglects (...) the manner in which social interactions and interactively generated norms canalise and constitute our cognitive processes. Without the inescapable ubiquity of dynamic social norms, any given agent simply could not cognise as a human. In this thesis, I aim to use a range of insights – from phenomenology, social psychology, neuroscience, cultural anthropology and gender studies – to clarify the role of sociality for human life. More specifically, the thesis can be broadly separated into three parts. I begin with a broad explanation of how human agents are fundamentally tied to worldly entities and other agents in a way that characterises their ontological existence. In chapters 3 and 4, I criticise two recent and much-discussed theories of social cognition – namely, we-mode cognition and participatory sense-making – for failing to make intelligible the social constitution of human existence. In the later chapters, I then propose foundations for a more satisfactory theory of social cognition, as well as explicating a view of human selfhood as ‘biosocial’, such that even the autonomy of biological bodies is socially codified from a human perspective. Taken together, the aforementioned chapters should contribute to calls for a new direction in social cognitive science, whilst also yielding novel insights into the nature of human selfhood. (shrink)

This article takes the form of an exchange between Cape Town academic John Higgins and Jakes Gerwel, respected South African citizen and formerly chief aide to the country’s first democratically-elected president, Nelson Mandela. The conversation covers a wide canvas which ranges from Gerwel’s rural childhood to his recollection of working for Mandela. But there is also an exploration of the role played by South African Marxism in the struggle to end apartheid; on the place of education (and its failure) in (...) the post-apartheid years; on the role of universities both prior and after the ending of apartheid. The important role of the humanities in educating is considered and the rise of technically-inclined forms of education are analysed; in this context, the idea that the citizen has been replaced by the entrepreneur is also raised. The issues of race and class in the context of South Africa’s past and present are also discussed. (shrink)

Jonathan Edwards and Ralph Waldo Emerson remain central voices in North American spiritual traditions. This article is an attempt to contextualize a major vein of the north American theological and spiritual tradition concerning the intersection of aesthetics and the human experience of God. As will be argued below, both Edwards and Emerson were deeply involved in these conversations and to a large extent offer novel approaches to the tensions between the individual and community as it relates to the experience of (...) God. To that end, this essay begins with an analysis of Edwards's view of religious experience and its normative relation to human experience as a whole. I will argue that... (shrink)

The health benefits of practising mindfulness are well documented, yet the phenomenological mechanisms of such practice remain under-theorised from both ontogenetic and social perspectives. By leveraging an enactive perspective on selfhood, these lacunae can be addressed: firstly, it is argued that proper understanding of mindfulness – and the health benefits that mindfulness practices seek – relies on recognising the socio-embodied nature of the self; consequently, occasions in which the therapeutic need for mindfulness are most pressing will be shown to be (...) inextricably tied to socio-embodied fluctuations across different stages of life. What emerges is a phenomenological understanding of mindfulness as allowing one to dwell in the sensuous density of the present and, through this, remain connected to the social world of open possibilities. (shrink)

ABSTRACTWhy is Roger Federer a GOAT of tennis? I argue that the correct response goes beyond statistics and style of play; instead, it is due to the fact that Federer embodies the qualities that typify sporting genius. More than merely being a developed or refined form of expertise, sporting genius relies on the notion of performative fit; that is, the capacity to express viable ways of succeeding within a given sport in virtue of one’s cultivated history of biological and socio-cultural (...) existence. In other words, a genius such as Federer perfectly fits the requirements of his sport and, moreover, is able to safeguard and shape this fit through his unique disposition to perform in certain ways. Performative fit provides the foundations for received traits of genius such as creativity, self-belief and risk-taking. (shrink)