Background and purpose Educators’ ethical competence is of crucial importance for developing students’ ethical thinking. Previous studies describe educators’ ethical codes and principles. This article aims to widen the understanding of health- and social care educators’ ethical competence in relation to core values and ethos. Theoretical background and key concepts The study is based on the didactics of caring science and theoretically links the concepts ethos and competence. Methods Data material was collected from nine educational units for healthcare and social (...) service in Finland. In total 16 semi-structured focus group interviews with 48 participants were conducted. The interviews were analysed with a thematic analysis according to Braun and Clarke. Ethical considerations The study is approved by the Declaration of Helsinki, the legislation regarding personal data and the General Data Protection Regulation. The study received ethical permission from the University of Jyväskylä. Informed consent was obtained from all the educational units and participants in the study. Findings The findings are presented based on three general patterns, an ethical basic motive, an ethical bearing and ethical actions. Subthemes are Humane view of students as unique individuals with individual learning, Bearing of tactfulness and firmness, Bearing of perceptiveness and accessibility, Bearing of satisfaction and joy over student learning, Valuing bearing towards each oneself and colleagues, Ability to interact and flexibility, Collegiality and a supportive work community and Educators as role models and inspirators. Conclusion Educators’ personal and professional ethos is crucial to student learning, personal growth and ethical reasoning. Therefore, it is important to further develop educators’ training regarding ethical competence. (shrink)

While a circular economy (CE) paradigm shift has gained significant momentum among academics, practitioners, and policymakers, theory regarding its social aspects remains scant, especially theory based on an ethical, micro-level perspective. Circular consumption, referring to those consumption practices that aim to extend the lifetimes of objects and materials, involves ethical considerations. However, everyday circular consumption and its ethics have not gained a foothold in the CE literature. This article builds on the existing circular consumption literature by drawing insights from the (...) posthuman feminist theorising of care, shifting the focus of care from humans to the complex relations between humans and nonhumans and conceptualising circular consumption practices as matters of care. This conceptualisation, which follows a thinking-with-theory approach, is based on empirical material constructed in two research projects focusing on frontrunner consumers in terms of circular consumption in Finland: food waste reduction and circular clothing consumption. We identify circular consumption as care by introducing three distinct perspectives: care as tinkering, care as affective practices, and care as ethico-political action. We show that approaching circular consumption practices as matters of care, while not always easy or straightforward, is an attempt to make consumption better: more attentive, inclusive, durable, and enjoyable. Our findings emphasise the interconnected nature of circular practices, the constant performativity of circular consumption, and nonhumans as crucial stakeholders in care relations. Consequently, we offer an alternative to technocentric CE perspectives and a way to promote a sustainable world through care. (shrink)

Many scientific models in biology are how-possibly models. These models depict things as they could be, but do not necessarily capture actual states of affairs in the biological world. In contemporary philosophy of science, it is customary to treat how-possibly models as second-rate theoretical tools. Although possibly important in the early stages of theorizing, they do not constitute the main aim of modelling, namely, to discover the actual mechanism responsible for the phenomenon under study. In the paper it is argued (...) that this prevailing picture does not do justice to the synthetic strategy that is commonly used in biological engineering. In synthetic biology, how-possibly models are not simply speculations or eliminable scaffolds towards a single how-actually model, but indispensable design hypotheses for a field whose ultimate goal is to build novel biological systems. The paper explicates this by providing an example from the study of alternative genetic systems by synthetic biologist Steven Benner and his group. The case will also highlight how the method of synthesis, even when it fails, provides an effective way to limit the space of possible models for biological systems. (shrink)

Based on a qualitative study with 124 participants we explore what is in ordinary language referred to as 'suicidal feelings'. We identify four interrelated aspects of this experience, which together suggest that 'suicidal feelings' is in fact a 'feeling of being suicidal', an existential feeling. Although each experience is unique in its presentation, it is also the case that people who are suicidal tend to experience a combination of the following: 1) loss of consistency and/ or coherence in their sense (...) of self; 2) a disruption in the reciprocal action between self and world; 3) serious depletion of their mental resources; and 4) a disturbance of embodiment. We then argue that 'the feeling of being suicidal' should be understood as a disruption in the experience of the self as an agent and that this forms the appropriate background for interpreting suicidal thoughts and intentions. (shrink)

In the social epistemology of scientific knowledge, it is largely accepted that relationships of trust, not just reliance, are necessary in contemporary collaborative science characterised by relationships of opaque epistemic dependence. Such relationships of trust are taken to be possible only between agents who can be held accountable for their actions. But today, knowledge production in many fields makes use of AI applications that are epistemically opaque in an essential manner. This creates a problem for the social epistemology of scientific (...) knowledge, as scientists are now epistemically dependent on AI applications that are not agents, and therefore not appropriate candidates for trust. (shrink)

Many philosophers of science have recently argued that extra-academic participation in scientific knowledge production does not threaten scientific objectivity. Quite the contrary: citizen science, participatory projects, transdisciplinary research, and other similar endeavours can even increase the objectivity of the research conducted. Simultaneously, researchers working in fields where such participation is common have expressed worries about various ways in which it can result in biases. In this paper I clarify how these arguments and worries can be compared, and how extra-academic participation (...) can both increase and threaten the objectivity of the research conducted. (shrink)

When discussing scientific objectivity, many philosophers of science have recently focused on accounts that can be applied in practice when assessing the objectivity of something. It has become clear that in different contexts, objectivity is realized in different ways, and the many senses of objectivity recognized in the recent literature seem to be conceptually distinct. I argue that these diverse ‘applicable’ senses of scientific objectivity have more in common than has thus far been recognized. I combine arguments from philosophical discussions (...) of trust, from negative accounts of objectivity, and from the recent literature on epistemic risks. When we call X objective, we endorse it: we say that we rely on X, and that others should do so too. But the word ‘objective’ is reserved for a specific type of reliance: it is based on the belief that important epistemic risks arising from our imperfections as epistemic agents have been effectively averted. All the positive senses of objectivity identify either some risk of this type, or some efficient strategy for averting one or more such risks. 1. Introduction2. Applicable Notions of Objectivity3. Reliance Instead of Trust4. Epistemic Risks Arising from Our Imperfections as Epistemic Agents Rather Than Subjectivity5. The Risk Account of Scientific Objectivity6. Is This Useful?7. Conclusion. (shrink)

This article focuses on epistemic challenges related to the democratisation of scientific knowledge production, and to the limitations of current social accounts of objectivity. A process of ’democratisation’ can be observed in many scientific and academic fields today. Collaboration with extra-academic agents and the use of extra-academic expertise and knowledge has become common, and researchers are interested in promoting socially inclusive research practices. As this development is particularly prevalent in policy-relevant research, it is important that the new, more democratic forms (...) of research be objective. In social accounts of objectivity only epistemic communities are taken to be able to produce objective knowledge, or the entity whose objectivity is to be assessed is precisely such a community. As I argue, these accounts do not allow for situations where it is not easy to identify the relevant epistemic community. Democratisation of scientific knowledge production can lead to such situations. As an example, I discuss attempts to link indigenous oral traditions to floods and tsunamis that happened hundreds or even thousands of years ago. (shrink)

Participatory research in anthropology attempts to turn informants into collaborators, even colleagues. Researchers generally accept the idea of different knowledge systems, and the practice of avoiding critical appraisal of alien knowledge systems, common in ethnography, is continued within participatory research. However, if the aim of participatory research is to turn informants into collaborators, or ideally colleagues, the ethical imperative of offering constructive criticism to colleagues should apply to them, too, even if they are seen as representing different knowledge systems than (...) the researchers. Avoiding appraisal of alien knowledge systems is problematic when the knowledge systems of the researcher and the researched are in constant contact. (shrink)

Philosophers of science have in recent years presented arguments in favour of increasing cognitive diversity, diversity of social locations, and diversity of values and interests in science. Some of these arguments align with important aims in contemporary science policy. The policy aims have led to the development of institutional measures and instruments that are supposed to increase diversity in science and in the governance of science. The links between the philosophical arguments and the institutional measures have not gone unnoticed. Philosophers (...) have even explicitly suggested that institutional measures could be used to increase diversity in science. But philosophical criticisms of the existing institutional instruments have also been presented. Here I review some recent case studies in which philosophers examine actual attempts to increase diversity in science by using institutional measures implemented from the top down—attempts that have failed in one way or another. These studies examine attempts to involve citizens or stakeholders in the governance of science and technology and attempts to increase the number of interdisciplinary collaborations. They draw attention to the limitations of such instruments, calling into question the most optimistic visions of using institutional instruments to increase diversity in science. (shrink)

Jacques Derrida wrote twice, in 1984 in "Shibboleth" and in 2002 for his Paris seminar lectures, about "The Meridian," Paul Celan's Georg Büchner prize speech that forms the most elaborate exposition of the poet's poetics. In both readings Derrida, in one way or the other, deals with the question of time. In "Shibboleth," at stake is the notion of date; in the seminar lectures, the "other's time." Through the Greek, Christian, and Jewish experiences involved, the present article takes the notion (...) of Augenblick as a fil conducteur. (shrink)

The purpose of this study was to investigate the attitudes of decision-makers toward the use of care robots in welfare services. We investigated their knowledge regarding the use of care robots in welfare services as well as their attitudes toward using robots in their own care and in the care of various user groups, for example, children, youths, and older people. We conducted an online survey with a range of Finnish decision-makers as respondents. The respondents were divided into two groups: (...) service actors and research and development actors. The respondents did not regard themselves as having much knowledge about robotics; however, the results showed that the R&D actors had more overall knowledge of the use of robots than the service actors. The R&D actors were found to be more willing to accept a robot as part of their own care as well as part of the care for various user groups. The contribution of this study is a better understanding of the views of the decision-makers who are or will be in charge of the acquisition of technological devices in welfare services. (shrink)

This paper discusses critically W.V. Quine's relation to the tradition of pragmatism. Even though Quine is often regarded as a pragmatist, it is far from clear what his commitment to pragmatism actually amounts to. It is argued that while there are pragmatist elements in Quine's position, this is not sufficient to classify him as a pragmatist in any strong historical sense; indeed, he was not even clear himself what it means to be a pragmatist. It is also shown that neither (...) Quine's philosophy nor pragmatism are as anti-metaphysical as has sometimes been thought. In order to enrich the picture of Quine's place in the pragmatist tradition, some neopragmatist criticisms of his ideas (e.g., by Hilary Putnam and Richard Rorty) are also discussed. (shrink)

Background:Moral courage is defined as courage to act according to one’s own ethical values and principles even at the risk of negative consequences for the individual. In a complex nursing practice, ethical considerations are integral. Moral courage is needed throughout nurses’ career.Aim:To analyse graduating nursing students’ moral courage and the factors associated with it in six European countries.Research design:A cross-sectional design, using a structured questionnaire, as part of a larger international ProCompNurse study. In the questionnaire, moral courage was assessed with (...) a single question (visual analogue scale 0–100), the questionnaire also covered several background variables.Participants and research context:The sample comprised graduating nursing students (n = 1796) from all participating countries. To get a comprehensive view about graduating nursing students’ moral courage, the views of nurse managers (n = 538) and patients (n = 1327) from the same units in which the graduating nursing students practised were also explored, with parallel questionnaires.Ethical considerations:Ethical approvals and research permissions were obtained according to national standards in every country and all participants gave their informed consent.Results:The mean of graduating nursing students’ self-assessed moral courage was 77.8 (standard deviation 17.0; on a 0–100 scale), with statistically significant differences between countries. Higher moral courage was associated with many factors, especially the level of professional competence. The managers assessed the graduating nursing students’ moral courage lower (66.5; standard deviation 18.4) and the patients slightly higher (80.6; standard deviation 19.4) than the graduating nursing students themselves.Discussion and conclusions:In all countries, the graduating nursing students’ moral courage was assessed as rather high, with differences between countries and populations. These differences and associations between moral courage and ethics education require further research. (shrink)

Background Previous studies have shown that the rapid transition to emergency remote teaching due to the COVID-19 pandemic was challenging for healthcare teachers in many ways. This sudden change made them face ethical dilemmas that challenged their values and ethical competence. Research aim This study aimed to explore and gain a deeper understanding of the ethical dilemmas healthcare teachers faced during the COVID-19 pandemic. Research design This was an inductive qualitative study using a hermeneutic approach. Semi-structured interviews were conducted and (...) analysed thematically. Participants and research context Healthcare teachers ( n = 20) from eight universities and universities of applied sciences in the Nordic and Baltic countries participated. Ethical considerations This study was based on the research ethics of the Norwegian National Research Ethics Committee for Medicine and Health Sciences and approved by the Norwegian Agency for Shared Services in Education and Research. Findings Healthcare teachers faced several ethical dilemmas due to restrictions during the COVID-19 pandemic. The analysis revealed three main themes: How should I deal with students’ ill-being, and what can I as a teacher do?; What can I demand from myself and my students, what is good teaching?; How do I manage the heavy workload and everyone’s needs, and who gets my time? Conclusions This study highlights the importance of healthcare teachers’ continuous need for pedagogic and didactic education, especially considering new technology and ethical issues. During the pandemic, the ethical consequences of remote teaching became evident. Ethical values and ethical dilemmas should be addressed in healthcare education programmes at different levels, especially in teacher education programmes. In the coming years, remote teaching will grow. Therefore, we need more research on this issue from an ethical perspective on its possible consequences for students and healthcare teachers. (shrink)

Mitä tiedollista hyötyä tieteilijöille voi olla tutkimusyhteistyöstä taiteilijoiden kanssa? Taiteilijoiden kanssa työskennelleet tieteilijät usein kyllä pitävät kokemusta kiehtovana, mutta sen hyötyjen tarkka kuvaaminen vaikuttaa vaikealta. Monialaisen yhteistyön odotetaan usein lisäävän tutkimuksen yhteiskunnallista vaikuttavuutta, mutta odotus ei sovellu juuri tieteilijöiden ja taiteilijoiden yhteistyöhön kovinkaan hyvin. Selkeytän sosiaalisessa epistemologiassa ja feministisessä tieteenfilosofiassa esitettyjen ajatusten ja argumenttien sekä kahden tapausesimerkin avulla tapoja, joilla tieteilijöiden yhteistyö taiteilijoiden kanssa voi olla tiedollisesti hedelmällistä. Taiteen ja taiteellisen tutkimuksen keinoin voi joskus tuottaa tietoa. Tiedollisesti tärkeämpänä pidän kuitenkin (...) sitä, miten taide voi tarjota huomaamatta jääneitä näkökulmia sekä tutkimuskohteeseen että tutkimuksen tekemisen tapaan, ja tiedollisesti hyödyllistä kritiikkiä. (shrink)

Several recent accounts of modeling have focused on the modal dimension of scientific inquiry. More precisely, it has been suggested that there are specific models and modeling practices that are best understood as being geared towards possibilities, a view recently dubbed modal modeling. But modalities encompass much more than mere possibility claims. Besides possibilities, modal modeling can also be used to investigate contingencies, necessities or impossibilities. Although these modal concepts are logically connected to the notion of possibility, not all models (...) are equal in their affordances for these richer modal inferences. This paper investigates the modal extent of selected models and argues that analyzing singular model-target pairings by themselves is typically not enough to explain their modal aptness or to identify the kinds of modalities they can be used to reason about. Furthermore, it is argued that some important concepts that are not explicitly modal - like biological robustness - can be understood modally through their relational nature to a background space of possibilities. In conclusion, it is suggested that the strategy of modal modeling is contrastive, situating particular possibilities in larger modal spaces and studying the structural relations within them. (shrink)

Recently, several critics of the multiple realizability thesis have argued that philosophers have tended to accept the thesis on too weak grounds. On the one hand, the analytic challenge has problematized how philosophers have treated the multiple realization relation itself, claiming that assessment of the sameness of function and the relevant difference of realizers has been uncritical. On the other hand, it is argued that the purported evidence of the thesis is often left empirically unverified. This paper provides a novel (...) strategy to answer these worries by introducing a role for multiple realizability in the context of biological engineering. In the field of synthetic biology, bioengineers redesign the evolutionary realizations of biological functions, even constructing artificial chemical surrogates in the laboratory. I show how in the rational design approach to biological engineering, multiple realizability can function as a design heuristic in which the sameness of function and difference of realizers can be controlled. Although practically motivated, this engineering approach has also a theoretical, exploratory component that can be used to study the empirical limitations of multiple realizability. Successful realization of the engineering designs would amount to a concrete demonstration of multiple realizability, taking evidence for MRT beyond what is readily found in nature. (shrink)

Whereas much of the literature in the social epistemology of scientific knowledge has focused either on scientific communities or research groups, we examine the epistemic significance of scientific/intellectual movements (SIMs). We argue that certain types of SIMs can play an important epistemic role in science: they can remedy epistemic injus- tices in scientific practices. SIMs can counteract epistemic injustices effectively because many forms of epistemic injustice require structural and not merely individual remedies. To illustrate our argument, we discuss the case (...) of indigenous studies. (shrink)

The paper looks at challenges related to the ideas of integration and knowledge systems in extra-academic transdisciplinarity. Philosophers of science are only starting to pay attention to the increasingly common practice of introducing extra-academic perspectives or engaging extra-academic parties in academic knowledge production. So far the rather scant philosophical discussion on the subject has mainly concentrated on the question whether such engagement is beneficial in science or not. Meanwhile, there is quite a large and growing literature on extra-academic TD, mostly (...) authored by non-philosophers, seeking to develop TD research practices. We examine this literature in the light of recent discussions in pluralist philosophies of science. Some philosophical pluralists see the increase of extra-academic collaboration and participation in science as a potentially positive development. However, certain views promoted in the non-philosophical literature on extra-academic TD appear problematic in the light of the pluralistic discussions. For instance, the literature on TD appears to be overly optimistic with regard to integration, and the notion of knowledge systems used in it is problematic. We believe it would be worthwhile for scientific pluralists sympathetic to the aims of TD to look more closely into the complex settings in which extra-academic collaboration and participation happens in actual TD projects, and to offer constructive criticisms, exploiting insights developed within pluralist philosophy of science. (shrink)

The recent discussion of fictional models has focused on imagination, implicitly considering fictions as something nonconcrete. We present two cases from synthetic biology that can be viewed as concrete fictions. Both minimal cells and alternative genetic systems are modal in nature: they, as well as their abstract cousins, can be used to study unactualized possibilia. We approach these synthetic constructs through Vaihinger’s notion of a semi-fiction and Goodman’s notion of semifactuality. Our study highlights the relative existence of such concrete fictions. (...) Before their realizations neither minimal cells nor alternative genetic systems were any well-defined objects, and the subsequent experimental work has given more content to these originally schematic imaginings. But it is as yet unclear whether individual members of these heterogeneous groups of somewhat functional synthetic constructs will eventually turn out to be fully realizable, remain only partially realizable, or prove outright impossible. (shrink)

Critics of multiple realizability have recently argued that we should concentrate solely on actual here-and-now realizations that are found in nature. The possibility of alternative, but unactualized, realizations is regarded as uninteresting because it is taken to be a question of pure logic or an unverifiable scenario of science fiction. However, in the biological context only a contingent set of realizations is actualized. Drawing on recent work on the theory of neutral biological spaces, the paper shows that we can have (...) ways of assessing the modal dimension of multiple realizability that do not have to rely on mere conceivability. (shrink)

Tieteelliseen tutkimukseen osallistuu nykyään muitakin kuin tutkijoita. Paikallisyhteisöjen edustajat, kokemusasiantuntijat tai vaikkapa taiteilijat saattavat tehdä yhteistyötä tutkijoiden kanssa. Yhdessä he etsivät kattavampaa ymmärrystä käytännön ongelmista ja entistä toimivampia ratkaisuja niihin. Tällainen tutkimus on liki vääjäämättä arvolatautunutta, mutta tulosten pitäisi kuitenkin olla objektiivisia. Miten tämä onnistuu? Tarjoan kysymykseen tieteenfilosofisen vastausehdotuksen.

Reactivity is usually seen as a problem in the human sciences. In this paper I argue that in emancipatory activist research, reactivity can be an important tool. I discuss one example: the aim of mental decolonisation in indigenous activist research. I argue that mental decolonisation can be understood as the act of replacing harmful looping effects with new, emancipatory ones.

The idea that in order to be objective, research should be value-free, has recently been questioned in philosophy of science. I concentrate on two senses of objectivity, detached objectivity and interactive objectivity that do not require value-freedom. I use each of these to assess a young, strongly value-laden and overtly political discipline: indigenous studies. It has been criticised as relativistic and essentialistic, and in consequence, as not objective in the detached sense of objectivity, as values are used in place of (...) evidence. When addressing these critiques, I compare contemporary Sámi IS to early Finnish folkloristics. The interactive objectivity of the Sámi IS research community is increasing, and outside criticism is being taken into account. As a result, the detached objectivity of the conducted research has also increased. (shrink)

The kind of epistemic relativism usually refuted by its critics is less frequently observable in ethnographic research practices than the critics assume. Instead, methodological conceptual relativism can be recognized in several cases. This has significant practical implications, since the kind of epistemic relativism described by its critics, if rigorously followed, could lead to ethnographers conflating ways of argumentation accepted by their informants, with ways of argumentation accepted in academia, whereas methodological conceptual relativism does not have such consequences.

Introduction The starting point is that ethical competence is the basis for ethical healthcare practices and quality of care. Simultaneously, there is a need for research and development from a holistic multi-professional perspective. Aim The aim is to create a proposed model for multi-professional ethical competence grounded in clarified meanings and dimensions of ethical competence studied from a multi-professional healthcare perspective. The research questions are, what is ethical competence from a multi-professional healthcare perspective and what strengthens a multi-professional ethical healthcare (...) practice? Research design The research has a qualitative approach and hermeneutic application research design. Two groups with six participants from clinical practice and two scientific researchers in each group met four times for dialogue. Thematic analysis was used as an analysis method. Ethical considerations The research is approved by the Declaration of Helsinki, the General Data Protection Regulations, and ethical permission was asked from the Norwegian Centre for Research Data (NSD). Results The proposed model for multi-professional ethical competence encompasses a three-dimensional ethical value base that is underpinned by: Ethical attitude – a personal desire to do good; Ethical basis – the best for the patient as a common goal and Ethical culture – common goals and values in the organization. Multi-professional ethical competence is strengthened by: Reflection – to see with new wondering eyes; Time for talk – interdisciplinary teamwork and Leadership – an ethical role model and support. Discussion Ethical competence has a strong link to the core of caring ethics and a deeper personal value base and attitude. Ethical competence involves the whole culture and is seen as a shared value base and a responsibility to do the best for the patient as a multi-professional team and organization. Ethical competence becomes active in healthcare practice by opening up for meaningful multi-professional talks and reflections. (shrink)

Research collaborations beyond the boundaries of science—such as transdisciplinary, participatory or co-research projects—usually aim at increasing the societal impact of the research conducted. In the literature discussing such collaborations, as well as in science policy endorsing them, it is generally assumed that the wanted societal impact is achieved through exchange that contributes to knowledge production and to the results of the research. However, collaboration beyond the boundaries of science can help a research project reach its societal impact goals even if (...) it does not contribute to the epistemic outcomes of the project at all. Instead, other kinds of contributions from the extra-academic partners, and what the extra-academic partners receive from the collaboration, can be crucial. Recognizing this helps us to better understand existing practices, and to identify potentially interesting forms of collaboration beyond the boundaries of science. (shrink)

Background: Dignity has been highlighted in previous research as one of the most important ethical concerns in nursing care. According to Eriksson, dignified caring is related to treating the patient as a unique human being and respecting human value. Intensive care unit patients are vulnerable to threatened dignity, and maintaining dignity may be challenging as a consequence of critical illness. Objectives: The aim is to highlight how nurses in an intensive care setting understand patient dignity, what threatens patient dignity and (...) how nurses can safeguard patient dignity. Research design and participants: Data materials were collected through a survey questionnaire which contained open questions about patient dignity, and the text was analysed using hermeneutic reading and text interpretation. Totally, 25 nurses employed in an intensive care unit in Finland participated in the study. Ethical considerations: The study follows the guidelines for good scientific practice by the Finnish Advisory Board on Research Integrity and the ethical principles according to the Declaration of Helsinki. Findings: Findings revealed that nurses recognize the patients’ absolute dignity by regarding them as unique human beings. The nurses also recognize the importance of shared humanity in preserving patient dignity. Intensive care patients’ dignity is threatened by negative attitudes and when their integrity is not being protected. Dignity is also threatened when patients and nurses are not part of the patients’ care and patient care decisions, when patients receive care against their will and because of the acute nature of intensive care. (shrink)

In this introduction to the Topical Collection on Social and Cognitive Diversity in Science, we map the questions that have guided social epistemological approaches to diversity in science. Both social and cognitive diversity of different types is claimed to be epistemically beneficial. The challenge is to understand how an increase in a group’s diversity can bring about epistemic benefits and whether there are limits beyond which diversity can no longer improve a group’s epistemic performance. The contributions to the Topical Collection (...) discuss various proposals to maintain an appropriate amount of cognitive diversity in science, for instance, by recruiting and retaining practitioners from underrepresented social groups, providing incentives for explorative and risky research, encouraging interdisciplinary collaborations and stakeholder participation in research, requiring industry scientists to share their evidence, and developing strategies to encounter politically motivated attempts to manufacture doubt. To be successful, efforts to promote diversity in science should anticipate risks related to institutional interventions, navigate trade-offs between different types of epistemically good outcomes, and identify hidden costs that such policies may cause for various actors. Such efforts need to be assessed not only from an epistemic perspective but also from the point of view of fairness and the political legitimacy of scientific institutions. (shrink)

Besides having potential medical and biosafety applications, as well as challenging the foundations of biological engineering, xenobiology can also shed light on the epistemological and metaphysical questions that puzzle philosophers of science. This paper reviews this philosophical aspect of xenobiology, focusing on the possible multiple realizability of life. According to this hypothesis, what ultimately matters in understanding life is its function, not its particular building blocks. This is because there should, in theory, be many different ways to build the same (...) function. The possibility of multiple realizability was originally raised in the context of AI’s hypothesized capacity to realize mental functions. Because we still do not have any incontrovertible examples of digital minds, not to mention alien life of foreign biochemistry, the best way to test this philosophical idea is to examine the recent results and practices of synthetic biology and xenobiology. (shrink)

Interhuman relations sometimes suffer from a lack of adequate recognition. Here I ask whether this can be caused by the “third” of representations of a superhuman ultimate object or source of recognition, that is, a personal God. In arguing for a positive answer, I articulate a notion of mediational recognition, and present a systematic analysis of a trilateral form of recognition in which one party claims to mediate normative judgements of another party to a third one. The analysis then focuses (...) on the structure of metaphysical power that can be generated by religious groups and institutions. (shrink)

Kierkegaard's view of time and eternity.