Research Ethics Committees (RECs) play a critical gatekeeping role in clinical trials. This role is meant to ensure that only those trials that meet certain ethical thresholds proceed through their gate. Two of these thresholds are that the potential benefits of trials are reasonable in relation to risks and that trials are capable of producing a requisite amount of social value. While one ought not expect perfect execution by RECs of their gatekeeping role, one should expect routine success in it. (...) This article reviews a range of evidence showing that substantial numbers of ethically tainted trials are receiving REC approvals. Many of the trials are early phase trials that evidence shows have benefits that may not be reasonable compared with their risks and many others are later trials that evidence shows may lack sufficient social value. The evidence pertains to such matters as methodologically inadequate preclinical studies incapable of supporting the inferences that REC members must make about the prospects for potential benefit needed to offset the risks in early phase trials and sponsorship bias that can cause improperly designed, conducted, analysed and reported later phase trials. The analysis of the evidence makes clear that REC practices need to be strengthened if they are to adequately fulfil their gatekeeping role. The article also explores options that RECs could use in order to improve their gatekeeping function. (shrink)

Philosophy of science has traditionally focused on the epistemological dimensions of scientific practice at the expense of the ethical and political questions scientists encounter when addressing questions of policy in advisory contexts. In this article, I will explore how an exclusive focus on epistemology and theoretical reason can function to reinforce common, yet flawed assumptions concerning the role of scientific knowledge in policy decision making when reproduced in philosophy courses for science students. In order to address this concern, I will (...) argue that such courses should supplement the traditional focus on theoretical reason with an analysis of the practical reasoning employed by scientists in advisory contexts. Later sections of this paper outline a teaching strategy by which this can be achieved that consists of two steps: the first examines idealized examples of scientific advising in order to highlight the irreducible role played by moral reasoning in justifying policy recommendations. The second employs argument analysis to reveal implicit moral assumptions in actual advisory reports that form the basis for class discussion. This paper concludes by examining some of the wider benefits that can be expected from adopting such an approach. (shrink)

When infrastructural technology is functioning correctly, it is often considered to recede from view and become invisible. According to this perspective, visibility is restored in cases of breakdown and malfunction, which for this reason, are often understood to represent important epistemic opportunities for grasping previously hidden aspects of infrastructure. This article seeks to outline the limitations of the idea that infrastructural failure has a positive epistemic function by distinguishing between two fundamentally different ways in which the nature of technological function (...) can be conceptualised; the first understands function as stemming primarily from the way a technology was designed and produced, the second as a process sustained by constant human activities of maintenance and repair. After illustrating how a number of recent studies of infrastructure build upon insights granted by the latter process perspective, this article aims to demonstrate how the experience of breakdown itself does little to facilitate a shift towards understanding infrastructure in this way. For this reason, this article ends with a suggestion for a shift in emphasis in studies of infrastructure, away from breakdown and towards a sustained examination of everyday practices of maintenance, repair and modification of infrastructural technologies. (shrink)

What can we learn about the nature of technology by studying practices of maintenance and repair? This volume addresses this question by bringing together scholarship from philosophers of technology working at the forefront of this emerging and exciting topic. -/- The chapters in this volume explore how attending to maintenance and repair can challenge and complement existing ways of thinking about technology focused on use and design and introduce new philosophical perspectives on the relationship between technology, time and human practice. (...) They examine the significance of maintenance and repair practices at different scales in relation to a diverse range of philosophical traditions and a wide variety of technologies, from urban infrastructure such as bridges and buildings to data technologies such as servers and software systems. Together, the contributions highlight common themes in the philosophical study of maintenance, including the role of skill, the significance of social values and the potential of these practices to transform the technologies to which they are applied. By reflecting on the different ways in which we keep technologies going, from the devices we use in our homes to the large technical systems which surround us, this volume reveals the philosophical significance of practices of maintenance, not only as a source of new insights but also as a resource for enriching our understanding of a variety of existing topics in philosophy. -/- Maintenance and Philosophy of Technology will appeal to scholars and advanced students working in philosophy of technology, philosophy of engineering and science & technology studies. (shrink)

This volume reflects the development and theoretical foundation of a new paradigm for critical thinking based on inquiry. The field of critical thinking, as manifested in the Informal Logic movement, developed primarily as a response to the inadequacies of formalism to represent actual argumentative practice and to provide useful argumentative skills to students. Because of this, the primary focus of the field has been on informal arguments rather than formal reasoning. Yet the formalist history of the field is still evident (...) in its emphasis, with respect to both theory and pedagogy, on the structure and evaluation of individual, de-contextualized arguments. It is our view that such a view of critical thinking is excessively narrow and limited, failing to provide an understanding of argumentation as largely a matter of comparative evaluation of a variety of contending positions and arguments with the goal of reaching a reasoned judgment on an issue. As a consequence, traditional critical thinking instruction is problematic in failing to provide the reasoning skills that students need in order to accomplish this goal. Instead, the goal of critical thinking instruction has been seen largely as a defensive one: of learning to not fall prey to invalid, inadequate, or fallacious arguments. (shrink)

This paper provides articulates a non-epiphenomenal, libertarian kind of free will—a kind of free will that’s incompatible with both determinism and epiphenomenalism—and responds to scientific arguments against the existence of this sort of freedom. In other words, the paper argues that we don’t have any good empirical scientific reason to believe that human beings don’t possess a non-epiphenomenal, libertarian sort of free will.

Wright’s “adaptive landscape” has been influential in evolutionary thinking but controversial, especially because the landscape that organisms encounter is altered by the evolutionary process itsel...

: This paper develops four related claims: 1. Critical thinking should focus more on decision making, 2. the heuristics and bias literature developed by cognitive psychologists and behavioral economists provides many insights into human irrationality which can be useful in critical thinking instruction, 3. unfortunately the “rational choice” norms used by behavioral economists to identify “biased” decision making narrowly equate rational decision making with the efficient pursuit of individual satisfaction; deviations from these norms should not be treated as an irrational (...) bias, 4. a richer, procedural theory of rational decision making should be the basis for critical thinking instruction in decision making. (shrink)

Prospective developments in computer and nanotechnology suggest that there is some possibility—perhaps as early as this century—that we will have the technological means to attempt to duplicate people. For example, it has been speculated that the psychology of individuals might be emulated on a computer platform to create a personality duplicate—an “upload.” Physical duplicates might be created by advanced nanobots tasked with creating molecule-for-molecule copies of individuals. Such possibilities are discussed in the philosophical literature as (putative) cases of “fission”: one (...) person “splitting” into two. Many philosophers, perhaps most, reject the idea of fission, appealing to some form of a “no-branching” condition to rule out such possibilities. I argue, to the contrary, that there are good moral reasons to think that any account of personal identity that does not permit fission is deeply problematic, especially in connection with theorizing about criminal punishment. I discuss and reject David Lewis’ famous account of personal identity that invokes “multiple occupancy” to allow for branching. In contrast, I offer an account of personal identity that permits branching using the type/token distinction to help with such puzzling cases. (shrink)

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...) there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

Received opinion has it that humans are morally superior to non-human animals; human interests matter more than the like interests of animals and the value of human lives is alleged to be greater than the value of nonhuman animal lives. Since this belief causes mayhem and murder, its de-mythologizing requires urgent attention.

The paper explores the ongoing debate between the narrow version of CSR proposed by Milton Friedman and the broader version of CSR, which includes additional ethical and/or philanthropic obligations. Implications are then discussed.

Background Research ethics boards exist for good reason. By setting rules of ethical behaviour, REBs can help mitigate the risk of researchers causing harm to their research participants. However, the current method by which REBs promote ethical behaviour does little more than send researchers into the field with a set of rules to follow. While appropriate for most situations, rule-based approaches are often insufficient, and leave significant gaps where researchers are not provided institutional ethical direction. Results Through a discussion of (...) a recent research project about drinking and driving in South Africa, this article demonstrates that if researchers are provided only with a set of rules for ethical behaviour, at least two kinds of problems can emerge: situations where action is required but there is no ethically good option and situations where the ethical value of an action can only be assessed after the fact. These dilemmas highlight and help to articulate what we already intuit: that a solely rule-based approach to promoting ethical research is not always desirable, possible, effective, or consistent. Conclusions In this article, I argue that to better encourage ethical behaviour in research, there is a need to go beyond the rules and regulations articulated by ethics boards, and focus more specifically on creating and nurturing virtuous researchers. (shrink)

The concept of an operator is used in a variety of practical and theoretical areas. Operators, as both conceptual and physical entities, are found throughout the world as subsystems in nature, the human mind, and the manmade world. Operators, and what they operate, i.e., their substrates, targets, or operands, have a wide variety of forms, functions, and properties. Operators have explicit philosophical significance. On the one hand, they represent important ontological issues of reality. On the other hand, epistemological operators form (...) the basic mechanism of cognition. At the same time, there is no unified theory of the nature and functions of operators. In this work, we elaborate a detailed analysis of operators, which range from the most abstract formal structures and symbols in mathematics and logic to real entities, human and machine, and are responsible for effecting changes at both the individual and collective human levels. Our goal is to find what is common in physical objects called operators and abstract mathematical structures, with the name operator providing foundations for building a unified but flexible theory of operators. The paper concludes with some reflections on functionalism and other philosophical aspects of the ‘operation’ of operators. (shrink)

It is argued here that the question of whether compatibilism is true is irrelevant to metaphysical questions about the nature of human decision‐making processes—for example, the question of whether or not humans have free will—except in a very trivial and metaphysically uninteresting way. In addition, it is argued that two other questions—namely, the conceptual‐analysis question of what free will is and the question that asks which kinds of freedom are required for moral responsibility—are also essentially irrelevant to metaphysical questions about (...) the nature of human beings. (shrink)

Recent years have seen the growing promise of cultural evolutionary theory as a new approach to bringing human behaviour fully within the broader evolutionary synthesis. This review of two recent seminal works on this topic argues that cultural evolution now holds the potential to bring together fields as disparate as neuroscience and social anthropology within a unified explanatory and ontological framework.

The paper rehearses arguments for and against the prediction of massive technological unemployment. The main argument in favor is that robots are entering a large number of industries; making more expensive human labor redundant. The main argument against the prediction is that for two hundred years we have seen a massive increase in productivity with no long term structural unemployment caused by automation. The paper attempts to move past this argumentative impasse by asking what humans contribute to the supply side (...) of the economy. Historically; humans have contributed muscle and brains to production but we are now being outcompeted by machinery; in both areas; in many jobs. It is argued that this supports the conjecture that massive unemployment is a likely result. It is also argued that a basic income guarantee is a minimal remedial measure to mitigate the worst effects of technological unemployment. (shrink)

In Austin's Way with Skepticism, Mark Kaplan argues that J. L Austin's 'ordinary language' approach to epistemological problems has been misread. Contrary to the consensus view, Kaplan presents Austin's methods as both a powerful critique of the project of constructive epistemology and an appreciation of how epistemology needs to be done.

This is a clear and critical account of Foucault's political thought: what he said, how it's been used and its influence today. Michel Foucault, French philosopher, social theorist, historian of ideas and literary critic, is primarily known as a radical thinker who disturbs our understanding of society, yet little attention has been paid to his politics. Now, Mark Kelly details and criticises all of Foucault's major political ideas: the historical relativity of knowledge; exclusion and abnormality; his radical reconception of (...) power; his historical analysis of biopolitics in terms of discipline and biopower; his concept of governmentality; and his late work around ethics and subjectivity. Kelly shows how Foucault's positions changed over time, how his thought has been used in the political sphere and examines the importance of his work for politics today. It engages with Foucault's entire corpus, from his first works right up to his posthumously published College de France lectures and the unabridged version of the History of Madness. It looks at the theoretical reception of Foucault's thought and how it has been applied to real-world problems. (shrink)

Happy-People-Pills for All explores current theories of happiness while demonstrating the need to develop advanced pharmacological agents for the enhancement of our capacity for happiness and wellbeing. Presents the first detailed exploration of the enhancement of happiness A controversial yet rigorous argument that demonstrates the moral imperative for the development and mass distribution of ‘happy-pills’, to promote the wellbeing of the individual and society Brings together the philosophy, psychology and biology of happiness Maps the development of the next generation of (...) positive mood pharmacology Offers a corrective to contemporary accounts of happiness. (shrink)

Volume 20, Issue 3, March 2020, Page 83-85.

Zygmunt Bauman tells us that liquid modernity is an age of both chances and dangers. It is a paradoxical age in which our attempts ‘to relate’ to each other are thwarted by the threat of ‘being related’, our hope for collective security and togetherness at odds with our desire for individual freedom and choice. As such, it is an age in which we prefer to roam freely in virtual networks, choosing when and how to connect with others. Facilitating this form (...) of liquid life is the growing consumption and usage of new communications technology. As the starting point for a new programme of research at the Bauman Institute, this article provides a critical evaluation of the role of new technology in liquid modernity with a particular focus upon its impact upon our perception of time. Presented here as two dialectical relationships, I argue that the professed capacity of new technology to ‘connect people’ and to ‘save time’ actually result in their opposites, namely: a curiously ‘hurried life’ in which we spend much of our waking lives interacting with digital screens rather than engaging in human face-to-face contact, and in which, for all of our frenetic productivity, we are perhaps becoming more and more ‘interpassive’, running the risk of losing basic social skills in the process. (shrink)

Since the mid-1960s, the carceral population in the US has increased around 900%. This article analyses that increase from a Marxist framework. After interrogating the theories of Michelle Alexander and Loïc Wacquant, I lay out a theoretical framework for a Marxist theory of mass incarceration. I then offer a historical analysis of mass incarceration in keeping with this theoretical framework, emphasising the carceral system’s relationship to the class struggle and the large-scale economic dislocations of post-Fordism. Finally, I emphasise how private (...) prison companies, increasingly central to the story of mass incarceration, are influencing current efforts to reform the prison system and shift to ‘alternatives to incarceration’. (shrink)

We have a practical, not merely theoretical interest in freedom. The question that is considered in this paper, is what it is that we value about freedom. It is proposed that what we value is being able to get what we most want (or value), because that is what we most want (or value). This account is compatible with determinism. Certain accounts opposed to determinism are considered and rejected. On these accounts freedom requires either a particular sort of indeterminism, or (...) requires a special form of causation, agent‐causation, or requires that the agent be a certain sort of self‐constituting entity. It is argued that even if these accounts were less metaphysically problematic than they are, they would not give us a ‘freedom’ that we would value, nor would they secure conditions under which an action would be praise – or blameworthy. It is also argued, that a certain sort of capacity to control ourselves is not a precondition for freedom, though such a capacity would add to the scope of our freedom. (shrink)

According to Pettit, an account of freedom in terms of rational control fails to suffice, for he argues that such an account lacks the resources to rule out coerced actions as unfree. The crucial feature of a coerced action is that it leaves the agent with a choice to make, an apparently rational choice to make. To the extent that it does this, it would seem to leave the agent as free as he would be in any other case where (...) there is a choice to be made. However, we do not consider actions that are coerced to be on a par with actions that are not coerced, that are performed freely as we might say. We do not hold agents similarly responsible in the two sorts of cases. So it would seem that the rational control account fails, for it appears to fail to vindicate this differential practice. In this paper, I defend the rational control account. I outline two ways in which proponents of a rational control model, broadly understood, can respond to this criticism. (shrink)

Journal of Philosophy of Education, EarlyView.

This paper is an indirect critique of the practice of American liberal education. I show that the liberal, integrative model that American colleges and universities have adopted, with one key exception, is essentially an approach to education proposed some 2400 years ago by Stoic philosophers. To this end, I focus on a critical sketch of the Stoic model of education—chiefly through the works of Seneca, Epictetus, and Aurelius—that is distinguishable by these features: education as self‐knowing, the need of logic and (...) critical thinking for informed decision‐making, learning as preparation for life, and knowledge for integration in private, local, and global affairs. Such a critical sketch may not only help institutions instantiate their own similar aims more effectively, but also help them assess those aims with apposite normative force, which today they lack. (shrink)