These are the working notes of the workshop on Model-based and Qualitative Reasoning in Biomedicine, which was held during the European Conference on Artificial Intelligence in Medicine, AIME’03, on 19th October, 2003, in Protaras, Cyprus. The workshop brought together various researchers involved in the development and use of model-based and qualitative reasoning methods in tackling biomedical problems. Much of the biomedical knowledge is essentially model-based, as it is the understanding of the structure and function of biomedical (...) systems that researchers wish to achieve, and this is best done by developing models of these systems. In situations where it may not be appropriate or possible to use quantitative methods, researchers use qualitative approaches. Depending on the biomedical problem concerned, such descriptions may involve causal, temporal and spatial knowledge, possibly of an uncertain nature. Also in the medical management of disorders in patients, qualitative and model-based approaches are being used. For example, systems used for diagnosing disease rely on explicit models of normal or abnormal structure and behaviour (often referred to as ’first-principles models’) of the underlying disease process. Qualitative knowledge plays a role in the modelling of disease and treatment processes, including the handling of the uncertainty involved in these processes. Hence, there is little doubt that model-based and qualitative methods fit the biomedical domain really well. However, one of the problems with research in the biomedical field is that researchers applying model-based and qualitative-reasoning methods are often closely linked to their application field, such as, for example, cell biology or clinical medicine, and find it difficult to keep in contact with colleagues doing similar research, but working in a different biomedical application field. This is even more difficult if the techniques used are also different. For example, researchers involved in Bayesian network research and researchers using qualitative simulation methods hardly exchange views and ideas, despite the fact that their methods have in common that they emphasise representing qualitative biomedical knowledge. It was the aim of this workshop to bring together researchers along the entire spectrum of the biomedical field, from health-care research and clinical medicine to human biology, using a variety of methods and techniques, from (qualitative) Bayesian networks and symbolic machine learning, to qualitative simulation.. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somatic Knowledge and Qualitative Reasoning:From Theory to PracticeRichard Siegesmund"Elliot Eisner is a writer to be reckoned with" is how my undergraduate student, Cheyenne, opened her final essay on The Arts and the Creation of Mind. After a semester of using his text in my art education methods class, reckoned seemed an apt word. The dictionary gives the definitions of reckoned as to settle accounts, make calculation, judge, (...) and take into consideration.1 The ideas in The Arts and the Creation of Mind are challenging on multiple levels, and Eisner does not provide any easy answers. There are no pithy how-to-do-it bullet points in the text. The issues he addresses are complex: nonlinguistic meaning, somatic knowledge, qualitative reasoning, the arts as habits of mind that guide experience and inquiry into the world — just to name a few. Nevertheless, in this text he brings these ideas into a format that is accessible to undergraduates entering the profession of teaching and experienced professionals, who wish to reflect on their own practice.The lucidity of Eisner's text can belie the complexity of the issues he addresses. Regrettably, some students only saw the outer shell of the content: the discussion of conceptual approaches to arts education or the delineation of the developmental stages of children's drawing. Yet for these aspects alone, they considered the text to be valuable; however, I was disappointed that they did not go deeper. Some just could not synthesize the big point: that the arts are not simply about mastery of technical skills, but that technical skills are merely a gateway into non-linguistic thinking. Educational objectives that are limited to content and skills are mundane.However, for more thoughtful and reflective students like Cheyenne, who was in her last semester of course work before student teaching in Guadalajara, the book was an inspiration. It provided a more robust conception of arts education that spoke to her feelings that compelled her to be a teacher. She reflected on what she read in The Arts and the Creation of Mind, and saw how an arts educator was more than an activities manager. She discovered she was embarking on a calling that could change minds — and [End Page 80] by changing minds, transform lives. For a young idealist, Eisner articulated her passion to serve. He said what up until that moment she had only felt. She discovered what she had previously sensed — known in her bones — but had not articulated. Eisner was a voice she wanted to take for her own. He provided a vision of the teacher she hoped to be. Indeed, Elliot Eisner is a writer to be reckoned with.Two ideas that my art students want to discuss when they first encounter The Arts and the Creation of Mind are the concepts of somatic knowing and qualitative reasoning. Somatic knowledge is a felt reaction of rightness within an experience. Qualitative reasoning is the ordering of relationships of qualities. Qualitative reasoning produces somatic knowledge. Using my students' questions and classroom discussions as inspiration, I want to explore these ideas for I believe they represent the essence of what is distinctive about learning in the arts. Furthermore, I share Eisner's belief that they provide the foundation on which to make an enduring case for the importance of the arts in education. These ideas reside at the heart of the process of education, which is, as he states, "learning to create ourselves."2It is immensely satisfying as a teacher to see the ah-ha moments in class discussion when students begin to integrate Eisner's ideas into their own experience. It is an even greater satisfaction to work with teachers who find these ideas illuminating for their educational aims and objectives and to see them played out in real classrooms where students flourish. In this essay, I want to try to build on my own experience with these moments to more deeply explore the significance of Eisner's work.To begin, I will briefly revisit the work of John Dewey. I will then discuss how Eisner's previous thinking sets a foundation for The Arts and the Creation of Mind. Finally, on a... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Somatic Knowledge and Qualitative Reasoning:From Theory to PracticeRichard Siegesmund"Elliot Eisner is a writer to be reckoned with" is how my undergraduate student, Cheyenne, opened her final essay on The Arts and the Creation of Mind. After a semester of using his text in my art education methods class, reckoned seemed an apt word. The dictionary gives the definitions of reckoned as to settle accounts, make calculation, judge, (...) and take into consideration.1 The ideas in The Arts and the Creation of Mind are challenging on multiple levels, and Eisner does not provide any easy answers. There are no pithy how-to-do-it bullet points in the text. The issues he addresses are complex: nonlinguistic meaning, somatic knowledge, qualitative reasoning, the arts as habits of mind that guide experience and inquiry into the world — just to name a few. Nevertheless, in this text he brings these ideas into a format that is accessible to undergraduates entering the profession of teaching and experienced professionals, who wish to reflect on their own practice.The lucidity of Eisner's text can belie the complexity of the issues he addresses. Regrettably, some students only saw the outer shell of the content: the discussion of conceptual approaches to arts education or the delineation of the developmental stages of children's drawing. Yet for these aspects alone, they considered the text to be valuable; however, I was disappointed that they did not go deeper. Some just could not synthesize the big point: that the arts are not simply about mastery of technical skills, but that technical skills are merely a gateway into non-linguistic thinking. Educational objectives that are limited to content and skills are mundane.However, for more thoughtful and reflective students like Cheyenne, who was in her last semester of course work before student teaching in Guadalajara, the book was an inspiration. It provided a more robust conception of arts education that spoke to her feelings that compelled her to be a teacher. She reflected on what she read in The Arts and the Creation of Mind, and saw how an arts educator was more than an activities manager. She discovered she was embarking on a calling that could change minds — and [End Page 80] by changing minds, transform lives. For a young idealist, Eisner articulated her passion to serve. He said what up until that moment she had only felt. She discovered what she had previously sensed — known in her bones — but had not articulated. Eisner was a voice she wanted to take for her own. He provided a vision of the teacher she hoped to be. Indeed, Elliot Eisner is a writer to be reckoned with.Two ideas that my art students want to discuss when they first encounter The Arts and the Creation of Mind are the concepts of somatic knowing and qualitative reasoning. Somatic knowledge is a felt reaction of rightness within an experience. Qualitative reasoning is the ordering of relationships of qualities. Qualitative reasoning produces somatic knowledge. Using my students' questions and classroom discussions as inspiration, I want to explore these ideas for I believe they represent the essence of what is distinctive about learning in the arts. Furthermore, I share Eisner's belief that they provide the foundation on which to make an enduring case for the importance of the arts in education. These ideas reside at the heart of the process of education, which is, as he states, "learning to create ourselves."2It is immensely satisfying as a teacher to see the ah-ha moments in class discussion when students begin to integrate Eisner's ideas into their own experience. It is an even greater satisfaction to work with teachers who find these ideas illuminating for their educational aims and objectives and to see them played out in real classrooms where students flourish. In this essay, I want to try to build on my own experience with these moments to more deeply explore the significance of Eisner's work.To begin, I will briefly revisit the work of John Dewey. I will then discuss how Eisner's previous thinking sets a foundation for The Arts and the Creation of Mind. Finally, on a... (shrink)

Qualitative Reasoning (QR) is an area of research within Artificial Intelligence that automates reasoning and problem solving about the physical world. QR research aims to deal with representation and reasoning about continuous aspects of entities without the kind of precise quantitative information needed by conventional numerical analysis techniques. Order-of-magnitude Reasoning (OMR) is an approach in QR concerned with the analysis of physical systems in terms of relative magnitudes. In this paper we consider the logic OMR_N (...) for order-of-magnitude reasoning with the bidirectional negligibility relation. It is a multi-modal logic given by a Hilbert-style axiomatization that reflects properties and interactions of two basic accessibility relations (strict linear order and bidirectional negligibility). Although the logic was studied in many papers, nothing was known about its decidability. In the paper we prove decidability of OMR N by showing that the logic has the strong finite model property. (shrink)

We present a relational proof system in the style of dual tableaux for a multimodal propositional logic for order of magnitude qualitative reasoning to deal with relations of negligibility, non-closeness, and distance. This logic enables us to introduce the operation of qualitative sum for some classes of numbers. A relational formalization of the modal logic in question is introduced in this paper, i.e., we show how to construct a relational logic associated with the logic for order-of-magnitude (...) class='Hi'>reasoning and its dual tableau system which is a validity checker for the modal logic. For that purpose, we define a validity preserving translation of the modal language into relational language. Then we prove that the system is sound and complete with respect to the relational logic defined as well as with respect to the logic for order of magnitude reasoning. Finally, we show that in fact relational dual tableau does more. It can be used for performing the four major reasoning tasks: verification of validity, proving entailment of a formula from a finite set of formulas, model checking, and verification of satisfaction of a formula in a finite model by a given object. (shrink)

How can new drug lead suggestions beinferred from neurophysiological models? This paperaddresses this question based on a case study ofresearch into Parkinson''s disease at the GroningenUniversity Department of Pharmacy. It is argued thatneurophysiological box-and-arrow models can beunderstood as qualitative differential equationmodels. An inference task is defined to helpunderstand and possibly aid the discovery andexplanation of new drug lead suggestions.

We present a relational proof system in the style of dual tableaux for the relational logic associated with a multimodal propositional logic for order of magnitude qualitative reasoning with a bidirectional relation of negligibility. We study soundness and completeness of the proof system and we show how it can be used for verification of validity of formulas of the logic.

In this paper, we focus on a logical approach to the important notion of closeness, which has not received much attention in the literature. Our notion of closeness is based on the so-called proximity intervals, which will be used to decide the elements that are close to each other. Some of the intuitions of this definition are explained on the basis of examples. We prove the decidability of the recently introduced multimodal logic for closeness and, then, we show some capabilities (...) of the logic with respect to expressivity in order to denote particular positions of the proximity intervals. (shrink)

Qualitative description of the movement of objects can be very important when there are large quantity of data or incomplete information, such as in positioning technologies and movement of robots. We present a first step in the combination of fuzzy qualitative reasoning and quantitative data obtained by human interaction and external devices as GPS, in order to update and correct the qualitative information. We consider a Propositional Dynamic Logic which deals with qualitative velocity and enables (...) us to represent some reasoning tasks about qualitative properties. The use of logic provides a general framework which improves the capacity of reasoning. In this way, we can infer additional information by using axioms and the logic apparatus. In this paper we present sound and complete relational dual tableau that can be used for verification of validity of formulas of the logic in question. (shrink)

This paper presents a formalism that combines useful properties of both logic and probabilities. Like logic, the formalism admits qualitative sentences and provides symbolic machinery for deriving deductively closed beliefs and, like probability, it permits us to express if-then rules with different levels of firmness and to retract beliefs in response to changing observations. Rules are interpreted as order-of-magnitude approximations of conditional probabilities which impose constraints over the rankings of worlds. Inferences are supported by a unique priority ordering on (...) rules which is syntactically derived from the knowledge base. This ordering accounts for rule interactions, respects specificity considerations and facilitates the construction of coherent states of beliefs. Practical algorithms are developed and analyzed for testing consistency, computing rule ordering, and answering queries. Imprecise observations are incorporated using qualitative versions of Jeffrey's rule and Bayesian updating, with the result that coherent belief revision is embodied naturally and tractably. Finally, causal rules are interpreted as imposing Markovian conditions that further constrain world rankings to reflect the modularity of causal organizations. These constraints are shown to facilitate reasoning about causal projections, explanations, actions and change. (shrink)

Abduction, deduction and induction describe forms of reasoning. Deduction and induction are discussed in the nursing literature. However, abduction has been largely neglected by nurse scholars. In this paper it is proposed that abduction may play a part in qualitative data analysis – specifically, in the identification of themes, codes, and categories. Abduction is not, in research, restricted to or associated with any particular methodology. Nevertheless, situating abduction in qualitative research facilitates the identification of three interlinked issues. (...) First, it is suggested that abductively derived claims require support from deductive and inductively sourced evidence if they are to ‘hold’ and, yet, in qualitative research this is clearly problematic. Second, difficulties in choosing between alternative plausible hypotheses are explored through an examination of the ‘generality problem’. Third, the role of background and auxiliary theories in adjudicating between hypothesis options is discussed. It is argued that if qualitative researchers utilize abductive inference in the manner suggested, then the peculiarly fallible nature of abduction must be acknowledged and, in consequence, the action guiding potential of qualitative research findings is compromised. (shrink)

Summary Background Self-binding directives instruct clinicians to overrule treatment refusal during future severe episodes of illness. These directives are promoted as having potential to increase autonomy for individuals with severe episodic mental illness. Although lived experience is central to their creation, service users’ views on self-binding directives have not been investigated substantially. This study aimed to explore whether reasons for endorsement, ambivalence, or rejection given by service users with bipolar disorder can address concerns regarding self-binding directives, decision-making capacity, and human (...) rights. Methods This study used qualitative data from an internet-based survey distributed to the mailing list of the UK charity Bipolar UK, which contained multiple closed and open questions on advance decision-making in bipolar disorder. Quantitative analysis of a closed question about self-binding directives had already demonstrated endorsement amongst a very high proportion of participants with bipolar disorder who completed the survey. We conducted thematic analysis of responses from those participants who answered a subsequent open question about reasons for their view. Research was co-produced within a multi-disciplinary team, with clinical, legal, and ethical expertise, and lived experience of bipolar disorder. Ideas and methodologies associated with all these areas of expertise were used in the analysis of these reasons and to gain insight into the thoughts of individuals with bipolar disorder about self-binding directives and associated issues. Findings Between Oct 23 and Dec 5, 2017, 932 individuals with a self-reported clinical diagnosis of bipolar disorder completed the internet survey, with 565 (154 men; 400 women; 11 transgender or other) providing free text answers to the open question. A large majority of respondents endorsed self-binding directives, nearly all describing a determinate shift to types of distorted thinking and decision-making when unwell as their key justification. Responses indicating ambivalence were dominated by logistical concerns about the drafting and implementation of self-binding directives, while those who rejected self-binding directives also cited logistical concerns, validity of their thinking when unwell, and potential contravention of human rights. Interpretation This study is, to our knowledge, the first large study of reasons why mental health service users might endorse or reject the use of self-binding directives. The findings provide empirical support for introducing self-binding directives into mental health advance decision-making practice and policy and may help to address enduring ethical concerns surrounding possible implementation of the directive while a person retains decision-making capacity. The opinions expressed here in responses given by multiple service users with bipolar disorder challenge a prominent view within international disability rights debates that involuntary treatment and recognition of impaired mental capacity constitute inherent human rights violations. Funding The Wellcome Trust . (shrink)

Background: Priority setting is necessary in current healthcare services. Discussion of fair process has highlighted the value of developing reasons for allocation decisions on the basis of experience gained from real cases.Aim: To identify the reasons that those with experience of real decision-making concerning resource allocation think relevant in deciding on the priority of a new but expensive drug treatment.Methods: Semistructured interviews with members of committees with responsibility for making resource allocation decisions at a local level in the British National (...) Health Service, analysed using modified grounded theory.Results: 22 interviews were carried out. 14 reasons were identified. Four reasons were almost universally considered most important: cost effectiveness; clinical effectiveness; equality and gross cost. No one reason was considered dominant. Some considerations, such as political directives and fear of litigation, were thought by many participants to distort decision-making. There was a substantial lack of agreement over the relevance of some reasons, such as the absence of alternative treatment for the condition.Conclusions: There is a clear consensus on the importance and role of a limited number of reasons in allocation decisions among participants. A focus on the process of decision-making, however, does not obviate the need for those involved in the process to engage with problematical ethical issues, nor for the importance of further ethical analysis. (shrink)

This article discusses the concept of evidential reasoning in the context of qualitative research methods in the social sciences. A conceptualization of qualitative evidential reasoning is proposed...

Experimental philosophy brings empirical methods to philosophy. These methods are used to probe how people think about philosophically interesting things such as knowledge, morality, and freedom. This paper explores the contribution that qualitative methods have to make in this enterprise. I argue that qualitative methods have the potential to make a much greater contribution than they have so far. Along the way, I acknowledge a few types of resistance that proponents of qualitative methods in experimental philosophy might (...) encounter, and provide reasons to think they are ill-founded. (shrink)

In their practice, nurses make daily decisions that are ethically informed. An ethical decision is the result of a complex reasoning process based on knowledge and experience and driven by ethical values. Especially in acute elderly care and more specifically decisions concerning the use of physical restraint require a thoughtful deliberation of the different values at stake. Qualitative evidence concerning nurses’ decision-making in cases of physical restraint provided important insights in the complexity of decision-making as a trajectory. However (...) a nuanced and refined understanding of the reasoning process in terms of ethical values is still lacking. A qualitative interview design, inspired by the Grounded Theory approach, was carried out to explore nurses’ reasoning process in terms of ethical values. We interviewed 21 acute geriatric nurses from 12 hospitals in different regions in Flanders, Belgium in the period October 2009–April 2011. The Qualitative Analysis Guide of Leuven was used to analyse interview data. Nurses’ decision-making is characterized as an ethical deliberation process where different values are identified and where the process of balancing these values forms the essence of ethical deliberation. Ethical decision-making in cases of physical restraint implies that nurses have to choose which values receive priority in the process, which entails that not all values can be respected to the same degree. As a result, decision making can be experienced as difficult, even as a dilemma. Driven by the overwhelming goal of protecting physical integrity, nurses took into account the values of dignity and justice more implicitly and less dominantly. (shrink)

Orthorexia Nervosa has gained increased attention in academia since 1997. However, like other “Exia” conditions, there is debate around its inclusion in the Diagnostic and Statistical Manual of Mental Disorders. This study aimed to examine the experiences of those following a diet indicative of ON in the United Kingdom. This information is essential to the development of diagnostic criteria and classification of ON. Behavioural Reasoning Theory was used to explore reasons contributing to the development of ON. Ten individuals, aged (...) 23–35 years, took part in semi-structured interviews. Inductive thematic analysis was used to analyse the results. Four themes emerged from the data—journey, social, rules/control, and ethical considerations which highlighted contributing factors to the development of ON behaviours, the impact of these behaviours on individuals' social lives, and a strive for control. These findings are the first to suggest that ON involves a more complex set of behaviours than current definitions and proposed diagnostic criteria suggest and highlight the need to consider a variety of reasons for restricted diet when developing diagnostic criteria, screening tools, and classification in the DSM. (shrink)

We propose in this paper to construct modal logics based on mathematical morphology. The contribution of this paper is twofold. First we show that mathematical morphology can be used to define modal operators in the context of normal modal logics. We propose definitions of modal operators as algebraic dilations and erosions, based on the notion of adjunction. We detail the particular case of morphological dilations and erosions, and of there compositions, as opening and closing. An extension to the fuzzy case (...) is also proposed. Then we show how this can be interpreted for spatial reasoning by using qualitative symbolic representations of spatial relationships (topological and metric ones) derived from mathematical morphology. This allows to establish some links between numerical and symbolic representations of spatial knowledge. (shrink)

The generation of route descriptions is a fundamental task of navigation systems. A particular problem in this context is to identify routes that can easily be described and processed by users. In this work, we present a framework for representing route networks with the qualitative information necessary to evaluate and optimize route descriptions with regard to ambiguities in them. We identify different agent models that differ in how agents are assumed to process route descriptions while navigating through route networks (...) and discuss which agent models can be translated into PDL programs. Further, we analyze the computational complexity of matching route descriptions and paths in route networks in dependency of the agent model. Finally, we empirically evaluate the influence of the agent model on the optimization and the processing of route instructions. (shrink)

This paper describes a cubic water tank equipped with a movable partition receiving various amounts of liquid used to represent joint probability distributions. This device is applied to the investigation of deductive inferences under uncertainty. The analogy is exploited to determine by qualitative reasoning the limits in probability of the conclusion of twenty basic deductive arguments (such as Modus Ponens, And-introduction, Contraposition, etc.) often used as benchmark problems by the various theoretical approaches to reasoning under uncertainty. The (...) probability bounds imposed by the premises on the conclusion are derived on the basis of a few trivial principles such as "a part of the tank cannot contain more liquid than its capacity allows", or "if a part is empty, the other part contains all the liquid". This stems from the equivalence between the physical constraints imposed by the capacity of the tank and its subdivisions on the volumes of liquid, and the axioms and rules of probability. The device materializes de Finetti's coherence approach to probability. It also suggests a physical counterpart of Dutch book arguments to assess individuals' rationality in probability judgments in the sense that individuals whose degrees of belief in a conclusion are out of the bounds of coherence intervals would commit themselves to executing physically impossible tasks. (shrink)

Imagination is necessary for scientific practice, yet there are no in vivo sociological studies on the ways that imagination is taught, thought of, or evaluated by scientists. This article begins to remedy this by presenting the results of a qualitative study performed on two systems biology laboratories. I found that the more advanced a participant was in their scientific career, the more they valued imagination. Further, positive attitudes toward imagination were primarily due to the perceived role of imagination in (...) problem-solving. But not all problem-solving episodes involved clear appeals to imagination, only maximally specific problems did. This pattern is explained by the presence of an implicit norm governing imagination use in the two labs: only use imagination on maximally specific problems, and only when all other available methods have failed. This norm was confirmed by the participants, and I argue that it has epistemological reasons in its favour. I also found that its strength varies inversely with career stage, such that more advanced scientists do (and should) occasionally bring their imaginations to bear on more general problems. A story about scientific pedagogy explains the trend away from (and back to) imagination over the course of a scientific career. Finally, some positive recommendations are given for a more imagination-friendly scientific pedagogy. (shrink)

Ritual circumcision of infant boys is controversial in Norway, as in many other countries. The procedure became a part of Norwegian public health services in 2015. A new law opened for conscientious objection to the procedure. We have studied physicians’ refusals to perform ritual circumcision as an issue of professional ethics. Qualitative interview study with 10 urologists who refused to perform ritual circumcision from six Norwegian public hospitals. Interviews were recorded and transcribed, then analysed with systematic text condensation, a (...) qualitative analysis framework. The physicians are unanimous in grounding their opposition to the procedure in professional standards and norms, based on fundamental tenets of professional ethics. While there is homogeneity in the group when it comes to this reasoning, there are significant variations as to how deeply the matter touches the urologists on a personal level. About half of them connect their stance to their personal integrity, and state that performing the procedure would go against their conscience and lead to pangs of conscience. It is argued that professional moral norms sometimes might become more or less ‘integrated’ in the professional’s core moral values and moral identity. If this is the case, then the distinction between conscience-based and professional refusals to certain healthcare services cannot be drawn as sharply as it has been. (shrink)

The Qualitative Thesis says that if you leave open P, then you are sure of if P, then Q just in case you are sure of the corresponding material conditional. We argue the Qualitative Thesis provides compelling reasons to accept a thesis that we call Conditional Locality, which says, roughly, the interpretation of an indicative conditional depends, in part, on the conditional’s local embedding environment. In the first part of the paper, we present an argument—due to Ben Holguín—showing (...) that, without Conditional Locality, the Qualitative Thesis is in tension with a margin for error principle on rational sureness. We show Conditional Locality reconciles the Qualitative Thesis with the margin for error principle. In the second part, we argue the full range of data supports what we call the Strong Qualitative Thesis. Without Conditional Locality, the Strong Qualitative Thesis has unacceptable consequences. But with Conditional Locality, it is tenable. (shrink)

Although Responsible Conduct of Research (RCR) training is common in the sciences, the effectiveness of RCR training is open to question. Three key factors appear to be particularly important in ensuring the effectiveness of ethics education programs: (1) educational efforts should be tied to day-to-day practices in the field, (2) educational efforts should provide strategies for working through the ethical problems people are likely to encounter in day-to-day practice, and (3) educational efforts should be embedded in a broader program of (...) on-going career development efforts. This article discusses a complex qualitative approach to RCR training development, based on a sensemaking model, which strives to address the afore-mentioned training concerns. Ethnographic observations and prior RCR training served the purpose of collecting information specific to a multi-disciplinary and multi-university research center with the goal of identifying metacognitive reasoning strategies that would facilitate ethical decision-making. The extensive qualitative analyses resulted in the identification of nine metacognitive reasoning strategies on which future RCR training will be developed. The implications of the findings for RCR training in the sciences are discussed. (shrink)

Choices rarely deal with certainties; and, where assertoric logic and modal logic are insufficient, those seeking to be reasonable turn to one or more things called “probability.” These things typically have a shared mathematical form, which is an arithmetic construct. The construct is often felt to be unsatisfactory for various reasons. A more general construct is that of a preordering, which may even be incomplete, allowing for cases in which there is no known probability relation between two propositions or between (...) two events. Previous discussion of incomplete preorderings has been as if incidental, with researchers focusing upon preorderings for which quantifications are possible. This article presents formal axioms for the more general case. Challenges peculiar to some specific interpretations of the nature of probability are brought to light in the context of these propositions. A qualitative interpretation is offered for probability differences that are often taken to be quantified. A generalization of Bayesian updating is defended without dependence upon coherence. Qualitative hypothesis testing is offered as a possible alternative in cases for which quantitative hypothesis testing is shown to be unsuitable. [NB: There is a transcription error in (A6), the quantification “∀(Y,c₂)” should be applied within the large parentheses to the proposition on the third row. You have my apologies!]. (shrink)