During the early years of the COVID-19 pandemic, preclinical and clinical research were sped up and scaled up in both the public and private sectors and in partnerships between them. This resulted in some extraordinary advances, but it also raised a range of issues regarding the ethics, rigour, and integrity of scientific research, academic publication, and public communication. Many of the failures of scientific rigour and integrity that occurred during the pandemic were exacerbated by the rush to (...) generate, disseminate, and implement research findings, which not only created opportunities for unscrupulous actors but also compromised the methodological, peer review, and advisory processes that would usually identify sub-standard research and prevent compromised clinical or policy-level decisions. While it would be tempting to attribute these failures of science and its translation solely to the “unprecedented” circumstances of the COVID-19 pandemic, the reality is that they preceded the pandemic and will continue to arise once it is over. Existing strategies for promoting scientific rigour and integrity need to be made more rigorous, better integrated into research training and institutional cultures, and made more sophisticated. They might also need to be modified or supplemented with other strategies that are fit for purpose not only in public health emergencies but in any research that is sped-up and scaled up to address urgent unmet medical needs. (shrink)

The Faculty of Medicine and Health Sciences of the University of Sherbrooke has observed year after year, that certain students have not started and or completed their immunizations for common infectious diseases, which in effect makes them inadmissible for their clinical internships in healthcare establishments. The program administrators have posed a series of questions on the best way to proceed with these students as, a certain number remain reluctant to vaccination. They are often confronted with ethical dilemmas, are not necessarily (...) comfortable with their rights and responsibilities and wish to be guided throughout the process. This article aims to put forth a procedure that would be put in place to support the administrators in a way for them to obtain a more favorable vaccination level for all of their students in the most reasonable amount of time possible. The interest of the procedure is to move forward in a few simple and well defined steps that are supported by a rigorous legal framework, while respecting the rights and freedoms of the students. It is also designed so that it could be replicated in other faculties of medicine. (shrink)

The terms neoliberalism and neoliberal play a variety of roles ranging from major to trivial in the papers they appear in. Both phrases carry pejorative connotations in nurse writing. Yet irrespective of the role assumed in argument, readers are rarely provided with enough information to determine what the descriptors mean in a substantive or concrete sense. It is proposed that scholars who use these terms in their work should consider expressing themselves more carefully than often occurs at present. Virtue signalling (...) in academic writing should, absent critical argument, be discouraged. (shrink)

The Journal of Alternative and Complementary Medicine is a major complementary and alternative medicine journal, with an an 18-year history and an impact factor of almost 1.5. This paper examines an article and accompanying editorial from the August 2011 issue of the journal and finds a severe lack of scientific and academic rigour.

Student-generated video creation assessments are an innovative and emerging form of assessment in higher education. Academic staff may be understandably reluctant to transform assessment practices without robust evidence of the benefits and rationale for doing so and some guidance regarding how to do so successfully. A systematic approach to searching the literature was conducted to identify relevant resources, which generated key documents, authors and internet sources which were thematically analysed. This comprehensive critical synthesis of literature is presented here under (...) the headings of findings from literature, relevance of digital capabilities, understanding the influence of local context and resources, and pedagogical considerations. Student-generated video creation for assessment is shown to have several benefits, notably in supporting development of digital and communication skills relevant to today’s world and in enhancing learning. As an emerging innovation within assessment, intentionally planning and supporting a change management process with both students and staff is required. The importance of alignment to learning outcomes, context and resources, choice of video format to desired skills development, and to relevance beyond graduation is emphasised for video creation in assessment to be used successfully. Video creation for assessment is likely to grow in popularity and it is hoped the evidence of benefits, rationale and guidance as to how to do this effectively presented here will support this transformation. Further research to consider video creation for assessment with individuals rather than collaborative group assessments, and to establish academic rigour and equivalence would be beneficial. (shrink)

This second volume of essays on nineteenth and twentieth century economic thought, complements the first and continues the high standards of scholarship and academic rigour.

The world faces grave global problems. These have been made possible by modern science and technology. We have put knowledge-inquiry into academic practice – a seriously irrational kind of inquiry that seeks knowledge and technological know-how dissociated from a more fundamental concern to seek and promote wisdom. We urgently need to bring about a revolution in academic inquiry, so that knowledge-inquiry becomes wisdom-inquiry – a kind of inquiry rationally designed and devoted to helping humanity make progress towards a (...) wiser world. In this paper I indicate what needs to change if knowledge-inquiry is to become wisdom-inquiry, and I indicate a number of recent developments, mainly in universities in the UK, that can be regarded as first steps towards wisdom-inquiry. (shrink)

What do modern academic economists do? What currently is mainstream economics? What is neoclassical economics? And how about heterodox economics? How do the central concerns of modern economists, whatever their associations or allegiances, relate to those traditionally taken up in the discipline? And how did economics arrive at its current state? These and various cognate questions and concerns are systematically pursued in this new book by Tony Lawson. The result is a collection of previously published and new papers distinguished (...) in providing the only comprehensive and coherent account of these issues currently available. The financial crisis has not only revealed weaknesses of the capitalist economy but also highlighted just how limited and impoverished is modern academic economics. Despite the failings of the latter being more widely acknowledged now than ever, there is still an enormous amount of confusion about their source and true nature. In this collection, Tony Lawson also identifies the causes of the discipline's failings and outlines a transformative solution to its deficiencies. Amongst other things, Lawson advocates for the adoption of a more historical and philosophical orientation to the study of economics, one that deemphasizes the current focus on mathematical modelling while maintaining a high level of analytical rigour. In so doing Lawson argues for a return to long term systematic and sustained projects, in the manner pursued by the likes of Marx, Veblen, Hayek and Keynes, concerned first and foremost with advancing our understanding of social reality. Overall, this forceful and persuasive collection represents a major intervention in the on-going debates about the nature, state and future direction of economics. (shrink)

Recently we have come to witness an assault on the traditional conception of the university as a centre of detached concern for pure research. The economic rationalist vision which has occasioned this assault has deeply permeated almost every facet of contemporary life and even the specific kind of discourse emanating from this interpretation has managed to ensconce itself within the academies. Philosophers are at particular risk in the uncertain climate that has been created. However philosophers have not addressed the issues (...) which the new ideology has foisted upon the universities with sufficient rigour and clarity. The facility with which economic rationalist considerations have filtered into academic discourse points, I believe, to a deep malaise in academia. The fatalism with which many philosophers have faced the threat has in its own way hypostatised the new ideology and granted it the titanism of some inevitable, irresistible and irrevocable force. The tradition of the public philosopher has not enjoyed the same degree of public approbation in the English-speaking world as has been the case on the European continent, and in particular, in France. One can think of notable exceptions but on the whole the public philosopher in the English-speaking world is a rare breed. Given the radical changes that contemporary universities are undergoing it is clearly worth while to reflect upon the professional philosopher's relationship to other individuals in society, to communities and to the state. Here the meditation will focus on a debate on these issues within France, a country which perhaps more than anywhere else has elevated public philosophy to an art form. Philosophers, perhaps more than any other academics, are prone to a certain hesitancy in attempting to describe what it is they do. Philosophy no doubt employs techniques but it is not itself a technique, nor is there a single problem or series of problems or mysteries which can claim sway over philosophy's subject matter. Such hesitancy, one might say ambiguity, is the very stuff of philosophy and indeed of the philosopher. In Merleau-Ponty's inaugural address to the College de France, later published as Eloge de la philosophie he returns to these perennial philosophical musings, in particular, through attempting to characterise something of the nature of philosophy and the philosopher. (shrink)

Contract cheating remains an academic integrity concern in higher education institutions, and scholarly studies in this area have continued to increase. While highly informative systematic literature reviews on contract cheating exist, they have mainly focused on the concept of contract cheating, causal factors, and prevention strategies through detection and punitive measures. To broaden the understanding and study of contract cheating, exploring the research philosophy and theoretical approach underpinning the methodological aspects is essential. This paper aims to identify, synthesize, and (...) critically evaluate methodologies used in the study of contract cheating and provide methodological developments for future research avenues. The findings identify a lack of theoretical foundation, methodological rigour, limited research approaches, data sources, sample diversity, and ethical considerations. Accordingly, the review brings out several methodological implications for data sources, research approaches, type of analysis, and the nature of sample diversity, with special emphasis on the ethical considerations to be aware of when conducting research with sensitive participant groups related to a sensitive research area. (shrink)

Carole Patemanâe(tm)s writings have been innovatory precisely for their qualities of engagement, pursued at the height of intellectual rigour. This book draws from her vast output of articles, chapters, books and speeches to provide a thematic yet integrated account of her innovations in political theory and contributions to the politics of policy-making. The editors have focused on work in three key areas: Democracy Patemanâe(tm)s perspective is rooted in a practical perspective, enquiring into and speculating about forms of participation over (...) and above the âe~traditionalâe(tm) exclusions through which representative systems have been variously constructed over time. Her work pushes hard on theorists and politicians who make easy assumptions about apathy and public opinion, who bracket off the workplace and the home, and who see politics only in partisan activity, voter behaviour and governmental policy. Women Patemanâe(tm)s innovatory and still-cited work on participation antedates the feminist revolution in political theory and many of the practical struggles that developed through the later 1970s. While woman-centred, her concerns were always worked through larger conceptions of social class, economic advantage, power differentials, âe~liberalâe(tm) individualism and contracts including marriage. Her feminism was innovative in political theory, and within feminism itself. As a feminist Pateman defies categorization, and her concepts of âe~the sexual contractâe(tm) and âe~Wollstonecraftâe(tm)s dilemmaâe(tm) are canonical. Welfare Patemanâe(tm)s innovation here is an integration of welfare issues âe" in particular the proposals for a âe~basic incomeâe(tm) or for a âe~capital stakeâe(tm) âe" into her broad but always rigorous conception of democracy. This is argued through in terms of citizenship, taken as the result of a social contract. In that way Pateman puts liberalism itself through an imminent critique, drawing in the practicalities and risks of life in late capitalist societies. Her theory as always is political, taking in neo-liberal attacks on âe~welfare statesâe(tm) and the stark realities of international inequalities. Patemanâe(tm)s career achievements in democratic and feminist theory are brought productively to bear on debates that would otherwise occur in more limited, and less provocative, academic and political contexts. (shrink)

Donald Davidson has made enormous contributions to the philosophy of action, epistemology, semantics and philosophy of mind and today is recognized as one of the most important analytical philosophers of the late twentieth century. Davidson's philosophy is characterised not only by its rigour and intellectual integrity but also by its continued interest in dialogue and re-evaluation of its paradigms. In the spirit of this openness, this volume brings together essays on the major themes of Davidson's thought by leading academics, (...) along with individually penned responses by the philosopher himself. (shrink)

Bioethics is a practically oriented discipline that developed to address pressing ethical issues arising from developments in the life sciences. Given this inherent practical bent, some form of advocacy or activism seems inherent to the nature of bioethics. However, there are potential tensions between being a bioethics activist, and academic ideals. In academic bioethics, scholarship involves reflection, rigour and the embrace of complexity and uncertainty. These values of scholarship seem to be in tension with being an activist, (...) which requires pragmatism, simplicity, certainty and, above all, action. In this paper I explore this apparent dichotomy, using the case example of my own involvement in international efforts to end forced organ harvesting from prisoners of conscience in China. I conclude that these tensions can be managed and that academic bioethics requires a willingness to be activist. (shrink)

I suppose the natural way to interpret this question is something like “why do formal methods rather than anything else in philosophy” but in my case I’d rather answer the related question “why, given that you’re interested in formal methods, apply them in philosophy rather than elsewhere?” I started off my academic life as an undergraduate student in mathematics, because I was good at mathematics and studying it more seemed like a good idea at the time. I enjoyed mathematics (...) a great deal. At the University of Queensland, where I was studying, there was a special cohort of “Honours” students right from the first year. You were taught more research-oriented and rigourous subjects than were provided for the “Pass” students. This meant that we had a small cohort of students, who knew each other pretty well, studied together and learned a lot. I could see myself making an academic career in mathematics. (I surely couldn’t see myself doing anything other than an academic career. Being around the university was too much fun.) However, there was a fly in the ointment. I was doing well in my studies, but I was losing the feel for a great deal of the mathematics I was doing. Applied mathematics went first, and analysis soon after. I could do the work, but I didn’t understand it. I wrote assignments by matching patterns from what I had written in my lecture notes, or what was in the text with what we were asked. In exams, I just bashed away at the problem, sometimes when asked in an exam to prove that A = B, I’d work at A from the top of a page and keep manipulating it until I’d got stuck. Then I’d work backwards from B, hoping to meet at somewhere rather like where I’d got stuck. If I was honest, I’d write “I don’t know how to get from here to there”. If I was dishonest, I’d just leave the transition unexplained. Knowing what I know now about marking assignments, it doesn’t suprise me that I did very well. The areas where intuition and understanding lasted the longest (and which were most fun) were topology, probability theory, combinatorics, set theory and logic.. (shrink)

The central thesis of this book is that we need to reform philosophy and join it to science to recreate a modern version of natural philosophy; we need to do this in the interests of rigour, intellectual honesty, and so that science may serve the best interests of humanity. Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural (...) philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound discoveries were made, indeed one should say unprecedented discoveries. It was a time of quite astonishing intellectual excitement and achievement. And then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education. And it does not stop there. For, as I show in the final chapter, resurrected natural philosophy has dramatic, indeed revolutionary methodological implications for social science and the humanities, indeed for the whole academic enterprise. It means academic inquiry needs to be reorganized so that it comes to take, as its basic task, to seek and promote wisdom by rational means, wisdom being the capacity to realize what is of value in life, for oneself and others, thus including knowledge, technological know-how and understanding, but much else besides. The outcome is institutions of learning rationally designed and devoted to helping us tackle our immense global problems in increasingly cooperatively rational ways, thus helping us make progress towards a good world – or at least as good a world as possible. (shrink)

Mark Blaug’s normative methodology of economics is an attempt to articulate certain intuitions about how economic science could be improved by making it more “realistic”. I discuss two such articulations, one in terms of falsificationist principles, the other in terms of an alleged trade-off between relevance and mathematical rigour. My conclusion is that Blaug’s methodology is itself unrealistic, both descriptively and normatively. His (well intended) methodological prescriptions for the improvement of economics are not based on a systematic, consistent, descriptively (...) adequate, and normatively viable account. I suggest that Blaug’s intuitions can be developed into a more realistic account by incorporating the analysis of two further topics: economic modelling and the institutions of academic research. (shrink)

Modern science began as natural philosophy. In the time of Newton, what we call science and philosophy today – the disparate endeavours – formed one mutually interacting, integrated endeavour of natural philosophy: to improve our knowledge and understanding of the universe, and to improve our understanding of ourselves as a part of it. Profound, indeed unprecedented discoveries were made. But then natural philosophy died. It split into science on the one hand, and philosophy on the other. This happened during the (...) 18th and 19th centuries, and the split is now built into our intellectual landscape. But the two fragments, science and philosophy, are defective shadows of the glorious unified endeavour of natural philosophy. Rigour, sheer intellectual good sense and decisive argument demand that we put the two together again, and rediscover the immense merits of the integrated enterprise of natural philosophy. This requires an intellectual revolution, with dramatic implications for how we understand our world, how we understand and do science, and how we understand and do philosophy. There are dramatic implications, too, for education, and for the entire academic endeavour, and its capacity to help us discover how to tackle more successfully our immense global problems. (shrink)

In recent years scholars working in the area of Religious Studies have increasingly been obliged to acknowledge that the level of methodological rigour displayed in many studies on religious phenomena is unsatisfactory, perhaps particularly when compared to that of some academics operating in related subject areas. Arguably one of the principal areas in which an apparent reticence to engage with contemporary developments in method is evident is that of ‘religious ethnography’. The purpose of this short study is to assess (...) the extent to which ethnographic practices in the study of Tibetan Buddhism have historically responded to methodological developments in ethnography and anthropology, and to briefly suggest ways in which studies in this area may progress in the future. (shrink)

The importance of witnessing broken narratives and somehow writing or representing these is matched by the challenges associated with trying to do this within a context of normativity and expected academic practice. We have to be convincing in our work, both in terms of rigour and dependability but also in terms of the way we make sense of the stories we are told. In this essay, I examine the narrative of John, a 63-year-old British man diagnosed with autism. (...) I explore how, by interrupting John’s narrative in search of the story I wanted and anticipated, I was disrupting his attempts to understand, form and reform his experiences within the interview setting. I argue we have a commitment to ignore the ‘rules’ of interviews and narrative in order to open up space for people to explore and make sense of their experiences beyond the tyranny of our research questions. (shrink)

The growing emphasis on the importance of publishing scientific findings in the academic world has led to increasing prevalence of potentially significant publications in which scientific and ethical rigour may be questioned. This has not only hindered research progress, but also eroded public trust in all scientific advances. In view of the increasing concern and the complexity of research misconduct, the Committee on Publication Ethics (COPE) was established in 1997 to manage cases with ethical implications. In order to (...) review the outcomes of cases investigated by COPE, a total of 408 cases that had been managed by COPE were successfully extracted and analysed with respect to 7 distinct criteria. The results obtained indicate that the number of ethical implications per case has not changed significantly (p > 0.01) since the year COPE was instigated. Interestingly, the number of ethical cases, and to some extent, research misconduct, is not diminishing. Therefore, journal editors and publishers need to work closely together with COPE to inculcate adoption of appropriate research ethics and values in younger researchers while discouraging others from lowering standards. It is hoped that with a more concerted effort from the academic community and better public awareness, there will be fewer incidences of ethically and scientifically challenged publications. The ultimate aim being to enhance the quality of published works with concomittant public trust in the results. (shrink)

In this essay I consider what is meant by the description ‘great’ philosophy and then offer some broadly applicable criteria by which to assess candidate thinkers or works. On the one hand are philosophers in whose case the epithet, even if contested, is not grossly misconceived or merely the product of doctrinal adherence on the part of those who apply it. On the other are those – however gifted, acute, or technically adroit – to whom its application is inappropriate because (...) their work cannot justifiably be held to rise to a level of creative-exploratory thought where the description would have any meaningful purchase. I develop this contrast with reference to Thomas Kuhn’s distinction between ‘revolutionary’ and ‘normal’ science, and also in light of J.L. Austin’s anecdotal remark – à propos Leibniz – that it was the mark of truly great thinkers to make great mistakes, or to risk falling into certain kinds of significant or consequential error. My essay goes on to put the case that great philosophy should be thought of as involving a constant readiness to venture and pursue speculative hypotheses beyond any limits typically imposed by a culture of ‘safe’, well-established, or academically sanctioned debate. At the same time – and just as crucially – it must be conceived as subject to the strictest, most demanding standards of formal assessment, i.e., with respect to basic requirements of logical rigour and conceptual precision. Focusing mainly on the work of Jacques Derrida and Alain Badiou I suggest that these criteria are more often met by philosophers in the broadly ‘continental’ rather than the mainstream ‘analytic’ line of descent. However – as should be clear – the very possibility of meeting them, and of their being jointly met by any one thinker, is itself sufficient indication that this is a false and pernicious dichotomy. (shrink)

Is bringing together Sarah Coakley and Marcella Althaus-Reid like mixing oil and water? An encounter between a systematic theologian and a contextual, queer theologian might seem artificial, but this article offers critical insights into the work of both scholars, revealing similarities within the tropes of their theological thinking. Aside from navigating sites of possible parallels and conflict between their work, this article springboards their settings by offering a new location – a salsa bar on Wigan Pier – to be able (...) to do theology. Academic writing is largely characterized by adherence to rigour, order and structure but the whole point of queer is to disturb and disrupt established norms. Therefore, by mobilizing the work of Judith Halberstam, this article offers a rich dialogue combining scholars working in gender and sexualities in the form of a play script. Critical commentary on the play text demonstrates the necessity to continue to subvert dominant repetitions in theology. (shrink)

African biblical studies (ABS) focus on biblical interpretation in Africa. Although new, it has gained massive recognition among African biblical scholars as the biblical interpretation focus that best suits the peculiar challenges that face African Christians. Its emergence, of course, was reactionary to the Western approach to the interpretation of the Bible in Africa and the practice of Christianity as well, which failed to take into cognisance the peculiar needs of African Christians. In New Testament scholarship in Nigeria, ABS has (...) come to dominate biblical interpretation, being the most preferred by New Testament scholars. However, this article notices a persistent problem with regard to methodological rigour in ABS in Nigeria. This article aims to call the attention of New Testament scholars in Nigeria to methodological rigour while engaging in ABS as this is also part of the reasons breaking into mainstream New Testament scholarship has become a problem for many of these scholars. This equally leads to poor global visibility and competitiveness on the part of many Nigerian New Testament scholars. The approach to the discussion in the work is analytical and descriptive with a touch of personal observation. Contribution: This article calls attention to the need for ABS scholars in Nigeria to emphasise methodological rigour in their research. While this will lead to recognition of the works of ABS practitioners in Nigeria and beyond, this article makes a case for academic excellence which is the hallmark of good biblical scholarship. (shrink)

South African research ethics committees (RECs) faced significant challenges during the COVID-19 pandemic. Research ethics committees needed to find a balance between careful consideration of scientific validity and ethical merit of protocols, and review with the urgency normally associated with public health emergency research. We aimed to explore the views of South African RECs on their pandemic preparedness and response during COVID-19. We conducted in-depth interviews with 21 participants from RECs that were actively involved in the review of COVID-19 related (...) research, at seven academic institutions across South Africa. Interviews were conducted remotely using an in-depth interview guide that included questions regarding REC preparedness and response to COVID-19. Interviews were conducted until data saturation, and audio-recordings were transcribed verbatim and coded. An inductive approach to thematic analysis was used to organise data into themes and sub-themes. This study focused on three main themes: coping during COVID-19, building REC capacity during pandemic times and a consistently cautious approach to mutual recognition of REC reviews. Despite an initial sense of unpreparedness, RECs were able to adapt and maintain careful ethical oversight of both COVID and non-COVID research, and the rigour of REC reviews. Several important lessons for preparedness and response to future pandemics were identified, including heightened awareness of publication, funding and political pressures, the importance of regular training for RECs and researchers, and strategies to enhance moral resilience of REC members. Incremental steps are needed to build trust and authentic partnerships among RECs in inter-pandemic times, to facilitate collaboration during future public health emergencies. (shrink)

Purpose: The remarkable increase of sophistication of artificial intelligence in recent years has already led to its widespread use in martial applications, the potential of so-called 'killer robots' ceasing to be a subject of fiction. -/- Approach: Virtually without exception, this potential has generated fear, as evidenced by a mounting number of academic articles calling for the ban on the development and deployment of lethal autonomous robots (LARs). In the present paper I start with an analysis of the existing (...) ethical objections to LARs. -/- Findings: My analysis shows the contemporary thought to be deficient in philosophical rigour, these deficiencies leading to an alternative thesis. (shrink)

In this book I show that science suffers from a damaging but rarely noticed methodological disease, which I call rationalistic neurosis. It is not just the natural sciences which suffer from this condition. The contagion has spread to the social sciences, to philosophy, to the humanities more generally, and to education. The whole academic enterprise, indeed, suffers from versions of the disease. It has extraordinarily damaging long-term consequences. For it has the effect of preventing us from developing traditions and (...) institutions of learning rationally devoted to helping us learn how to make progress towards a wiser, more civilized world. On our fragile earth, overcrowded, fraught with injustice, inequality and conflict, menaced by unprecedented and terrifying technological and industrial means for change and destruction, we urgently need to acquire a little more wisdom and civilization if we are to avoid repeating horrors of the kind suffered by so many during the 20th century (and already suffered by many in the first few years of the 21st century). We can ill afford to have in our hands instruments of learning botched and bungled from the standpoint of helping us learn how to live more wisely. It may seem scarcely credible that something as important as our institutions of learning can suffer from wholesale, structural defects. Why has this not been noticed before? Why have not armies of scientists and scholars appreciated the point and, long ago, put the matter right? The answer will emerge as my argument unfolds. I will show that one of the most damaging features of rationalistic neurosis is that it has built-in methodological and institutional mechanisms which effectively conceal that anything is wrong. But there is also an immediately obvious reason: specialization, and the resulting fragmentation of academia, has resulted in a situation in which hardly anyone takes responsibility for the overall ideals, the overall aims and methods, of academic inquiry. Academics, these days, are specialists, furiously trying to keep abreast of developments in their own specialist fields. They have no time, and no inducement, to lift their eyes from their particular disciplines, and look at the whole endeavour. Science has long been under attack, at least since the Romantic movement. Blake objected to “Single vision & Newton’s sleep” and declared that “Art is the Tree of Life... Science is the Tree of Death”. Keats lamented that science will “clip an Angel’s wings” and “unweave a rainbow”. Whereas the Enlightenment had valued science and reason as tools for the liberation of humanity, Romanticism found science and reason oppressive and destructive, and instead valued art, imagination, inspiration, individual genius, emotional and motivational honesty rather than careful attention to objective fact. Much subsequent opposition to science stems from, or echoes, the Romantic opposition of Blake, Wordsworth, Keats and many others. There is the movement Isaiah Berlin has described as the “Counter-Enlightenment” (Berlin, 1979, ch. 1). There is existentialism, with its denunciation of the tyranny of reason, its passionate affirmation of the value and centrality of irrationality in human life, from Dostoevsky, Kierkegaard and Nietzsche to Heidegger and Sartre (see, for example, Barrett, 1962). There is the attack on Enlightenment ideals concerning science and reason undertaken by the Frankfurt school, by postmodernists and others, from Horkheimer and Adorno to Lyotard, Foucault, Habermas, Derrida, MacIntyre and Rorty (see Gascardi, 1999). The soul-destroying consequences of valuing science and reason too highly is a persistent theme in literature: it is to be found in the works of writers such as D.H. Lawrence, Doris Lessing, Max Frisch, Y. Zamyatin. There is persistent opposition to modern science and technology, and to scientific rationality, often associated with the Romantic wing of the green movement, and given expression in such popular books as Marcuse’s One Dimensional Man, Roszak’s Where the Wasteland Ends, Berman’s The Reenchantment of the World and Appleyard’s Understanding the Present. There is the feminist critique of science and conceptions of science: see, for example, Fox Keller (1984) and Harding (1986). And there are the corrosive implications of the so-called “strong programme” in the sociology of knowledge, and of the work of social constructivist historians of science, which depict scientific knowledge as a belief system alongside many other such conflicting systems, having no more right to claim to constitute knowledge of the truth than these rivals, the scientific view of the world being no more than an elaborate myth, a social construct (see Barnes and Bloor, 1981; Bloor, 1991; Barnes, Bloor and Henry, 1996; Shapin and Schaffer, 1985; Shapin, 1994; Pickering, 1984; Latour, 1987). This latter literature has provoked a counter-attack by scientists, historians and philosophers of science seeking to defend science and traditional conceptions of scientific rationality: see Gross and Levitt (1994), Gross, Levitt and Lewis (1996), and Koertge (1998). This debate between critics and defenders of science came abruptly to public attention with the publication of Alan Sokal’s brilliant hoax article ‘Transgressing the boundaries’ in a special issue of the cultural studies journal Social Text in 1996 entitled Science Wars: see Sokal and Bricmont (1998). What does this book have to contribute, given the above avalanche of criticism of science? The criticisms of science developed in this book are diametrically opposed to the above, in so far as the above criticisms oppose scientific rationality, seek to diminish or restrict its influence, or hold that it is unattainable. My central point is that we suffer, not from too much scientific rationality, but from not enough. What is generally taken to constitute scientific rationality is actually nothing of the kind. It is rationalistic neurosis, a characteristic, influential and damaging kind of irrationality masquerading as rationality. Science is damaged by being trapped within a widely upheld but severely defective philosophy of science; free science from this defective philosophy, provide it with a more intellectually rigorous philosophy, and it will flourish in both intellectual and humanitarian terms. And more generally, as we shall see, academic inquiry as a whole is damaged by being trapped within an intellectually defective philosophy of inquiry; free it from this defective philosophy, from its rationalistic neurosis, and it will flourish in intellectual and human terms. It is not reason that is damaging, but defective pretensions to reason — rationalistic neurosis —masquerading as reason. Thus what I seek to do here is the exact opposite of what all those who oppose science and scientific rationality do. I shall argue that Reason, the authentic article, arrived at by generalizing the progress-achieving methods of science, can have profoundly liberating and enriching consequences for all worthwhile, problematic aspects of life, and thus deserves to enter into every aspect of life. The bare bones of the argument of this book can be stated quite simply like this. Science cannot proceed without making the substantial metaphysical assumption that the universe is physically comprehensible (to some extent at least). But this conflicts with the orthodox view that in science everything is assessed impartially with respect to evidence, nothing being permanently assumed independently of evidence. So the metaphysical assumption of comprehensibility is repressed. Science pretends that no such assumption is made. But this damages science. For the assumption is substantial, influential and highly problematic. It needs to be made explicit within science so that it can be critically scrutinized, so that alternatives can be developed and considered. Pretending the assumption is not being made undermines the intellectual rigour of science, its intellectual value and success. And it does not stop there. For science also makes value assumptions. Quite properly, science is concerned to discover that which is of value. New factual knowledge devoid of all value (whether intellectual or practical) does not contribute to science. But the orthodox view of science holds that values have no place within science. As in the case of metaphysics, here too, science pretends that values have no role to play within the intellectual domain of science. And this damages science. For values are, if anything, even more influential and problematic than metaphysics (in influencing the direction of research). Here too, values need to be made explicit within science so that they can be scrutinized, so that alternatives can be developed and assessed. Pretending that values play no role within the intellectual domain damages science; both the intellectual and the practical aspects of science are adversely affected. Science fails to pursue those avenues of research that lie in the best interests of humanity. And it goes further. Science is pursued in a social, cultural, economic and political context. It is a part of various social, economic and political projects which seek to achieve diverse human objectives. But the idea that science is an integral part of humanitarian or political enterprises with political ends clashes, once again, with the official view of science that the aim of science is to improve factual knowledge. The political objectives of science are repressed. And, once again, this damages science. For, of course, the political objectives of science, like all our political objectives, are profoundly problematic. These need to be made explicit so that they can be scrutinized, so that alternatives can be developed and considered. The pretence that science does not have this political dimension once again undermines the intellectual rigour of science, and its human value. It lays science open to becoming a part of economic, corporate and political enterprises that are not in the best interests of humanity. The upshot of the line of argument just indicated is that we need to bring about a revolution in the aims and methods of science, and of academic inquiry more generally. Natural science needs to change; its relationship with the rest of academic inquiry, with social inquiry and the humanities, needs to change; and most importantly and dramatically, academic inquiry as a whole needs to change. The basic task of the academic enterprise needs to become to help humanity learn how to tackle its problems of living in more cooperatively rational ways than at present. We need to put the intellectual tasks of articulating our problems of living, and proposing and critically assessing possible solutions, possible and actual actions, at the heart of academic inquiry. The basic task needs to be to help humanity learn a bit more wisdom – wisdom being the capacity to realize what is of value in life, for oneself and others, wisdom including knowledge and technological know-how, but much else besides. Natural science, despite its flaws, has massively increased our knowledge and technological know-how. This in turn has led to a massive and sometimes terrifying increase in our power to act. Often this unprecedented power to act is used for human good, as in medicine or agriculture. But it is also used to cause harm, whether unintentionally (initially at least) as when industrialization and modern agriculture lead to global warming, destruction of natural habitats and rapid extinction of species, or intentionally, as when the technology of war is used by governments and terrorists to maim and kill. Before the advent of modern science, when we lacked the means to do too much damage to ourselves and the planet, lack of wisdom did not matter too much. Now, with our unprecedented powers to act, bequeathed to us by science, lack of wisdom has become a menace. This is the crisis behind all the other current global crises: science without wisdom. In these circumstances, to continue to pursue knowledge and technological know-how dissociated from a more fundamental quest for wisdom can only deepen the crisis. As a matter of urgency, we need to free science and academia of their neuroses; we need to bring about a revolution in the academic enterprise so that the basic aim becomes to promote wisdom by intellectual and educational means. At present science and the humanities betray both reason and humanity. The argument of this book, which I have just summarized, begins with a discussion of the philosophical and methodological problems that beset theoretical physics. At once, many of those who are concerned about moral, political and environmental issues that plague our world today, will feel impatient. What have the methodological problems of theoretical physics to do with third world poverty, war and the threat of war, pollution, extinction of species, the menace of conventional, chemical, biological and nuclear armaments? I can only plead with such a reader: patience. The root cause of the sickness of our times does indeed lie, I claim, with a methodological sickness of natural science or, even more specifically, of physical science. What makes the modern world so utterly different from all previous ages is our possession of modern science and technology. This is the instrument that has changed the conditions of human life almost beyond all recognition, and put unprecedented, and sometimes terrifying, powers into our hands. One should not dismiss out of hand the suggestion that a part of our problem may lie with this instrument, this engine, of rapid change. We see, here, too, the way in which intellectual specialization, referred to above, has effectively concealed from view the nature and extent of the problem that confronts us. The argument that I shall develop in what follows begins with physics, with problems concerning the aims and methods of physics. But it then leaps to social science, to philosophy, to the humanities, to education, to psychotherapy, and to politics: in the end there is scarcely an aspect of modern life that is not touched and, potentially, affected by the argument. How many academic experts are prepared to follow, to take seriously, an argument that ranges so recklessly across such a wide range of academic disciplines? How many non-academic non-experts? But just this is what the argument and message of this book requires. I hope that the reader will endure with patience the somewhat esoteric discussion concerning the aims and methods of physics pursued in chapter one. This may not seem to have anything much to do with the urgent problems of our times, but it does. This is in part how the intellectual disaster I seek to expose in this book conceals itself from view: it buries itself in the obscure, recondite field of the philosophy of physics. Those who devote their lives to the philosophy of physics are, by and large, too myopic to see how their specialized field of study has anything to do with the great and dreadful humanitarian problems and disasters of our age; and those who are above all concerned with these humanitarian disasters have no time at all for abstruse issues concerning the aims and methods of physics. And so the connection is never made. As it happens, the methodological neurosis of physics, with which we begin in chapter one, is actually a quite simple matter to grasp. It does not require any real knowledge of physics to understand. Indeed, physicists and philosophers of physics are much more likely to find the argument difficult to follow than are non-experts. We non-scientists can stand back and see the whole wood; scientists, trained to think in terms of the current orthodox conception of science, trapped in the thickets of research, will find this much harder to do. In an attempt to take this peculiar circumstance into account, I have arranged the exposition as follows. In chapter one I give a simple exposition of the case for declaring natural science to suffer from what I call "rationalistic neurosis"; this avoids all technicalities, and goes straight to the heart of the matter. In the appendix I tackle a host of more technical objections that may be made to the elementary argument of chapter one. So, those experts in the fields of the philosophy of physics and philosophy of science who find the argument of chapter one naïve and unconvincing, should consult the appendix before tossing the book away in disgust. I write in the hope that there will be a few who will not dismiss out of hand the suggestion that the question of how we are to go about learning how to live in wiser and more civilized ways might have something to learn from scientific learning, and will take the trouble to pursue the line of argument traced out in this book. I write in the hope that these few will grasp just how desperate our situation is, how urgent the need to change the status quo, and will do everything in their power to alert others to the need to heal the methodological sickness from which our institutions and traditions of learning at present suffer. To begin with, we need a campaigning organization, modelled perhaps on "Friends of the Earth", which might be called something like "Friends of Wisdom". (shrink)

This is a review of this new field touted by Harman as THE best thing to happen to academic philosophy in recent times. The review tests Object-Oriented Ontology against various yardsticks and finds it wanting in rigour.

Cherry builds the case for rage that boomed in Audre Lorde’s verse and prose. The Case for Rage delivers a systematic vindication of anger’s essential role in anti-racist struggle, where moral and productive anti-racist anger is named ‘Lordean rage’ after the poet, activist and teacher. The book is incredibly timely, offering the thorough investigation of political anger called for following the extensive uptake of the Black Lives Matter movement during the pandemic. The pandemic has, I think, made this book particularly (...) timely for two reasons: first, for starkly revealing (again) which lives are on the front lines and which are least valued, and secondly, for shutting down most of the distractions that could occupy the time and minds of potential allies. With the world (especially of the privileged) at a standstill, those gripped by profound outrage at the murders of George Floyd and Breonna Taylor were starved for ways to divert or subdue their anger. Many anguished about what to do with their rage. Cherry provides the answer. By combining philosophical rigour with accessible prose Cherry appeals to both ‘academic and activist, the philosopher and citizen’ (pp. 7-8), delivering a methodical treatment of anger that is apt to change not just how we think about the emotion but what we do with it. (shrink)

Qualitative inquiry is increasingly used to foster change in health policy and practice. Research ethics committees often misunderstand qualitative inquiry, assuming its design can be judged by criteria of quantitative science. Traditional health research uses scientific realist standards as a means-to-an-end, answering the question “So what?” to support the advancement of practice and policy. In contrast, qualitative inquiry often draws on constructivist paradigms, generating knowledge either as an end-in-itself or as a means to foster change. When reviewers inappropriately judge qualitative (...) inquiry, it restricts the ways health phenomena can be understood. Qualitative inquiry is necessary because it enables an understanding not possible within scientific explanation. When such research illuminates, it can also shed light onto the “So what?” In order to ensure an appraisal of qualitative inquiry congruent with its paradigmatic premises, we suggest the “Illumination Test,” met when findings foster rich understanding of phenomena, resulting in a reflective “aha!”. (shrink)

The COVID-19 outbreak has ravaged all societal domains, including education. Home confinement, school closures, and distance learning impacted students, teachers, and parents’ lives worldwide. In this study, we aimed to examine the impact of COVID-19-related restrictions on Italian and Portuguese students’ academic motivation as well as investigate the possible buffering role of extracurricular activities. Following a retrospective pretest–posttest design, 567 parents reported on their children’s academic motivation and participation in extracurricular activities. We used a multi-group latent change score (...) model to compare Italian and Portuguese students’: pre-COVID mean motivation scores; rate of change in motivation; individual variation in the rate of change in motivation; and dependence of the rate of change on initial motivation scores. Estimates of latent change score models showed a decrease in students’ motivation both in Italy and in Portugal, although more pronounced in Italian students. Results also indicated that the decrease in students’ participation in extracurricular activities was associated with changes in academic motivation. Furthermore, students’ age was significantly associated with changes in motivation. No significant associations were found for students’ gender nor for parents’ education. This study provides an important contribution to the study of students’ academic motivation during home confinement, school closures, and distance learning as restrictive measures adopted to contain a worldwide health emergency. We contend that teachers need to adopt motivation-enhancing practices as means to prevent the decline in academic motivation during exceptional situations. (shrink)

In a time of increasing polarization, how can we address sensitive topics and ensure that university classrooms remain places of healthy discussions and ethical deliberations? This paper addresses this important question by drawing on unique qualitative data from our students’ accounts of their experience in an organizational ethics course. We developed the course using a novel pedagogical strategy centered around the creation of an artistic portfolio. We find that student engagement in an alternative individual space, such as the artistic portfolio, (...) supports them in developing (inter)personal skills in preparation for constructive participation in sensitive discussions and ethical deliberation in the classroom. Additionally, engagement with the artistic portfolio provides them with an alternative means for alleviating tension that arises from these discussions and a space for expressing their opinions. Our findings highlight the role of the portfolio as an individual safe haven that supports teachers in facilitating a positive classroom atmosphere and guides students through challenging discussions and deliberations intrinsic to responsible management education. Considering these new insights, we advocate for a shift from a collective to an individual perspective on safety in academia. This transition liberates the classroom from the constraints and limitations often associated with the establishment of collective safe spaces. (shrink)

John Ogbu has studied minority education from a comparative perspective for over 30 years. The study reported in this book--jointly sponsored by the community and the school district in Shaker Heights, Ohio--focuses on the academic performance of Black American students. Not only do these students perform less well than White students at every social class level, but also less well than immigrant minority students, including Black immigrant students. Furthermore, both middle-class Black students in suburban school districts, as well as (...) poor Black students in inner-city schools are not doing well. Ogbu's analysis draws on data from observations, formal and informal interviews, and statistical and other data. He offers strong empirical evidence to support the cross-class existence of the problem. The book is organized in four parts: *Part I provides a description of the twin problems the study addresses--the gap between Black and White students in school performance and the low academic engagement of Black students; a review of conventional explanations; an alternative perspective; and the framework for the study. *Part II is an analysis of _societal and school factors_ contributing to the problem, including race relations, Pygmalion or internalized White beliefs and expectations, levelling or tracking, the roles of teachers, counselors, and discipline. *_Community factors_--the focus of this study--are discussed in Part III. These include the educational impact of opportunity structure, collective identity, cultural and language or dialect frame of reference in schooling, peer pressures, and the role of the family. This research focus does _not_ mean exonerating the system and blaming minorities, nor does it mean neglecting school and society factors. Rather, Ogbu argues, the role of community forces should be incorporated into the discussion of the academic achievement gap by researchers, theoreticians, policymakers, educators, and minorities themselves who genuinely want to improve the academic achievement of African American children and other minorities. *In Part IV, Ogbu presents a summary of the study's findings on community forces and offers recommendations--some of which are for the school system and some for the Black community. _Black American Students in an Affluent Suburb: A Study of Academic Disengagement_ is an important book for a wide range of researchers, professionals, and students, particularly in the areas of Black education, minority education, comparative and international education, sociology of education, educational anthropology, educational policy, teacher education, and applied anthropology. (shrink)

Method as Identity considers how social identity shapes methodological standpoints. With a refreshing hip hop sensibility, Miller and Driscoll reorient the contemporary academic study of religion toward recognition of the costs and benefits of manufacturing “critical” distance from our objects of study.

The Toronto experience suggests that there may be several general lessons for academic health sciences complexes to learn from the Olivieri/Apotex affair regarding the ethics, independence, and integrity of clinical research sponsored by for profit enterprises. From a local perspective, the OAA occurred when there already was a focus on the complex and changing relationships among the University of Toronto, its medical school, the fully affiliated teaching hospitals, and off campus faculty because of intertwined interests and responsibilities. The OAA (...) became a catalyst that accelerated various systemic reforms, particularly concerning academic/industry relations. In this article, the evolving governance framework for the Toronto academic health sciences complex is reviewed and these policy and process reforms discussed. These reforms have created collaborative activity among research ethics boards and contract research offices of the partner institutions, and allowed the joint university/hospital ethics centre to play a role in governance and policy, while respecting the missions and mandates of the involved institutions. Although few of the policies are dramatically innovative, what is arguably novel is the elaboration of an overarching governance framework that aims to move ethics to a central focus in the academic complex. Time alone will tell how sustainable and effective these changes are. (shrink)

In the current study we compared academic locus of control (ALoC) and perceived quality of academic life (PQAL) across three groups of university students: those without disabilities, those with attention deficit disorder or learning disabilities (ADD-LD), and those with other disabilities. Results showed no significant differences in ALoC scores, with each group reporting an internal ALoC. However, students with other disabilities (e.g., sensory, motor, chronic health, and/or mental health) reported significantly lower satisfaction with their overall quality of (...) class='Hi'>academic life than students without disabilities. Applied implications are discussed along with recommendations for further research. (shrink)

AGGA (Academic Guidelines for Generative AIs) is a dataset of 80 academic guidelines for the usage of generative AIs and large language models in academia, selected systematically and collected from official university websites across six continents. Comprising 181,225 words, the dataset supports natural language processing tasks such as language modeling, sentiment and semantic analysis, model synthesis, classification, and topic labeling. It can also serve as a benchmark for ambiguity detection and requirements categorization. This resource aims to facilitate research (...) on AI governance in educational contexts, promoting a deeper understanding of the integration of AI technologies in academia. (shrink)

This article investigates the propensity for academic dishonesty by university students using the partitioning method of decision tree analysis. A set of prediction rules are presented, and conclusions are drawn. To provide context for the decision tree approach, the partition process is compared with results of more traditional probit regression models. Results of the decision tree analysis complement the probit models in terms of predictive accuracy and confirm results previously found in the literature. In particular, students’ moral character—whether they (...) believe cheating is acceptable—is found to be the most important factor in determining the propensity for academic dishonesty. (shrink)

This paper acknowledges the paucity of attention regarding the development of ethics programs within an academic environment and describes in a case study how the Duquesne University schools of business attempted to introduce, integrate and promote its own ethics program. The paper traces the business school’s attention to mission statements, curriculum development, ethics policy, program oversight and outcome assessment. Lessons learned are offered as suggestions for others seeking to develop and implement an ethics program in their school.

Haack articulates something of what she takes the moral demands of academic life to be, calling for such virtues as industry, honesty, realism, patience, and consideration. She then explains why she believes the current academic environment is sapping the strength of character these virtues require, and why graduate students are caught in the middle. She writes primarily about philosophy, but much of what she has to say applies to other humanities disciplines and much of that to other disciplines (...) as well---and while she writes primarily about the U.S. situation, much of what she says applies elsewhere too. (shrink)

With the increase in students taking online classes to complete their degrees, there is a corresponding increase of research into how students might participate in these online classes. One way in which students may participate, but subvert the parameters of the online class they are taking, is by engaging in academic dishonesty. Academic dishonesty can reduce the quality of the learning experience for students, and reduce the validity and trust in online class’s assessment. For this reason, understanding how (...) student perceive their cheating behavior is useful for researchers. This paper looks at the interview responses of a group of students taking cyber university classes to gain insight into their perceptions and motivations for cheating. The responses were varied, but showed the ad-hoc nature of the behavior and that students felt that academic dishonesty was a natural aspect of their learning experience. (shrink)

The current study extends previous literature regarding the effectiveness of learning about academic integrity through peer instruction by assessing the impact of a peer instructional approach for actual and perceived learning gains over time. One trained residence don provided one interactive 30-min presentation covering four major aspects of academic integrity and misconduct to groups of undergraduate students. In total, 192 participants attended the workshop and were surveyed for their knowledge of academic integrity immediately before the presentation, immediately (...) after the presentation, and after a four week delay. Perceptions regarding the presentation also were assessed. Consistent with previous literature, results indicate perceived learning gains and preference for having an interactive presentation delivered by a residence don. In addition, actual gains in knowledge were found immediately after the presentation and gains remained evident over a four-week delay. Outcomes suggest that peer instruction is a viable and effective approach for educating students about academic integrity. (shrink)

Open peer commentary on the article “Designing Academic Conferences in the Light of Second-Order Cybernetics” by Laurence D. Richards. Upshot: Building upon Richards’s notions of “design by constraint” and the usefulness of assigning collaborative tasks to conference participants, this commentary suggests a basic application of Pask’s conversation theory as a potential aide to fruitful knowledge construction in a conference setting.

Philosophy & Social Criticism, Volume 48, Issue 4, Page 642-651, May 2022. Academic freedom in China is unquestionably under threat from various quarters. Yet the assumption that only the logics of authoritarian Communist Party power shape the terrain in which scholars operate provides us with a limited perspective on these threats. The Chinese academy has become deeply entangled with transnational forces, and is increasingly driven by similar business logics to those in play in universities around the world. We argue (...) that these forces too contribute to the context for the exercise of academic freedom and its restriction. As is the case elsewhere, discourses around developing the national ‘knowledge economy’ and related logics of securitisation around knowledge production create conditions in which some forms of academic research are prioritised over others. Echoing the ‘culture wars’ plaguing the academy in many other countries, the research agendas most under threat in China are ones that connect to transnational movements and struggles, especially those focussed on labour and class, gender and feminism, race and ethnicity and human rights. In this article, we outline what we see as the key forces shaping the landscape for academic freedom in China, with a concentration on areas of research and teaching in the social sciences and humanities that are most at risk in the current conjuncture. (shrink)

The way students are treated by their teachers have been proven to play a paramount role in students’ performance. Either teachers’ academic buoyancy or academic motivation may change students’ mindset about learning a language, leading to facilitating this process or making it even more demanding than it seems. Considering that, it can be taken into account how important teachers’ academic buoyancy would be and its mediators such as academic motivation should draw precise attention to themselves. However, (...) a few studies have been conducted about this pivotal role so far. To fill this gap, this review paper provides a glimpse at the underlying roles of academic buoyancy and academic motivation and interest. Furthermore, it presents the definitions and applications of each construct. Finally, some implications and future recommendations are put forward to enthusiastic scholars. (shrink)

The present study aimed to investigate the relationship between academic stress and motivation toward physical education through a longitudinal design with cross-lagged panel analyses. A sample of 556 Chinese secondary school students participated in the research and completed Perceived Locus of Causality Scale and Educational Stress Scale for Adolescents at the beginning of the semester and 3 months later. The results demonstrated that academic stress factors were positively related to less self-determined motivations except that worry about grades was (...) positively related to more self-determined motivations within each time point. In addition, we found that academic stress negatively predicted more self-determined motivations but positively predicted less self-determined motivations, whereas worry about grades negatively predicted amotivation 3 months later. Meanwhile, the influence of amotivation on despondency was also found. These results suggest that academic stress can obstruct students’ participation in PE through an impact on self-determined motivation. Our findings also indicate that self-determined students in PE will seek academic achievement as well, which in turn improves students’ academic status. (shrink)

This study draws the attention towards the importance of reducing weight discrimination against children for their educational success, as an issue of social justice. We investigate the consequences of early-onset obesity identifying the mediating mechanisms in the relationship between childhood obesity and academic achievement. To do so, we employ the Early Childhood Longitudinal Study-Kindergarten Cohort in the US and apply a parallel process latent growth model with a combination of quasi-experiments and econometrics. The results of this study suggest that (...) teachers may serve as a significant source of weight bias, especially for girls. (shrink)

This paper investigates how the credit incentive to engage in questionable research practices interacts with cumulative advantage, the process whereby high-status academics more easily increase their status than low-status academics. I use a mathematical model to highlight two dynamics that have not yet received much attention. First, due to cumulative advantage, questionable research practices may pay off over the course of an academic career even if they do not appear attractive at the level of individual publications. Second, because of (...) the role of bottleneck moments in academic careers, questionable research practices may be selected for even if they do not provide a benefit in expectation. I also observe that, within the model, the most successful academics are the most likely to have benefited from fraud. -/- This paper has been published under a different title. See PhilPapers record HEECAA or DOI 10.1086/716235. (shrink)