BackgroundThe conduct of research is critical to advancing human health. However, there are issues of ethical concern specific to the design and conduct of research in conflict settings. Conflict-affected countries often lack strong platform to support technical guidance and monitoring of research ethics, which may lead to the use of divergent ethical standards some of which are poorly elaborated and loosely enforced. Despite the growing concern about ethical issues in research, there is a dearth of information about ethical compliance in (...) conflict areas. Valid and ethically informed decision-making is a premier pact with research participants in settling possible ethical issues before commencing the research, which is ensured by gaining informed consent from prospective participants of the research.AimsThis research aimed to explore compliance with research ethics and consent validity in community-based epidemiological research conducted previously.MethodsResearch participants were recruited in the western part of Ethiopia in three districts subjected to conflicts. A community-based cross-sectional study design was utilized, and 338 residents were enrolled as study participants. All participants had previously been enrolled as research participants in epidemiological studies. Data was collected using a questionnaire that was pilot-tested before the commencement of the main data collection. The questionnaire focused on participants’ experiences of the informed consent process followed when they were recruited for an epidemiological study and covered themes such as essential information provided, level of comprehension, and voluntarism of consent.ResultsOver half of the study participants, 176 (52%), were not provided with essential information before consenting. And 135 (40%) of them did not comprehend the information provided to them. One hundred and ninety (56%) participants freely and voluntarily agreed to partake in one of these epidemiological studies, with over a quarter (97; 28.7%) of them reporting they were subjected to undue influence. Written consent was obtained from only 32 (9.4%) of the participants. (shrink)

Teaching students to ask and answer questions is critically important if they are to engage in reasoned argumentation, problem-solving, and learning. This study involved 35 groups of grade 6 children from 18 classrooms in three conditions (cognitive questioning condition, community of inquiry condition, and the comparison condition) who were videotaped as they worked on specific inquiry-based science tasks. The study also involved the teachers in these classrooms who were audio-taped as they interacted with the children during these tasks. The results (...) show that while there were no significant differences in the children's explanatory behaviour across the two time periods, there were significant differences in the total verbal interactions between the children in the cognitive questioning condition and their peers in the community of inquiry and comparison conditions. Furthermore, the children in the cognitive questioning condition obtained higher reasoning and problem-solving scores than peers in the other conditions. Interestingly, while there were no significant differences between the teachers’ basic and extended mediating behaviours in the three conditions at Times 1 and 2, there was a significant difference in extended mediation behaviours with the teachers demonstrating nearly three times more extended mediation to promote students’ learning at Time 2 than they did at Time 1. Teacher intervention in providing guidance in how to interact during cooperative, inquiry-based science appears to be critical to helping students engage in higher-level thinking and learning. (shrink)

Teaching children to ask and answer questions is critically important if they are to learn to talk and reason effectively together, particularly during inquiry-based science where they are required to investigate topics, consider alternative propositions and hypotheses, and problem-solve together to propose answers, explanations, and prediction to problems at hand. This study involved 108 students (53 boys and 55 girls) from seven, Year 7 teachers’ classrooms in five primary schools in Brisbane, Australia. Teachers were randomly allocated by school to one (...) of two conditions: the metacognitive questioning condition (Trained condition) or the prescriptive questioning condition (Untrained condition). Data on students’ discourse and reasoning and problem-solving (RP-S) were collected across Times 1 and 2. The results showed that while there were significant differences in the discourse categories of the students in the two conditions at Time 1, the only significant difference was in questioning behaviour at Time 2 with the students in the trained condition continuing to ask more questions than their untrained peers. Given that these students had been taught to specifically ask ‘thinking’ questions that probed and interrogated information, these results are not surprising. A follow-up examination of students’ discourse during their small group discussions illustrated how these students interacted with each other to probe and interrogate information by providing explanations and reasons to make their thinking explicit and by using analogies to verbally represent concepts they were trying to express. Results on the follow-up reasoning and problem-solving (RP-S) tasks indicated that students in the Trained and Untrained conditions improved their scores from Time 1 to Time 2 although the change was not significantly different between conditions. (shrink)

Children with developmental language disorder (DLD) served as a test case for determining the role of extant vocabulary knowledge, endogenous attention, and phonological working memory abilities in cross-situational word learning. First-graders (Mage = 7 years; 3 months), 44 with typical development (TD) and 28 with DLD, completed a cross-situational word-learning task comprised six cycles, followed by retention tests and independent assessments of attention, memory, and vocabulary. Children with DLD scored lower than those with TD on all measures of learning and (...) retention, a performance gap that emerged in the first cycle of the cross-situational protocol and that we attribute to weaknesses in initial encoding. Over cycles, children with DLD learned words at a similar rate as their TD peers but they were less flexible in their strategy use, demonstrating a propose-but-verify approach but never a statistical aggregation approach. Also, they drew upon different mechanisms to support their learning. Attention played a greater role for the children with DLD, whereas extant vocabulary size played a greater role for the children with TD. Children navigate the problem space of cross-situational learning via varied routes. This conclusion is offered as motivation for theorists to capture all learners, not just the most typical ones. (shrink)

Martin Heidegger and Michel Foucault are two of the most important and influential thinkers of the twentieth century. Each has spawned volumes of secondary literature and sparked fierce, polarizing debates, particularly about the relationship between philosophy and politics. And yet, to date there exists almost no work that presents a systematic and comprehensive engagement of the two in relation to one another. _The World of Freedom_ addresses this lacuna. Neither apology nor polemic, the book demonstrates that it is not merely (...) interesting but necessary to read Heidegger and Foucault alongside one another if we are to properly understand the shape of twentieth-century Continental thought. Through close, scholarly engagement with primary texts, Robert Nichols develops original and demanding insights into the relationship between fundamental and historical ontology, modes of objectification and subjectification, and an ethopoetic conception of freedom. In the process, his book also reveals the role that Heidegger's reception in France played in Foucault's intellectual development—the first major work to do so while taking full advantage of the recent publication of Foucault's last Collège de France lectures of the 1980s, which mark a return to classical Greek and Roman philosophy, and thus to familiar Heideggerian loci of concern. (shrink)

FADYL JK and NICHOLLS DA. Nursing Inquiry 2013; 20: 23–29 Foucault, the subject and the research interview: a critique of methodsResearch interviews are a widely used method in qualitative health research and have been adapted to suit a range of methodologies. Just as it is valuable that new approaches are explored, it is also important to continue to examine their appropriate use. In this article, we question the suitability of research interviews for ‘history of the present’ studies informed by the (...) work of Michel Foucault – a form of qualitative research that is being increasingly employed in the analysis of healthcare systems and processes. We argue that several aspects of research interviewing produce philosophical and methodological complications that can interfere with achieving the aims of the analysis in this type of study. The article comprises an introduction to these tensions and examination of them in relation to key aspects of a Foucauldian philosophical position, and discussion of where this might position researchers when it comes to designing a study. (shrink)

Few thinkers have left such an influence across such a diverse range of studies as Michel Foucault has. This book pays homage to that diversity by presenting a multidisciplinary series of analyses dedicated to the question of power today.

This paper presents a critical survey of the use and interpretation of the work of Michel Foucault in the field of postcolonial studies. The paper uses debates about Foucault’s legacy and his contributions (or lack thereof) to postcolonialism as a means of parsing out the main lines of contestation within the field—that is, as a means of tracing the contours of the space of questioning or field of problematization, in part to foreground what has been at stake and, more to (...) the point, what has not been at stake. Part I provides a general survey of what “Postcolonial Studies” is: what its major questions and debates have been. Part II examines the ways in which Foucault has been taken up, interpreted and used within the field, and Part III comments on what aspects of Foucault’s work have not been taken up, suggesting that this is most revealing about the state of postcolonial studies today. (shrink)

This article examines the post-9/11 policing of points of entry and transfer at US airports and the ways these points become “forbidden places” to those deemed undesirable, in order to expose the ambiguity of forbiddenness with respect to place. It uses Michel Foucault’s theory of biopolitics to argue that the War on Terror has created a class of expendable non-persons whose legal identities (citizenships) are not acknowledged and Giorgio Agamben’s analysis of “the camp” as a metaphor for the spaces in (...) airports that are neither entirely inside nor outside a national jurisdiction. This discussion takes place, in part, through the case study of suspected terrorist Maher Arar, arguing that his case shows the displacement of our sense of prohibition, away from spaces and onto persons. (shrink)

Beginning with the view that human consciousness is essentially embodied and that the way we consciously experience the world is structured by our bodily dynamics and surroundings, the book argues that emotions are a fundamental manifestation of our embodiment, and play a crucial role in self-consciousness, moral evaluation, and social cognition.

This paper reviews common advertising claims by egg freezing companies and evaluates the medical evidence behind those claims. It then surveys legal standards for truth in advertising, including FTC and FDA regulations and the First Amendment right to free speech. Professional standards for medical advertising, such as guidelines published by the American Society for Reproductive Medicine, the American College of Obstetricians and Gynecologists, and the American Medical Association, are also summarized. A number of claims, many of which relate to the (...) targeting of younger women for eOC, are found to breach legal and ethical standards for truth in advertising. The ethical implications of misleading advertising claims are also discussed, and the central narrative woven by OC ads — that egg freezing is empowering to women — is examined. The paper concludes that a more balanced approach to the risks and benefits of OC is necessary to truly respect women's autonomy. Moreover, justice requires us to look beyond a medical procedure accessible only to a minority of women in order to address inequities in the workplace. (shrink)

Prenatal genetic testing is becoming available for an increasingly broad set of diseases, and it is only a matter of time before parents can choose to test for hundreds, if not thousands, of genetic conditions in their fetuses. Should access to certain kinds of fetal genetic information be limited, and if so, on what basis? We evaluate a range of considerations including reproductive autonomy, parental rights, disability rights, and the rights and interests of the fetus as a potential future child. (...) We conclude that parents should be able to access information that could be useful during pregnancy, but that testing for non-medical information should be limited. Next, we argue that the government lacks a compelling state interest in regulating prenatal genetic testing and propose that regulation should occur through medical professional organizations. Finally, we present a framework for determining what testing physicians should recommend, offer neutrally, or not offer at all. (shrink)

What is given to us in conscious experience? The Given is an attempt to answer this question and in this way contribute to a general theory of mental content. The content of conscious experience is understood to be absolutely everything that is given to one, experientially, in the having of an experience. Michelle Montague focuses on the analysis of conscious perception, conscious emotion, and conscious thought, and deploys three fundamental notions in addition to the fundamental notion of content: the (...) notions of intentionality, phenomenology, and consciousness. She argues that all experience essentially involves all four things, and that the key to an adequate general theory of what is given in experience lies in giving a correct specification of the nature of these four things and the relations between them. (shrink)

Building on contemporary research in embodied cognition, enactivism, and the extended mind, this book explores how social institutions in contemporary neoliberal nation-states systematically affect our thoughts, feelings, and agency. Human beings are, necessarily, social animals who create and belong to social institutions. But social institutions take on a life of their own, and literally shape the minds of all those who belong to them, for better or worse, usually without their being self-consciously aware of it. Indeed, in contemporary neoliberal societies, (...) it is generally for the worse. In The Mind-Body Politic, Michelle Maiese and Robert Hanna work out a new critique of contemporary social institutions by deploying the special standpoint of the philosophy of mind—in particular, the special standpoint of the philosophy of what they call essentially embodied minds—and make a set of concrete, positive proposals for radically changing both these social institutions and also our essentially embodied lives for the better. (shrink)

We examine whether mindfulness can neutralize the negative impact of COVID-19 stressors on employees’ sleep duration and work engagement. In Study 1, we conducted a field experiment in Wuhan, China during the lockdown between February 20, 2020, and March 2, 2020, in which we induced state mindfulness by randomly assigning participants to either a daily mindfulness practice or a daily mind-wandering practice. Results showed that the sleep duration of participants in the mindfulness condition, compared with the control condition, was less (...) impacted by COVID-19 stressors (i.e., the increase of infections in the community). In Study 2, in a 10-day daily diary study in the United Kingdom between June 8, 2020, and June 19, 2020, we replicate our results from Study 1 using a subjective measure of COVID-19 stressors and a daily measure of state mindfulness. In addition, we find that mindfulness buffers the negative effect of COVID-19 stressors on work engagement mediated by sleep duration. As the COVID-19 pandemic is ongoing and the number of reported cases continues to rise globally, our findings suggest that mindfulness is an evidence-based practice that can effectively neutralize the negative effect of COVID-19 stressors on sleep and work outcomes. The findings of the present study contribute to the employee stress and well-being literature as well as the emerging organizational research on mindfulness. (shrink)

I propose solutions to two longstanding interpretive questions about J.G. Fichte’s 1796–97 Foundations of Natural Right: 1. What does Fichte mean when he describes the theory of right as ‘independent’ of moral theory, and what motivates that independence thesis? 2. What does Fichte mean when he describes requirements of right and the principle of right as ‘hypothetical’ imperatives, and how is that characterization consistent with his claim to have derived the concept of right as a condition of possibility of self-consciousness? (...) Answers to both questions are motivated by an approach to the text that looks at it through the lens of Fichte’s 1798 System of Ethics, into which its results must fit if, as Fichte believes, the possibility of morally sanctioned interactions with others requires standing in some law-governed political relationship with them. (shrink)

'Propositionalism' is the widely held view that all intentional mental relations-all intentional attitudes-are relations to propositions or something proposition-like. Paradigmatically, to think about the mountain is ipso facto to think that it is F, for some predicate 'F'. It seems, however, many intentional attitudes are not relations to propositions at all: Mary contemplates Jonah, adores New York, misses Athens, mourns her brother. I argue, following Brentano, Husserl, Church and Montague among others, that the way things seem is the way they (...) are, and that propositionalism must be abandoned. (shrink)

Trust is a fundamental aspect of the moral treatment of stakeholders within the organization–stakeholder relationship. Stakeholders trust the organization to return benefit or protections from harm commensurate with their contributions or stakes. However, in many situations, the firm holds greater power than the stakeholder and therefore cannot necessarily be trusted to return the aforementioned duty to the stakeholder. Stakeholders must therefore rely on the trustworthiness of the organization to fulfill obligations in accordance to Phillips’ principle of fairness (Business Ethics Quarterly7(1), (...) 1997, 51–66), particularly where low-power stakeholders may not be fully consenting (Van Buren III, Business Ethics Quarterly11(3), 2001, 481–499). The construct of organizational trustworthiness developed herewith is presented as a possible solution to the problem of unfairness in organization–stakeholder relations. While organizational trustworthiness does not create an ethical obligation where none existed before, stakeholders who lack power will likely be treated fairly when organizational trustworthiness is present. (shrink)

This paper focuses on historic anthropological photographs, meant to depict Indigenous individuals as generic models of colonial stereotypes, and examines their later reclamation as portraits. Applying an intention-based account of portraiture, we discuss the historical context and contemporary examples of the utilisation of these images in order to address several questions. What happens when the depicted persons in colonial imagery are treated and presented as sitters, rather than model specimens? Does this change the nature of the image? If a photograph (...) was not originally intended as a portrait, can it come to function as such at a later stage? Regardless of whether they fulfill all the requirements necessary for portraiture, these colonial photographs represent a vital resource for the reclamation of Indigenous cultural heritage. As such, this paper serves as an introductory discussion into the complex issues surrounding the recategorisation, repatriation, and restitution of colonial photographic archives. (shrink)

Using a framework of conceptual and practical tools ( Grossman et al., 2000 ), this study explores ways in which a social studies methods course affected beginning teachers’ beliefs and pedagogical approaches for meaningful social studies instruction in elementary grades. Participants included 75 preservice teachers who completed open-ended questionnaires before and after the course, and again one year later as student teachers. Three participants were observed teaching social studies lessons during student teaching to determine how the methods course impacted their (...) nascent instructional practices. The study adds to our understanding about “what sticks” in teacher education and offers insights to researchers and to teacher educators who aim to equip future teachers for “powerful and purposeful” ( NCSS, 2009 ) social studies instruction. (shrink)

The idea for this special issue came from our mutual interest in research education and the development of future researchers. Our shared program of research has led us to discover the potentials, complexities, and dilemmas associated with research assistantships where newcomers assist more experienced researchers to conduct research projects. We considered a wide range of proposals and papers addressing different aspects of research assistantships. The resulting collection includes self-studies and analyses of others, as well as policy reviews and recommendations. The (...) pieces consider research assistantships involving bachelor's, master's, and doctoral students in four different countries (Canada, Denmark, South Africa, United States) and across a range of disciplines. (shrink)

The American Journal of Bioethics, Volume 12, Issue 6, Page 53-55, June 2012.

Lee emphasizes the need to better understand the moral relationship between researchers and participants connoted by precision medicine, with the framework of “the gift” offering bioethics a...

Motivated by exploitation concerns, we argue for the importance of participant engagement in basic human intracranial electrophysiology research. This research takes advantage of unique neurosurgical opportunities to better understand complex systems of the human brain, but it also exposes participants to additional risks without immediate therapeutic intent. We argue that understanding participant values and incorporating their perspectives into the research process may help determine whether and to what extent research practices and the resulting distributions of risks and benefits constitute exploitation (...) and contribute to building a brain research paradigm that is genuinely responsive to participant values. More broadly, we highlight the importance of paying attention to participant interests in non-therapeutic brain research. (shrink)

From farmers’ markets to primetime television cooking shows, notions of ‘knowing where our food comes from’ and ‘reconnecting’ with the sources of our food are now central to a range of contemporary cultural movements and popular media texts. While these ideas have primarily been mobilized by those with activist commitments to ethical and sustainable food production, they are also increasingly appearing in the media and marketing strategies of large agribusiness and retailing corporations, including those of the major Australian supermarkets. This (...) paper explores some of the techniques currently used by major supermarkets to respond to criticisms about their food ethics, market control and relationship with producers. Using a case study of Australian supermarket Coles and its integration of its ‘Helping Australia Grow’ campaign into reality television cooking show, My Kitchen Rules, it will consider the textual practices of, and social media response to, Coles’ sponsorship and integrated advertising strategies of putting a ‘face’ to the farmers who produce the products found on supermarket shelves. By emphasizing to Coles customers that they, too, can ‘know where their food comes from’ and that their purchasing decisions support individual farmers and family farms rather than large conglomerates, these strategies help to locate Coles within a network of meanings that seek to both shift and contest negative perceptions of the supermarket chain’s corporate practices and food politics in ways that potentially complicate the activist discourses from which they draw. (shrink)

Many contemporary philosophers have been concerned about whether there is a fundamental distinction between perception and cognition. Although I do not think there is a fundamental distinction between perception and cognition, at least given what I take perception to be, I do think there is a fundamental distinction between sense and cognition, which I will argue is best understood in terms of a distinction between two irreducible kinds of phenomenology: sensory and cognitive.

This volume is the first to bring together original work by leading philosophers and psychologists in an examination of the moral psychology of contempt.

Harcourt argues that in clinical contexts, children and young people with mental health illness can experience epistemic, specifically testimonial, injustice when their perspectives are unjustifiably discounted by health service providers.1 Our goal in this commentary was to illustrate how caregivers, a critical component of CYP treatment triad, can also engage in testimonial injustice towards CYP patients. Testimonial injustice occurs when one suffers a credibility deficit and that credibility deficit is based on prejudice.2 Harcourt expands Fricker’s account of testimonial injustice by (...) arguing that for CYPs, the credibility deficits attributed to them by clinicians, for example, may result from epistemic arrogance in that CYPs are viewed as having unreliable knowledge about their condition. Harcourt writes: ‘Being a CYP is treated as a heuristic for epistemic unreliability across a wide range of domains’, including clinical settings. Harcourt’s expansion of Fricker’s account thus includes epistemic arrogance as an alternative necessary condition, in addition to prejudice, to apply the concept of testimonial injustice. We think Harcourt’s argument can also be extended to caregivers, who are central to the CYP treatment triad. We illustrate how this may be the case by drawing from research we conducted to understand the perspectives of clinicians and prospective families, both caregivers and paediatric patients with obsessive–compulsive disorder about the possibility of …. (shrink)

The human species is more reliant on cultural adaptation than any other species, but it is unclear how observational learning can give rise to the faithful transmission of cultural adaptations. One possibility is that teaching facilitates accurate social transmission by narrowing the range of inferences that learners make. However, there is wide disagreement about how to define teaching, and how to interpret the empirical evidence for teaching across cultures and species. In this article I argue that disputes about the nature (...) and prevalence of teaching across human societies and nonhuman animals are based on a number of deep-rooted theoretical differences between fields, as well as on important differences in how teaching is defined. To reconcile these disparate bodies of research, I review the three major approaches to the study of teaching – mentalistic, culture-based, and functionalist – and outline the research questions about teaching that each addresses. I then argue for a new, integrated framework that differentiates between teaching types according to the specific adaptive problems that each type solves, and apply this framework to restructure current empirical evidence on teaching in humans and nonhuman animals. This integrative framework generates novel insights, with broad implications for the study of the evolution of teaching, including the roles of cognitive constraints and cooperative dilemmas in how and when teaching evolves. Finally, I propose an explanation for why some types of teaching are uniquely human, and discuss new directions for research motivated by this framework. (shrink)

As a central organizing institution in society, marriage presents an idealized package for sociosexual relations that reproduces and intertwines gender power dynamics and heterosexual desire. This package is sustained, in part, by the ideology of romantic love—a set of beliefs that constructs only a particular configuration of sexual and gender practices as natural, normal, and right. Drawing on interviews with 45 people, this study examines how people negotiate marital relationships that do not fit into this normative configuration— mixed-orientation marriages. Participants' (...) resolutions to these situations, whether they divorced or created asexual or sexual nonmonogamous marriages, were heavily shaped by their belief in the ideology of romantic love, illustrating how heteronormative relations can be held in place by normalizing ideologies. (shrink)

This chapter outlines Kierkegaard’s account of Christian belief and the foundations of Christian ethics, and his positive account of moral agency.

The SARS-CoV-2 (COVID-19) pandemic continues to expose underlying inequities in healthcare for black, indigenous and Latinx communities in the USA. The gaps in equitable care for communities of colour transcend the diagnosis, treatment and vaccinations related to COVID-19. We are experiencing a continued gap across racial and socioeconomic lines for those who suffer prolonged effects of COVID-19, also known as ‘Long COVID-19’. What we know about the treatment for Long COVID-19 so far is that it is complex, requires a multidisciplinary (...) approach and there is still much research needed to fully understand the effects. In this paper, we discuss pragmatic considerations for including affected communities, relevant stakeholders, and leaders from communities of colour in the planning and implementation of Long COVID-19 research. (shrink)

This major study of Kant provides a detailed examination of the development and function of the doctrine of transcendental illusion in his theoretical philosophy. The author shows that a theory of 'illusion' plays a central role in Kant's arguments about metaphysical speculation and scientific theory. Indeed, she argues that we cannot understand Kant unless we take seriously his claim that the mind inevitably acts in accordance with ideas and principles that are 'illusory'. Taking this claim seriously, we can make much (...) better sense of Kant's arguments and reach a deeper understanding of the role he allots human reason in science. (shrink)

How does mental content feature in conscious thought? I first argue that for a thought to be conscious the content of that thought must conscious, and that one has to appeal to cognitive phenomenology to give an adequate account of what it is for the content of a thought to be conscious. Sensory phenomenology cannot do the job. If one claims that the content of a conscious thought is unconscious, one is really claiming that there is no such thing as (...) conscious thought. So one must either accept that there is such a thing as cognitive phenomenology, or deny the existence of conscious thought. Once it is clear that conscious thought requires cognitive phenomenology, there is a pressing question about the exact relationship between a thought’s cognitive phenomenological properties and its content. I conclude with a discussion of the nature of this relationship. (shrink)