KARLSSON V, LINDAHL B and BERGBOM I. Nursing Inquiry 2012; 19: 247–258 Patients’ statements and experiences concerning receiving mechanical ventilation: a prospective video‐recorded studyProspective studies using video‐recordings of patients during mechanical ventilator treatment (MVT) while conscious have not previously been published. The aim was to describe patients’ statements, communication and facial expressions during a video‐recorded interview while undergoing MVT. Content analysis and hermeneutics inspired by the philosophy of Gadamer were used. The patients experienced almost constant (...) difficulties in breathing and lost their voice. The most common types of communication techniques patients used were nodding or shaking the head. Their expressions were interpreted as stiffened facial expression, tense body position and feelings of sadness and sorrow. Nursing care for patients’ conscious during MVT is challenging as it creates new demands regarding the content of the care provided. In caring for patients undergoing MVT while conscious, establishing a caring relationship, making patients feel safe and helping them to communicate seem to be most important for alleviating discomfort and instilling hope. (shrink)

Develops a view of the difference between film and video that is not based on media specificity but on media practices.

The analysis of video-recorded interaction consists of various professionalized ways of seeing participant behavior through multimodal, co-operative, or intercorporeal lenses. While these perspectives are often adopted simultaneously, each creates a different view of the human body and interaction. Moreover, microanalysis is often produced through local practices of sense-making that involve the researchers’ bodies. It has not been fully elaborated by previous research how adopting these different ways of seeing human behavior influences both what is seen from a video (...) and how it is seen, as well as the way the interpretation of the data ultimately unfolds in the interaction between researchers. In this article, we provide a theoretical-methodological discussion of the microanalytic research process. We explore how it differs from “seeing” affect in interaction either as a co-operative and multimodal action or as an intercorporeal experience. First, we introduce the multimodal conversation analytic, co-operative, and intercorporeal approaches to microanalysis. Second, we apply and compare these practices to a video-recorded interaction of a romantic couple. Furthermore, we examine a video-recorded episode of us, the researchers, reflecting on our analytic observations about this interaction. We suggest that adopting a multimodal and co-operative perspective constructs affect as co-produced and displayed through observable action, while an intercorporeal perspective produces affect as an embodied and experienced phenomenon. While the former enables locating affect in a specific moment and identifiable body parts, the latter facilitates recognizing the experienced side of affect. These different modes of professional vision complement one another in capturing affect in interaction while being fundamentally used in local interactions between the researchers. (shrink)

We aim to contribute to recent situational approaches to the study of interpersonal violence by elaborating the concept of trajectories. Trajectories are communicative processes in which antagonists act upon each other’s bodily and verbal actions to project a direction for the interaction to take, which is then (con) tested in the exchanges that follow. We use the notion of trajectories to gain insight in how participants turn an antagonistic situation into a violent encounter, which we contrast to interactionist and micro-sociological (...) understandings. Using ethnomethodological and conversation analytical tools, we detail the trajectories of three violent encounters, captured on phone camera recordings to answer the question how verbal and bodily exchanges project physical violence. Methodologically, our contribution shows how bodily actions can be studied in visual data. Our cases show how antagonists move the interaction toward violence by creating a metaconflict revolving around the conditions under which the interaction will become a physical confrontation; what we call the contested projection of violence. We conclude that the concept of trajectories offers a useful analytical tool to detail the shifts and turns of the interactive process—notably it’s bodily dimensions— that characterize antagonism and violence. Substantially, our analysis raises questions about conceptualizations of the emotional dynamics (notably the role of dominance) of violence, as proposed by earlier micro-sociological and interactionist work. We therefore suggest that future studies engage with these issues in more detail and in larger datasets. (shrink)

The present article is an attempt to put together our collective reflections about the experiences of the past three years with teachres we have introduced to the "philosophy for children" program. Each of us has some experience working with an element of supervision, and we have brought our problems together at our weekly research meetings. We have also been involved in analyzing video recordings of experienced teachers, with the aim of clarifying what we mean by a good (...) philosophical discussion. (shrink)

It does not typically seem to be worthwhile rewatching a sport match, for example, in a video recording, once the result is known. Sports matches are like detective stories. Once one knows ‘whodunit’, there seems little point in revisiting the tale. By drawing on an argument from musicologist Edward T. Cone, this paper argues that certain sports matches may be revisited with profit. The initial experience of a game may be of a series of events that are often ambiguous (...) or confusing as to their meaning or purpose. The full appreciation of a sport match requires, not just this initial familiarity with the immediately perceived events of the game, but also an awareness of the tactics being deployed by both sides. An understanding of tactics and strategy is akin to the analysis of a piece of music. A further viewing of the game, during which one can appreciate how the tactics inform the events naively experienced in the first viewing, will yield, it will be argued, an aesthetic pleasure. This takes the experience of sport beyond the merely entertaining or exciting. In certain games, the third viewing may also transcend an appreciation of the merely formal qualities of the game, and so offer substantial insights into what it is to be human. (shrink)

This article describes the effect of a teaching–learning sequence based on the discovery of oxygen in promoting students’ argumentation. It examines the written and oral arguments produced by 63 high school students in France during a complete TLS supervised by the same teacher. The data used in this analysis was derived from students’ written responses, audio and video recordings, and written field notes. The first goal of this investigation was to provide evidence that an approach combining history and (...) philosophy of science and argumentation could increase students’ awareness of the relevance of experimentation and communication to scientific progress. The second goal was to assess the effectiveness of the TLS to engage students in argumentative classroom interactions relating to the discovery of oxygen at the end of the 18th century. The findings show that this historical case can be useful for promoting students’ argumentation and is also appropriate for high school students. Future research should include students of other ages, other historical episodes and experiences in other parts of the world. (shrink)

Video‐recording healthcare interactions provides important opportunities for research and service improvement. However, this method brings about tensions, especially when recording sensitive topics. Subsequent reflection may compel the researcher to engage in ethical and moral deliberations. This paper presents experiences from a South African genetic counselling study which made use of video‐recordings to understand communicative processes in routine practice. Video‐recording as a research method, as well as contextual and process considerations are discussed, such as researching one's own (...) field, issues of trust and anonymity, the challenge of providing true informed consent and capturing details which may cause psychological harm. Several recommendations for research practice in diverse healthcare settings are made. This includes the value of reflective pieces, the importance of retrospective consent, disclosure of the limitations to anonymity, as well as the collective responsibility of those involved to produce ethical research. These recommendations have value for genetic counselling and other healthcare fields. (shrink)

In the current research, using methods of oral history of philosophy, oral communication (in particular, interviews) is considered only as a technical phase in preparing the final text. The author claims that the primary audio or video recordings of such an interview, an "oral draft," should be considered independent material. After all, the written text does not reflect the interlocutors' intonations; comparing the source material and the final text may become important for future researchers. After the transcribed (...) and agreed text of the interview took its final shape, it should be analyzed by the interlocutors and supplemented with a commentary. This commentary aims to (1) clarify vague points of the text and (2) record the further opinions of the interviewer and interviewee. Therefore, the purpose of an interview that uses an oral history of philosophy should be an audio/video recording, a final text, and a commentary. (shrink)

Based on video-recordings of several weeks of rehearsals of a Japanese theater piece played by French actors, and adopting an ethnomethodological and conversation analytic perspective, this paper focuses on how the same few lines of a scene are subsequently enacted. In particular, it explores how the scene is played, not only in relation to the script but also to the situated moment-by-moment unfolding of embodied movements constituting the actions and achieving their detailed formatting and meaning. Whereas the dialogue (...) refers to the scripted text, we argue that the multimodal details of each scene constitute a unique situated course of action achieved for ‘another first time,’ whose multimodal configuration depends on the temporality and the shape of each step, gesture, and body posture, as they are embodied and responded to in the vivid present and its contingencies. We demonstrate this by revealing how variations of the scene are performed, explored, and serendipitously found by the actors. We focus in particular on embodied details like walking, sitting, hugging and kissing, and the sequential and temporal positions at which they co-occur with the lines of the script. The analysis demonstrates both the indexicality of the script interpretations and the creative contingencies of the embodied work of the actors. In this way, it aims at contributing to current growing literature revisiting theater rehearsal as a situated activity and an interactional multimodal achievement. (shrink)

Given that conspiracies exist, can we be justified in dismissing conspiracy theories without concerning ourselves with specific details? I answer this question by focusing on contrarian conspiracy theories, theories about conspiracies that conflict with testimony from reliable sources of information. For example, theories that say the CIA masterminded the assassination of John F. Kennedy, 9/11 was an inside job, or the Freemasons are secretly running the world are contrarian conspiracy theories. When someone argues for a contrarian conspiracy theory, their options (...) are to appeal to eyewitness testimony, incriminating documents, photographs, audio recordings, video recordings, allegedly scientific evidence, anomalies, or considerations of cui bono (who benefits). Most laypeople don’t know how to adequately respond to arguments for contrarian conspiracy theories, but this doesn’t mean that it’s dogmatic to reject them. I argue that many laypeople are defeasibly justified in rejecting a variety of contrarian conspiracy theories based on testimony and this justification is rarely defeated by arguments for contrarian conspiracy theories even if we don’t know how to respond to these arguments. (shrink)

In this paper, I deal with video data not as a transparent window on social interaction but as a situated product of video practices. This perspective invites an analysis of the practices of video-making, considering them as having a configuring impact on both on the way in which social interaction is documented and the way in which it is locally interpreted by video-makers. These situated interpretations and online analyses reflexively shape not only the record they produce (...) but also the interactional order itself as it is documented. Dealing with practices of video-making not as a resource but as a topic, I explore a particular editing practice, the use of the split-screen technique, consisting in combining various camera views within the same image. This technique is now widely used in cinema, professional settings, TV, and social research. I focus on its uses in TV talk shows and debates: through a systematic sequential analysis of the positions where split screen is introduced, I show that directors do orient to the sequential features of interaction in using this technique and that, conversely, their uses of split screen reveal their local understanding—and configuring—of what the interactional dimension of debates and interviews consist of, for all practical purposes. (shrink)

Deepfakes are extremely realistic audio/video media. They are produced via a complex machine-learning process, one that centrally involves training an algorithm on thousands of audio/video recordings of an object or person, S, with the aim of either creating entirely new audio/video media of S or else altering existing audio/video media of S. Deepfakes are widely predicted to have deleterious consequences (principally, moral and epistemic ones) for both individuals and various of our social practices and institutions. (...) In this introduction to the Topical Collection, I first survey existing philosophical research on deepfakes (sections 2 and 3). I then give an overview of the papers that comprise the Collection (section 4). Finally, I conclude with remarks on a line of argument made in a number of papers in the Topical Collection: that deepfakes may cause their own demise (section 5). (shrink)

Playing in counterpoint with the general theoretical orientation of the book, this chapter does not focus its attention on the recording and archiving capabilities of the digital medium. Instead, it proposes an understanding of the digital medium that focuses on its disclosing various forms of “doing.” Gualeni’s chapter begins by offering an understanding of “doing in the digital” that methodologically separates “doing as acting” from “doing as making.” After setting its theoretical framework, the chapter discusses an “interactive thought experiment” designed (...) by the author that is analyzed as a digital artifact leveraging both dimensions of “doing in the digital” for philosophical purposes. In extreme synthesis, one could say that this chapter is about several kinds of soups. (shrink)

Using multimodal conversation analysis, we investigate how novices learning the “inner body” acting technique in the context of a community theater project share their experiences of the bodily exercises through verbal and embodied conduct. We focus on how verbal description and bodily enactment of the experience mutually elaborate each other, and how the experienced sensorimotor and affective qualities are made to be witnessed and recognized by the others. Participants describe their experiences without naming qualities. Instead, a display of the experienced (...) qualities is made accessible to others through coordinating the unfolding talk and bodily conduct. In particular, we show how grammatical and action projection is fulfilled by interconnected verbal and embodied conduct, with body movement and posture giving off ineffable experiential qualities. The moving body appears both as a source of the experience and as a resource for depicting perceived qualities to others; additional resources (non-specific person reference and gaze aversion) contribute to organizing the subjective and intersubjective layers of the reflection of the experiences. The study contributes to and extends recent research on sensoriality in interaction by focusing on phenomena of proprioception and interoception. The data are two cases drawn from 60 h of video-recordings made in the context of a devised community theater project. The data are in Finnish with English translations. (shrink)

IntroductionThe idea of video recording in the operating room with panoramic cameras and microphones is a new concept that is changing the approach to medical activities in the OR. However, VR in the OR has brought up many concerns regarding patient privacy and has highlighted legal and ethical issues that were never previously exposed.AimTo review the literature concerning these aspects and provide a better ethical and legal understanding of the new challenges concerning VR in the OR.ConclusionsThere is a disparity (...) between the two main legal models concerning VR in the OR, namely the European legal system ) and the American legal framework ). This difference mainly deals with two distinct bioethical paradigms: GDPR places a strong emphasis on protecting patients’ privacy to improve the public health system, whereas HIPAA indicates the need to generate protocols to safeguard the risks connected to medical activity and patient privacy. Following from this point, we may argue that, at the ethical and bioethical level, GDPR and HIPAA depend mainly on two different ethical models: a perspective based on moral acquaintances and weak proceduralism, respectively. It is worth noting the importance of developing additional guidelines concerning different world regions to avoid the ethical problems that may emerge when simply applying a foreign paradigm to a very different culture. (shrink)

In this paper, based on video recordings of Orientation and Mobility (O&M) lessons for visually-disabled students, I will examine how occasioned maps (Psathas, 1979 ; Garfinkel, 2002 ), drawn in the student’s palm are interactionally traced, felt, and noticed in order to represent the shape of a crossing for all practical purposes. Touching will be examined from the perspective of the live production of "trails" on a specific region of the body, the palm of the hand. We will (...) begin to question how such hand-drawing map episodes occur during O&M courses, stressing how the coparticipants establish a participation framework that facilitates the making of the drawing, hand-map drawings are based on lines that are neither evanescent nor permanent. Their “persistence” is not an intrinsic feature but a systematic multimodal accomplishment. We will show how the drawn lines become depictions of the streets and contribute to producing two contrasting geometrical representations of the layout of a junction. (shrink)

This contribution focuses on a physiotherapy consultation in which the first author of the contribution is the patient and the second author is the physiotherapist. It features analysis of video excerpts in which (1) the physiotherapist instructs the patient how to do an exercise and (2) the patient turns the physiotherapist's instructions into a course of action while (3) the physiotherapist monitors, assesses, guides, and corrects the patient's instructed actions by deploying touch. The investigation draws on video-recordings (...) and transcriptions of the physiotherapist’s and the patient’s interaction during the exercise instructions, the authors’ experience of touching/being touched during these instructions, and their shared understandings as discussed during data-sessions devoted to select video-clips of exercise instructions. In a learning process, the instructor’s instructional corrections are critical: they provide learners with relevant specifications and explanations as to how instructed actions and/or remedial actions are to be accomplished. Whereas monitoring and touching the patient allows the physiotherapist to feel, assess, correct, and guide the patient’s instructed actions, being touched permits the patient to feel how the physiotherapist’s touch resonates beyond locally circumscribed body contact and adapt her movements accordingly. Our contribution thus reveals touching/being touched configurations that establish joint attention and action on extended sensoriality as forming constitutive parts of a dynamic sensorimotor process of inter- and intrabodily resonance, which is challenging to investigate. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Philosophy and Rhetoric 33.3 (2000) 291-293 [Access article in PDF] A Reply to Jessica Benjamin Lester C. Olson I am grateful to Jessica Benjamin for making the time to write a letter concerning her experiences in 1979 at "The Second Sex Conference," where Audre Lorde delivered her speech "The Master's Tools Will Never Dismantle the Master's House." The letter arrived on 4 March 2000, after I had sent (...) the final version of the essay on Lorde's speech to Philosophy and Rhetoric. Although the editor indicated that, despite the late date, it would be possible for me to revise the essay to account for Ms. Benjamin's statement, I instead asked the editor to publish the statement as a comment after the essay, because of the historical value of her firsthand experiences and understandings of the conference, and because her letter provides an opportunity to engage in a dialogue called for in the conclusion of my essay. In addition, the letter gives additional information about context, which impacts any interpretation of Lorde's speech. As such, it becomes an occasion to reflect on interpreting rhetorical texts in historical contexts.As a rhetorical critic, I have been working, periodically, on understanding the rhetoric of Lorde's speech for about three years now. During September 1997, I wrote to several scholar-activists who were well positioned to know about the audiences at the conference and whether there were audio or video recordings of the speech. I was anxious to secure a recording because I knew from my earlier experience in researching Lorde's other speeches that, at times, she revised the texts for printed versions of them. Except for archivists at New York University, nobody replied to my letters. In the meantime, I presented preliminary drafts of my interpretation of Lorde's speech at conferences of the National Communication Association--one paper analyzing the speech itself and a second on later critical commentaries on it. In addition, in undergraduate classes on rhetorical criticism, I used the speech as a sustained example during class discussions on doing rhetorical criticism. In addition to reading Simone de Beauvoir's The Second Sex (1949) because its publication was the basis for the entire [End Page 291] conference, I read some conference participants' later publications based on their conference papers. Having secured a formal acceptance of my essay, I decided to send a penultimate copy of it to the scholar-activists to whom I had written in 1997, hoping that it might elicit some replies. Two people sent letters during the last couple of months, one so brief that it would not have affected my interpretation of Lorde's speech. Ms. Benjamin's letter, however, mattered to me--both because of its historical importance in its own right and because of the ramifications it has for interpretations in the essay.My immediate response to the first paragraph of Ms. Benjamin's letter was defensiveness. It disturbed me to realize that Ms. Benjamin had experienced my essay as perpetuating the divisiveness and polarization at the time and as marginalizing her experiences. My intentions were not to continue a destructive practice, but rather to examine Lorde's rhetoric to identify pitfalls in coalition politics across multiple differences (both within and among social groups) to mitigate them to the extent possible. Subsequently, I realized that my own defensiveness exemplified one such pitfall. By asking the editor to publish Ms. Benjamin's letter, I could perhaps model a dialogue approach, which I had called for in the essay's conclusion; rectify in some measure the marginalization of Ms. Benjamin's account; and provide readers with additional information for their active reinterpreting of the speech, essay, and letter.Further, based upon Ms. Benjamin's letter, some aspects of the rhetorical context may merit attention in revising my essay. The comments about the organizer's efforts to include a range of social groups and about the resistance to those efforts deserve mention, because becoming audience members was already a rhetorical effect. If, as one black feminist suggested to Ms. Benjamin, "only white women" came to feminist... (shrink)

The relationship between silence as non-speech and bilingualism in early childhood education is intricate. This article maps this relationship with the help of diverse theoretical entrances to a video-recorded everyday episode from a bilingual preschool in Sweden. Though this, three alternative readings of silence are produced. Thinking with Deleuzian philosophy, the aim is to consider how the different readings of silence require different understandings of both time and language and allow different bilingual child subjectivities. The different readings present (...) silence as development, strategy and intensity. Thinking with different dimensions of language as well as Chronos and Aion as different notions of time, the article shows that silence as development and silence as strategy are individually, chronologically and linguistically oriented readings. These allow viewing the bilingual child as more or less competent, active and powerful in relation to adults. Furthermore, silence as intensity is collectively produced as well as temporally unbounded, and produces the bilingual child, as involved in several material–semiotic relations capable of amazement. It is discussed whether, due to the evasive and inconsistent nature of silence, all three readings are equally possible. Nevertheless, they produce different effects and raise different questions concerning bilingual educational practice in the early years. (shrink)

In cognitive neuroscience, functional magnetic resonance imaging is used to produce images of brain functions. These images play a central role in the practice of neuroscience. In this paper we are interested in how these brain images become understandable and meaningful for scientists. In order to explore this problem we observe how scientists use such semiotic resources as gesture, language, and material structure present in the socially and culturally constituted environment. A micro-analysis of video records of scientists interacting with (...) each other and with fMRI images reveals action as cognition, that is, actions that constitute thinking for the scientists. (shrink)

This study examines the situated use of rules and the social practices people deploy to correct projectable rule violations in pétanque playing activities. Drawing on Ethnomethodology and Conversation Analysis, and using naturally occurring video recordings, this article investigates socially organized occasions of rule use, and more particularly how rules for turn-taking at play are reflexively established in and through interaction. The alternation of players in pétanque is dependent on and consequential for the progressivity of the game and it (...) is a practical problem for the players when a participant projects to break a rule of “who plays next”. The empirical analysis shows that formulating rules is a practice for indicating and correcting incipient violations of who plays next, which retrospectively invoke and establish the situated expectations that constitute the game as that particular game. Focusing on the anticipative corrections of projectable violations of turn-taking rules, this study revisits the concept of rules, as they are played into being, from a social and interactional perspective. We argue and demonstrate that rules are not prescriptions of game conduct, but resources that reflexively render the players’ conducts intelligible as playing the game they are engaging in. (shrink)

IntroductionThis special issue brings together researchers from psychology and linguistics who apply the ethnomethodologically informed analytic technique of conversation analysis (henceforth CA) to examine a range of ethical issues as they emerge in transcribed recordings of interactions collected as part of routine research encounters. The data authors analyse are diverse, including naturalistic audio and video recordings of members’ everyday and professional practices (Mondada 2014), an ethnography of a gynaecology unit in a public hospital in Italy (Fatigante and (...) Orletti 2014), focus group interviews on domestic family life (Alby and Fatigante 2014), and semi-public meetings, recorded as part of an ethnography of ageing, poverty, and social exclusion (Paoletti 2014b). Noting that “ethical issues in research have seldom been the focus of ethnomethodological studies” (Paoletti 2014a: 174; see also Mondada 2014: 182–183), the primary aim of this special issue is to “open a debate on e. (shrink)

In workplace settings, skilled participants cooperate on the basis of shared routines in smooth and often implicit ways. Our study shows how interactional histories provide the basis for routine coordination. We draw on theater rehearsals as a perspicuous setting for tracking interactional histories. In theater rehearsals, the process of building performing routines is in focus. Our study builds on collections of consecutive performances of the same instructional task coming from a corpus of video-recordings of 30 h of theater (...) rehearsals of professional actors in German. Over time, instructions and their implementations are routinely coordinated by virtue of accumulated shared interactional experience: Instructions become shorter, the timing of responses becomes increasingly compacted and long negotiations are reduced to a two-part sequence of instruction and implementation. Overall, a routine of how to perform the scene emerges. Over interactional histories, patterns of projection of next actions emanating from instructions become reliable and can be used by respondents as sources for anticipating and performing relevant next actions. The study contributes to our understanding of how shared knowledge and routines accumulate over shared interactional experiences in publicly performed and reciprocally perceived ways and how this impinges on the efficiency of joint action. (shrink)

Human communication can be either monosemiotic or polysemiotic, depending on whether it combines ensembles of representations from one or more semiotic systems such as language, gesture and depiction. Each semiotic system has its unique storytelling potentials, which makes intersemiotic translation from one system to another challenging. We investigated the influence of the source semiotic system, realised in speech and a sequence of pictures, respectively, on the way the same story was retold using speech and co-speech gestures. The story was the (...) content of the picture book Frog, Where Are You?. A group of Finnish speakers saw the story in pictures, and another group heard it in matched oral narration. Each participant retold the story to an addressee and all narrations were video-recorded and analysed for both speech and gestures. Given the high degree of iconicity in depiction, we expected more iconic gestures (especially enactments) in the narratives translated from pictures than in those translated from speech. Conversely, we expected greater narrative coherence in the narratives translated from speech. The results showed that more iconic gestures were produced in the narratives translated from speech, but these were primarily not from the enactment subtype. As expected, iconic enactments were more frequent in the narratives translated from the story presented in pictures. The narratives produced by participants who had only heard the story did not have a greater variety of connective devices, yet the type of devices differed slightly between the groups. Together with some additional differences between the groups that had not been anticipated, the results indicate that a story presented in different semiotic systems tends to be translated into different polysemiotic narratives. (shrink)

In contemporary paternalism literature, persuasion is commonly not considered paternalistic. Moreover, paternalism is typically understood to be problematic either because it is seen as coercive, or because of the insult of the paternalist considering herself superior. In this paper, I argue that doctors who persuade patients act paternalistically. Specifically, I argue that trying to persuade a patient (here understood as aiming for the patient to consent to a certain treatment, although he prefers not to) should be differentiated from trying to (...) convince him (here understood as aiming for the patient to want the treatment) and recommending (the doctor merely providing her professional opinion). These three forms of influence are illustrated by summaries of video-recorded hospital encounters. While convincing and recommending are generally not paternalistic, I argue that persuasion is what I call communicative paternalism and that it is problematic for two reasons. First, the patient’s preferences are dismissed as unimportant. Second, the patient might wind up undergoing treatment against his preferences. This does not mean that persuasion always should be avoided, but it should not be undertaken lightly, and doctors should be aware of the fine line between non-paternalism and paternalism. The fact that my analysis of paternalism differs from traditional accounts does not imply that I deem these to be wrong, but rather that paternalism should be considered as a more multi-faceted concept than previous accounts allow for. (shrink)

This report includes 1) the previously unpublished findings of a current study about the teaching of ethics at leading English-speaking institutions in the Pacific region, 2) a comparison of those findings with a companion study conducted at leading institutions in the Atlantic region in 2008, and 3) the aggregate findings of the two studies considered as parts of a single research project. The purpose of the research was to determine how ethics is taught at selected leading English-speaking institutions of higher (...) education, the challenges their ethics teachers and students face, how individual faculty members enhance their ethics teaching effectiveness over time, in what senses of the word “ethics” can ethics be successfully taught, what types of creative pedagogical tools have these faculty developed, whether the ethics professor should “take a stand” or be “unbiased,” and related questions. In both studies most participants stated that a passion for the subject matter, for teaching, and for assisting students was more important than new technologies, teacher training, teaching video recordings, and working with mentors. (shrink)

Members in society make ubiquitous use of examples as a resource to engage in their everyday and specialized activities. This paper takes the resourcefulness of exemplification as a topic of inquiry by focusing on the formulative phrase “for example,” investigating its interactional work within the analytic framework of ethnomethodology and conversation analysis. The data used consists of 11 h of video-recordings of English as a Foreign Language classroom lessons over a semester. We conceptualize exemplification as a holistic configuration (...) (_gestalt_) where its work consists in the production and recognition of a pair, namely the _exemplifying component_ and the _exemplified component_. We demonstrate how the teacher and students position the formulative phrase as a recognizable practice for the organization of two distinct actions: _accounting for one’s opinion_ and _confirming an understanding_. Our findings also present the different forms of exemplification, including elaborate narrative constructions, single terms or phrases, and specimen performances. (shrink)

Using conversation analysis, this study investigates how Japanese rehabilitation team members use their geographic knowledge to search for long-term care facilities for stroke survivors in multidisciplinary team interactions. The study uncovers the orderly use of decision rules during discharge planning activities by exploring the following two questions: What decision criteria are discursively used? In what order are the criteria handled through sequential operations? The data comprise 65 video-recorded rehabilitation team meetings and ethnographic information regarding local care facilities and patients’ (...) residential addresses. The analysis shows that the participants deal with decision criteria in an orderly manner. They identify the type of facility and location preferred by the patient’s family and search for a facility accordingly. Moreover, they routinely select facilities closer to the patients’ and their families’ homes. However, these rules are modified if the family’s choice is inappropriate, or when a facility in a different location is preferred by the family. The study contributes to the conversation analytic understanding of interprofessional decision making and prioritization through the analysis of orderly methods of search procedures interactively accomplished by participants in ongoing medical team interactions. (shrink)

This paper is concerned with the senses in which paintings do and do not depict various temporal phenomena, such as motion, stasis and duration. I begin by explaining the popular – though not uncontroversial – assumption that depiction, as a pictorial form of representation, is a matter of an experiential resemblance between the pictorial representation and that which it is a depiction of. Given this assumption, I illustrate a tension between two plausible claims: that paintings do not depict motion in (...) the sense that video recordings do, and that paintings do not merely depict objects but may depict those objects as engaged in various activities, such as moving. To resolve the tension, I demonstrate that we need to recognise an ambiguity in talk of the appearance of motion, and distinguish between the depiction of motion and the depiction of an object as an object that is moving. Armed with this distinction, I argue that there is an important sense in which paintings depict neither motion, duration, nor – perhaps more controversially – stasis. (shrink)

In a development of the ecosemiotic vivo-scape concept, a ‘safety eco-field’ is proposed as a model of a species response to the safety of its environment. The safety eco-field is based on the ecosemiotic approach which considers environmental safety as a resource sought and chosen by individuals to counter predatory pressure. To test the relative safety of different locations within a landscape, 66 bird feeders (BF) were deployed in a regular 15 × 15 m grid in a rural area, surrounded (...) by shrubs, small trees, hedgerows, and buildings. On each of 48 days in November 2021 and February and March 2022, dried mealworms were placed on each BF and counts of larvae at each BF were made at noon and dusk. The European robin (Erithacus rubecula) and the great tit (Parus major) were the most regular visitors to the BFs. Land cover at each BF was recorded. Bird behaviour at the BFs was noted from direct video recordings of the birds at nine selected BFs, totalling 32 daily sessions in March. The different behaviours of the European robin and the great tit were observable. The safety eco-field changed according to the month and the time of day. The distance of the BF from the woodland edges seemed to be important only in the morning. In the afternoon, BFs that were more distant from the woodland edges received the highest number of visits. Weather conditions were found to influence the number of mealworms removed, but this requires further investigation. A significant relationship between land cover and the number of mealworm larvae removed from the BFs was observed. Within the grid of BF, three regions were distinguishable which were related to land cover in the safety eco-field process. The experimental framework confirms the adequacy, at least for birds that have cryptic predators, to map the landscape as a proxy of safety resource. From the video recordings it was noted that the European robin visits were distributed throughout the day without apparent temporal preferences, while the great tit visits were concentrated in the central part of the day. This result has the limitation of the short period of observation (March) and should be extended to the entire period of the experiment to eventually capture seasonal variation. The experimental evidence obtained confirms that the ecosemiotic-based models of safety eco-field are an efficient approach to explain bird feeding preferences and behaviours. (shrink)

In contemporary paternalism literature, persuasion is commonly not considered paternalistic. Moreover, paternalism is typically understood to be problematic either because it is seen as coercive, or because of the insult of the paternalist considering herself superior. In this paper, I argue that doctors who persuade patients act paternalistically. Specifically, I argue that trying to persuade a patient (here understood as aiming for the patient to consent to a certain treatment, although he prefers not to) should be differentiated from trying to (...) convince him (here understood as aiming for the patient to want the treatment) and recommending (the doctor merely providing her professional opinion). These three forms of influence are illustrated by summaries of video-recorded hospital encounters. While convincing and recommending are generally not paternalistic, I argue that persuasion is what I call communicative paternalism and that it is problematic for two reasons. First, the patient’s preferences are dismissed as unimportant. Second, the patient might wind up undergoing treatment against his preferences. This does not mean that persuasion always should be avoided, but it should not be undertaken lightly, and doctors should be aware of the fine line between non-paternalism and paternalism. The fact that my analysis of paternalism differs from traditional accounts does not imply that I deem these to be wrong, but rather that paternalism should be considered as a more multi-faceted concept than previous accounts allow for. (shrink)

It is commonly held, even among non-Bazinians, that photographs are typically perceived as more objective than other forms of depiction. The implications of this putative feature of photographic reception for the fiction film have been relatively ignored. If photos do have an objective purport, it would explain the power of a common device used in horror movies where a monster is selectively revealed through a degraded image, usually an amateur video recording. However, I argue that a better explanation is (...) forthcoming. It is not the objective purport of photographs that accounts for the peculiar power of these scenes, but the power of our imaginations to picture monsters far more terrifying than those that can be readily depicted. This gives us reason to be skeptical of the idea that the objective purport of photographs contributes significantly to the reception of fiction films. (shrink)

This research paper shares findings related to our use of Engaged Philosophical Inquiry with a group of young children as a pedagogical method taken up to extend young children’s thinking about human use of forest parkland and to determine the children’s ontological positions related to environmental sustainability. The study was conducted in a forested area adjoining a ‘living building’ childcare centre. Here researchers, along with a core group of 9-13 children, their teachers, and a Philosopher-in-Residence visited the forest environment on (...) a fortnightly basis over a four-month period from January to May 2016 to explore the forested area, play games and discuss issues related to forest use and human habitation. Video records of the EPI sessions were transcribed and analysed to determine the children’s propositions and related ontological stance across sessions. Findings from this study include: evidence that young children’s views on stewardship are situated within socio-material manifestations of belonging, ownership, and entitlement within the forest; and that absurdities, along with other more traditional EPI and P4C strategies, can be used successfully to playfully challenge young children’s thinking about the rigour of their propositions and to provoke deeper thoughts related to belonging and care. (shrink)

Objective To study how doctors care for their patients, both medically and as fellow humans, through observing their conduct in patient–doctor encounters. Design Qualitative study in which 101 videotaped consultations were observed and analysed using a Grounded Theory approach, generating explanatory categories through a hermeneutical analysis of the taped consultations. Setting A 500-bed general teaching hospital in Norway. Participants 71 doctors working in clinical non-psychiatric departments and their patients. Results The doctors were concerned about their patients' health and how their (...) medical knowledge could be of service. This medical focus often over-rode other important aspects of the consultations, especially existential elements. The doctors actively directed the focus away from their patients' existential concerns onto medical facts and rarely addressed the personal aspects of a patient's condition, treating them in a biomechanical manner. At the same time, however, the doctors attended to their patients with courteousness, displaying a polite and friendly attitude and emphasising the relationship between them. Conclusions The study suggests that the main failing of patient–doctor encounters is not a lack of courteous manners, but the moral offence patients experience when existential concerns are ignored. Improving doctors' social and communication skills cannot resolve this moral problem, which appears to be intrinsically bound to modern medical practice. Acknowledging this moral offence would, however, be the first step towards minimising the effects thereof. (shrink)

In order to understand our thinking, we use all kinds of metaphors. Without them we would be blind to the process of thinking. One of the metaphors is the idea of a "map": the mind is conceived of as something spacial in which our thoughts are located and where connections of all different kinds are established. The process of thinking is conceived of as the travelling along these connections from one thought to another.

As guidelines for neonatal resuscitation evolve from a growing evidence base, clinicians must ensure that practice is closely aligned with the available evidence, based on methodologically sound and ethically conducted research. This paper reviews ethical, legal and risk-management issues arising during the design of a quality-assurance project to make video recordings of neonatal resuscitations after high-risk deliveries. The issues, which affect patients, researchers, staff and the hospital at large, include the following: 1) Informed consent for research involving emergency (...) procedures is often not possible, for lack of time to provide sufficient information. The mental capacity of the subject or parent may be compromised by the impending emergency, and freedom of choice is threatened by the time pressure to consent. 2) Video recording of the inevitable medical errors raises issues of whether participating staff may be identifiable and accountable, affecting their willingness to participate in such research. The approach to staff participation and identification is reviewed. 3) The use of video data for education threatens the privacy of research subjects. The ethics of maintaining privacy is balanced with the ethics of using the data to improve practice of resuscitation. 4) The research subjects (patients, or the staff whose performance is being monitored) must be defined. 5) There are legal and ethical aspects of management and ownership of data. 6) The role of the Human Research Ethics Committee in protecting the research subject and possibly the medicolegal interests of the hospital is discussed. This paper reviews the literature and discusses the issues. (shrink)

Using video to facilitate data collection has become increasingly common in health research. Using video in research, however, does raise additional ethical concerns. In this paper we utilize family therapy data to provide empirical evidence of how recording equipment is treated. We show that families made a distinction between what was observed through the video by the reflecting team and what was being recorded onto videotape. We show that all parties actively negotiated what should and should not (...) go ‘on the record’, with particular attention to sensitive topics and the responsibility of the therapist. Our findings have important implications for both clinical professionals and researchers using video data. We maintain that informed consent should be an ongoing process and with this in mind we present some arguments pertaining to the current debates in this field of health-care practice. (shrink)

We present a novel model of individual people, online posts, and media platforms to explain the online spread of epistemically toxic content such as fake news and suggest possible responses. We argue that a combination of technical features, such as the algorithmically curated feed structure, and social features, such as the absence of stable social-epistemic norms of posting and sharing in social media, is largely responsible for the unchecked spread of epistemically toxic content online. Sharing constitutes a distinctive communicative act, (...) governed by a dedicated norm and motivated to a large extent by social identity maintenance. But confusion about this norm and its lack of inherent epistemic checks lead readers to misunderstand posts, attribute excess or insufficient credibility to posts, and allow posters to evade epistemic accountability—all contributing to the spread of epistemically toxic content online. This spread can be effectively addressed if people and platforms add significantly more context to shared posts and platforms nudge people to develop and follow recognized epistemic norms of posting and sharing. (shrink)

My aim in this paper is to give a philosophical analysis of the relationship between contingently available technology and the knowledge that it makes possible. My concern is with what specific subjects can know in practice, given their particular conditions, especially available technology, rather than what can be known “in principle” by a hypothetical entity like Laplace’s Demon. The argument has two parts. In the first, I’ll construct a novel account of epistemic possibility that incorporates two pragmatic conditions: responsibility and (...) practicability. For example, whether subjects can gain knowledge depends in some circumstances on whether they have the capability of gathering relevant evidence. In turn, the possibility of undertaking such investigative activities depends in part on factors like ethical constraints, economical realities, and available technology. In the second part of the paper, I’ll introduce “technological possibility” to analyze the set of actions made possible by available technology. To help motivate the problem and later test my proposal, I’ll focus on a specific historical case, one of the earliest uses of digital electronic computers in a scientific investigation. I conclude that the epistemic possibility of gaining access to scientific knowledge about certain subjects depends (in some cases) on the technological possibility for making responsible investigations. (shrink)

Imagine you are a cycling fan and are watching Lance Armstrong decimate his rivals in the time trial up L’Alpe d’Huez. However, before the event ends you are called away from the TV. You quickly put a videotape in and press record. You get time to watch the video the next morning and have successfully avoided finding out the result. Are you as excited about watching the video as you were when you sat down to watch the event (...) on TV? I suggest not. I think this example highlights an interesting topic that has escaped the atten- tion of philosophers of sport. The question I aim to answer in this article is, why are we significantly less interested in watching sport when we believe that we are not watching it at the same time as other people? Obviously, this presupposes an empirical claim, and it is to this that I first address myself. I then consider a number of ways of explaining this phenomenon, all of which I think ultimately fail. I then propose my own tentative explanation. (shrink)

Talk at the Philosophy [in:of:for:and] Digital Knowledge Infrastructures online workshop 2023 (28/09/2023).