Physicalism is thought to entail that mental properties supervene on microphysical properties, or in other words that all God had to do was to create the fundamental physical properties and the rest came along for free. In this paper, we question the all-god-had-to-do reflex.

Background Citizen science and models for public participation in health research share normative ideals of participation, inclusion, and public and patient engagement. Academic researchers collaborate in research with members of the public involved in an issue, maximizing all involved assets, competencies, and knowledge. In citizen science new ethical issues arise, such as who decides, who participates, who is excluded, what it means to share power equally, or whose knowledge counts. This article aims to present an ethics framework that offers a (...) lens of understanding and heuristic guidelines to deal with ethical issues in citizen science. -/- Methods We conducted seven case studies between 2015 and 2021 to attune and validate the ethics framework for the context of citizen science. The cases related to studies with older adults, people with a psychiatric vulnerability, people dependent on community care, people who are unemployed or living in poverty or both, and young adults with respiratory disease. -/- Results Ethics in citizen science reaches beyond the ethical issues in traditional biomedical and health research. It entails more than following procedures about informed consent and privacy and submitting a proposal to a Medical Research Ethics Committee. Ethics in citizen science relates to everyday ethical issues during the study, including relational and moral complexities concerning collaboration, sharing power, and democratic decision-making. Dealing with these issues requires ethics work of researchers. This entails seeing ethically salient issues and reflecting on everyday ethical issues. Ethics work consists of seven features: framing work, role work, emotion work, identity work, reason work, relationship work, and performance work. All are relevant for researchers in citizen science. -/- Conclusions Ethical issues in citizen science often relate to power differentials, partnership, and collaboration between academics and non-academics. The ethics framework prepares researchers for the work needed in citizen science to act responsibly and offers a heuristic guide to reflect on ethics. Reflection on ethics is a pathway towards ethical citizen science, especially if researchers collaboratively reflect in partnership with non-academics who are subject to the moral issue. (shrink)

Evolutionary models consider hunting and food sharing to be milestones that paved the way from primate to human societies. Because fossil evidence is scarce, hominoid primates serve as referential models to assess our common ancestors’ capacity in terms of communal use of resources, food sharing, and other forms of cooperation. Whereas chimpanzees form male-male bonds exhibiting resource-defense polygyny with intolerance and aggression toward nonresidents, bonobos form male-female and female-female bonds resulting in relaxed relations with neighboring groups. Here we report the (...) first known case of meat sharing between members of two bonobo communities, revealing a new dimension of social tolerance in this species. This observation testifies to the behavioral plasticity that exists in the two Pan species and contributes to scenarios concerning the traits of the last common ancestor of Pan and Homo. It also contributes to the discussion of physiological triggers of in-group/out-group behavior and allows reconsideration of the emergence of social norms in prehuman societies. (shrink)

An exploration of emotional life in the West, considering the varieties, transformations and constants of human emotions over eleven centuries.

This volume shows how nanotechnology takes on a wide range of socio-historically specific meanings in the context of globalization, across multiple localities, institutions and collaborations, through diverse industries, research labs, and government agencies and in a variety of discussions within the public sphere itself. It explores the early origins of nanotechnologies; the social, economic, and political organization of the field; and the cultural and subjective meanings ascribed to nanotechnologies in social settings.

We show that Sacks' and Shoenfield's analogs of jump inversion fail for both tt- and wtt-reducibilities in a strong way. In particular we show that there is a ${\mathrm{\Delta }}_{2}^{0}$ set B > tt ∅′ such that there is no c.e. set A with A′ ≡ wtt B. We also show that there is a ${\mathrm{\Sigma }}_{2}^{0}$ set C > tt ∅′ such that there is no ${\mathrm{\Delta }}_{2}^{0}$ set D with D′ ≡ wtt C.

The particular design of any technology may have profound social implications. Computing technologies are deeply intermeshed with the activities of daily life, playing an ever more central role in how we work, learn, communicate, socialize, and participate in government. Despite the many ways they have improved life, they cannot be regarded as unambiguously beneficial or even value-neutral. Recent experience shows they can lead to unintended but harmful consequences. Some technologies are thought to threaten democracy through the spread of propaganda on (...) online social networks, or to threaten privacy through the aggregation of datasets that include increasingly personal information, or to threaten justice when machine learning is used in such high-stakes, decision-making contexts as loan application reviews, employment procedures, or parole hearings. It is insufficient to ethically assess technology after it has produced negative social impacts, as has happened, for example, with facial recognition software that discriminates against people of color and with self-driving cars that are unable to cope with pedestrians who jay-walk. Developers of new technologies should aim to identify potential harmful consequences early in the design process and take steps to eliminate or mitigate them. This task is not easy. Designers will often have to negotiate among competing values—for instance, between efficiency and accessibility for a diverse user population, or between maximizing benefits and avoiding harm. There is no simple recipe for identifying and solving ethical problems. -/- Computer science education can help meet these challenges by making ethical reasoning about computing technologies a central element in the curriculum. Students can learn to think not only about what technology they could create, but also whether they should create that technology. Learning to reason this way requires courses unlike those currently standard in computer science curricula. A range of university courses on topics in areas of computing, ethics, society and public policy are emerging to meet this need. Some cover computer science broadly, while others focus on specific problems like privacy and security; typically, these classes exist as stand-alone courses in the computer science curriculum. Others have integrated ethics into the teaching of introductory courses on programming, artificial intelligence, and human-computer interaction. (shrink)

Building on agency and resource-based view theories, this study investigates the level of environmental disclosure (ED) practices of family versus non-family firms and explores the moderating role of board gender diversity. We test our hypotheses on a 3-year (2018–2020) panel data sample comprising 324 observations of Italian small- and medium-sized enterprises traded on the Euronext Growth Milan. Findings show that, compared to non-family firms, companies with a family firm status are characterized by lower levels of ED. Gender diversity on the (...) board, however, moderates this relationship, reducing this gap, to the extent that the family firm status is associated with higher ED when the number of women directors is high enough to constitute a critical mass. We consequently contribute to the studies on family business, corporate governance, and corporate social responsibility. (shrink)

In early work within Conversation Analysis, utterances within a request sequence which inquire regarding some of the preconditions of granting the request are analyzed as pre-requests. Levinson, in an extended discussion of the organization of pre-requests and request sequences, treats utterances such as ‘do you have X?’, ‘can I have X?’ or ‘can you X for me?’ as inquiring about preconditions that could prevent the recipient from granting the request. By checking on preconditions, the requester works to avoid producing a (...) request which will be declined, which is a dispreferred action. In other words, pre-requests, like other pre-sequences, function to project that another action will be produced if a favorable response is given; if not, that projected action may not be produced. In this view, then, they work to maintain the preference organization. This study uses requesting in service encounters to re-examine the evidence for an analysis of such utterances as pre-requests and finds that alternative analyses are more suited in these requesting activities. (shrink)

Kathryn Morgan has introduced us to a typology of ‘the ways in which women’s moral voice and her sense of moral integrity are twisted and destroyed by patriarchal ideology and lived experience.’ She claims that this experience can induce in women ‘a sense of confusion and genuine moral madness.’I am in agreement with much of what Morgan says. However, I suspect that some others might find her case less convincing than I for the reason that she supports her claims by (...) an appeal to classical philosophical literature and what we might loosely call ‘sociological observations.’ One can imagine the easy retort—‘Yes, well, it’s true that Aristotle, Aquinas, Rousseau and Kant did say those silly things about women, but their remarks were mere asides and no one takes them seriously in this matter any more anyway. (shrink)

Bioethics education now takes place outside universities as well as within them. How should clinicians, ethics committee members, and policymakers be taught the ethics they need, and how may their progress best be evaluated?

I think that the international movement of doing philosophy with children consists of two main lines: the first line aims at elementary and seconday school philosophy and the second line aims at philosophy as an after-school enrichment. I'm mainly engaged in doing philosophy with children outside school.

This article draws insights from a case study examining unanswered health questions of residents in two polluted towns in an industrial region in southern France. A participatory health study, as conducted by the author, is presented as a way to address undone science by providing the residents with relevant data supporting their illness claims. Local residents were included in the health survey process, from the formulation of the questions to the final data analysis. Through this strongly participatory science process, the (...) townspeople offered many creative ideas in the final report for how the data could be used to assist in improving their health and environment and policy work is already in evidence, resulting from the study. Drawing from the literature on participatory science and expertise as well as from the initial outcomes of the local health study, I propose that SPS produces a form of knowledge justice. Understanding knowledge and its making as part of a social justice agenda aligns well with environmental justice frames. Through SPS, local residents have a hermeneutical resource to make sense of their embodied lives and augment their claims with strong data supporting actions for improving their health and environment. (shrink)

This volume examines 'domestic colonialism' of the nineteenth and twentieth centuries, and analyzes domestic colonies empirically - across several countries using primary, archival, and secondary sources - and theoretically, through the writings of leading thinkers of the period.

Findings about the desire for health-risk information are heterogeneous and sometimes contradictory. In particular, they seem to be at variance with established psychological theories of information-seeking behavior.The present paper posits the decision about treating illness with medicine as the causal determinant for the expected net value of information, and attempts to explain idiosyncrasies in information-seeking behavior by using the notion of decision sensitivity to incoming information.Furthermore, active information avoidance is explained by modeling the expected emotional distress potentially brought about by (...) “bad news” as a disutility factor in pay-off maximization.In this context two notions of uncertainty are distinguished: an epistemic uncertainty related to the prognostic probability assigned to the risk, and an emotional uncertainty related to the expected damage. Health-risk information can both reduce epistemic and increase emotional uncertainty, giving rise to idiosyncratic processing strategies. (shrink)

This paper is about the difficulties involved in establishing criteria for definiteness. A number of possibilities are considered – traditional ones such as strength, uniqueness, and familiarity, as well as several which have been suggested in the wake of Montague’s analysis of NPs as generalized quantifiers. My tentative conclusion is that Russell’s uniqueness characteristic (suitably modified) holds up well against the others.

Landau also pushes the role of syntax and its mapping to semantics in learning what some would consider “easy words”—the simplest spatial prepositions in English, in and on. Taking as a starting point that the syntactic distribution of a word is a reflex of its meaning, Landau shows that careful study of how children and adults linguistically encode a range of containment and support configurations reveals a special status for “core” configurations in each domain. She proposes that children come to (...) learning spatial terms with the expectation that configurations reflecting core concepts of containment and support will be expressed with the maximally simple, unmarked, linguistic expression. (shrink)

Si l’« explosion sociale » chilienne a rassemblé une série de mouvements sociaux, il est certain que les féminismes ont joué un rôle fondamental dans l’établissement de revendications contre les abus, les inégalités et la précarité de la vie. Malgré l’échec du rejet de la nouvelle Constitution, cet article approfondit deux normes minimales historiques que les féministes ont réussi à établir au niveau institutionnel et social : la parité dans la participation politique et la condamnation généralisée de la violence à (...) l’égard des femmes. (shrink)

This article was inspired by Georges Didi-Huberman’s keynote lecture “Que ce qui apparaît seulement s’aperçoit” delivered in 2015 at Charles University in Prague during the “Dis/appearing” conference organized by the Internationales Kolleg für Kulturtechnikforschung und Medienphilosophie. Didi-Huberman’s lecture consisted of various reflections concerning the meaning of the image as instances of flaring up and fading away. During his talk, Didi-Huberman used evocative images – recollections – which he had collected over the years; impressions while walking in the streets, melancholic musings (...) about love, and thoughts gathered from literature en route. From this, the article identifies seven cases through which Didi-Huberman has conceptualized images; the nymph, the butterfly, the passer-by, the surface, the dance, the silence, and sophrosyne. These cases attest to the influence of Aby Warburg on the writing of Didi-Huberman and, taken together, identify what these cases of the image have in common; namely, that images occupy an interspace: the fleeting instant of appearance/disappearance. Didi-Huberman explains images – “Dante’s Beatrice and Baudelaire’s fleeting beauty” as “the paradigmatic ‘passer-by.’” Through these cases, this article poetically draws the reader’s attention to what Didi-Huberman calls “non-knowledge”; those fleeting, mobile, paradoxical aspects of images that resist clear categorization and can be thought of as fireflies against the night sky. The article asks: is it possible to characterize this genre? To denominate the collection of thoughts that welcome the image as a witness to the history of thought? The study of images can be understood, following Giorgio Agamben’s interpretation of Aby Warburg’s oeuvre, as “the nameless science.”. (shrink)

Los conceptos de democracia y de gobierno representativo están inevitablemente conectados y vinculados entre ellos, y uno de los principios fundamentales de la democracia representativa es el principio de mayoría. Este articulo es una aproximación a la teoría de John Stuart Mill sobre el gobierno representativo en relación con el principio de mayoría y bajo su perspectiva elitista. Mill consideró el sistema representativo el modelo político más eficaz, aunque quiso subrayar los puntos críticos y los posibles desvíos negativos de la (...) democracia y, en particular, el riesgo de una dictadura de la mayoría y el contextual aislamiento político de las minorías. El filósofo inglés propuso un ideal de democracia basado sobre el mandato representativo que supone la independencia del representante si bien una independencia restringida y condicionada. Por otra parte, insistió sobre la importancia de que cada ciudadano fuese educado en la conciencia pública y se dejase influenciar por los hombres más cultos y iluminados de la comunidad. (shrink)

Discover a happier, more resilient and more mindful you. Mindfulness is the art of living in the moment--a pathway to a simpler, healthier and richer life. This book provides inspiring solutions and practical skills which can be deployed time and again in moments of stress or anxiety, and as a daily practice to enrich your life. Simple, passionate and profound, The Mindfulness Playbook is a user guide for contemporary life, which is underpinned by a proven methodology and a host of (...) mindful techniques for making life more calm and changing the way your brain is wired, to help you effortlessly move towards a fulfilling life of clarity, focus, and balance. Learn tools and skills to manage stress, reduce anxiety, and deal effectively with the pace and pressure of 21st century living. Understand the most important aspect of being human--your feelings. Learn how how to live in the present, rewire your brain, and live a happier life. (shrink)