In Actor Training in Anglophone Countries, actor, director and theatre scholar Peter Zazzali has considerably deepened and extended his unique performative-pedagogical research. As he argued in his...

This paper examines definitions of the lived experience through a literature review that focusses the lens on both Vygotsky’s and Stanislavski’s considerations of the lived experience, or in the original Russian perezhivanie. This literature review seeks to establish both the distinction between the use of the term by the practitioners in the context of their respective fields, as well as to present the links between the rendering of the theory of perezhivanie as relevant in a contemporary creative performer training (...) learning environment. The etymology of the term perezhivanie is investigated and contextual historical readings of the term perezhivanie are presented, with connections made between the practice of the teacher in the learning environment of the actor and the teacher’s interaction with the lived experience of the student actor engaging in a creative process. (shrink)

This paper explores the influence of transpersonal thinking, including the mythological perspective of Joseph Campbell and the holotropic perspective of Stanislav Grof, on actor training using the neutral mask. An outline of training in the neutral mask is given, focusing on the approach of David Latham, as experienced by the author in his own training. Points of correspondence with the vision of Campbell and Grof, and their influence, are discriminated and discussed. These correspondences open up two (...) areas of inquiry: the transformative effect of the mask work when conducted in a transpersonally-oriented set, and the use of the neutral mask as an approach to the study of myth and archetype. Both are discussed, and some preliminary conclusions drawn based on experiences reported by student-actors and the author’s observations during his own research and his practice as actor and teacher. (shrink)

The global environmental and social-economic crises of industrialized agriculture have led to the emergence of agroecology as an alternative approach aiming to increase the ecological, social and economic sustainability of agri–food systems. The ‘multi-level perspective’ is now a widely used framework to understand and promote the upscaling of local innovation niches, such as agroecology, to broader scales (e.g., regional, national, international), thus reconfiguring the dominant socio-technical regimes. Additionally, emergent ‘hybrid forums’ can provide a space between niche and regime where niche (...) innovators can become important actors in scaling up and out emergent innovations. In this paper, we examine a university training program (Postgraduate Diploma in Local Agroecological Dynamization at the Universitat Autònoma de Barcelona), to better understand its role as a ‘hybrid forum’. Our analysis focuses especially on how the program, as an example of a hybrid forum, worked to reconfigure practices, concepts, and tools of local development practitioners. We also assess to what extent the program contributed to transitioning local development institutions toward agroecology. An online survey (n = 46) and in-depth interviews (n = 16) were carried out to determine how the training program has impacted the student’s opinions and their respective institutions. The results show that most of the students consider that they have acquired new theoretical frameworks and useful methods to re-framing their local development projects, that new alliances with multi-actor networks have been perceived, and that some internal changes of the local development practices have taken place. We conclude that the training program, as a hybrid forum, is capable of outscaling niche innovations through linkages with different kind of actors both from the niche and the regime. Political changes in the socio-technical landscape level offer an opportunity to amplify the impact of the innovations which are being generated by those multi-actor networks, but with a limited multi-level impact as far as institutional regime-actors not aligned with agroecological transition keep the most of the competencies on agri–food systems. (shrink)

This article seeks to locate the body and embodiment more centrally among the concerns of actor-network theory by exploring working bodies. Using a newly introduced national system of vocational training as an exemplary case, it explores the tension between representations of skilled human bodies—‘competencies’—as given to trainers and the ways in which these representations are incorporated into their everyday practice. Vocational training has had a long struggle with the apparent separability of subject and object—between what can be (...) felt and experienced as distinct from what can be stated, measured, and expressed in words. The argument is made that paying attention to bodies in vocational training can shed light on this struggle. Paying attention to bodies in networks can also strengthen network analyses. Like texts and other forms of materiality, ‘the body’ is not singular but multiple. Furthermore, body politics constitutes an important actor-network them e. (shrink)

The global environmental and social-economic crises of industrialized agriculture have led to the emergence of agroecology as an alternative approach aiming to increase the ecological, social and economic sustainability of agri–food systems. The ‘multi-level perspective’ is now a widely used framework to understand and promote the upscaling of local innovation niches, such as agroecology, to broader scales, thus reconfiguring the dominant socio-technical regimes. Additionally, emergent ‘hybrid forums’ can provide a space between niche and regime where niche innovators can become important (...) actors in scaling up and out emergent innovations. In this paper, we examine a university training program, to better understand its role as a ‘hybrid forum’. Our analysis focuses especially on how the program, as an example of a hybrid forum, worked to reconfigure practices, concepts, and tools of local development practitioners. We also assess to what extent the program contributed to transitioning local development institutions toward agroecology. An online survey and in-depth interviews were carried out to determine how the training program has impacted the student’s opinions and their respective institutions. The results show that most of the students consider that they have acquired new theoretical frameworks and useful methods to re-framing their local development projects, that new alliances with multi-actor networks have been perceived, and that some internal changes of the local development practices have taken place. We conclude that the training program, as a hybrid forum, is capable of outscaling niche innovations through linkages with different kind of actors both from the niche and the regime. Political changes in the socio-technical landscape level offer an opportunity to amplify the impact of the innovations which are being generated by those multi-actor networks, but with a limited multi-level impact as far as institutional regime-actors not aligned with agroecological transition keep the most of the competencies on agri–food systems. (shrink)

Background: As actors with the key responsibility for the protection of human research participants, Research Ethics Committees (RECs) need to be competent and well-resourced in order to fulfil their roles. Despite recent programs designed to strengthen RECs in Africa, much more needs to be accomplished before these committees can function optimally.Objective: To assess training needs for biomedical research ethics evaluation among targeted countries.Methods: Members of RECs operating in three targeted African countries were surveyed between August and November 2007. Before (...) implementing the survey, ethical approvals were obtained from RECs in Switzerland, Cameroon, Mali and Tanzania. Data were collected using a semi-structured questionnaire in English and in French.Results: A total of 74 respondents participated in the study. The participation rate was 68%. Seventy one percent of respondents reported having received some training in research ethics evaluation. This training was given by national institutions (31%) and international institutions (69%). Researchers and REC members were ranked as the top target audiences to be trained. Of 32 topics, the top five training priorities were: basic ethical principles, coverage of applicable laws and regulations, how to conduct ethics review, evaluating informed consent processes and the role of the REC.Conclusion: Although the majority of REC members in the targeted African countries had received training in ethics, they expressed a need for additional training. The results of this survey have been used to design a training program in research ethics evaluation that meets this need. (shrink)

Performer Training is an examination of how actors are trained in different cultures.

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Actors in the Audience: Theatricality and Doublespeak from Nero to HadrianJohn T. KirbyShadi Bartsch. Actors in the Audience: Theatricality and Doublespeak from Nero to Hadrian. Cambridge, Mass., and London: Harvard University Press, 1994. x + 310 pp. Cloth, $37.50. (Revealing Antiquity 6)The unsuspecting reader, if such exists in the 1990s, will probably not know what to make of the title of this book. Even deeply suspicious ones will (...) not be able to predict its contents. Nor does the subtitle produce full disclosure. The reason, I think, is that classical philologists will, by virtue of their training, expect something rather different from a book so titled: they might suppose it to be a work on technical aspects of Roman theater, or perhaps an assessment of oratory in the imperial Senate. The author is deliberately coy in the preface:I have not written an introduction to this book, preferring to let the reader travel through its twists and turns unequipped with the lamp of foreknowledge. All I will say at the outset is that it is a book about representation, not reality, although much of its content serves to undermine that distinction (a trait in which I follow the tendency of my ancient sources); a book about the ways in which antithetical categories such as spectator and spectacle, intention and interpretation, and praise and blame were variously conflated and exploited by writers and historians of the first century a.d. as a reaction to the transformation of Rome from republic to empire; a book about what happens to language’s ability to mean when all communication is distorted by the pull of a centralized and autocratic authority.(vi)But these compressed remarks in fact offer a serviceable précis of what is to come. Put another way, this is a book about rhetoric, about Rezeptionsästhetik, about the reciprocal reflexes of language and power.What are the effects of political power upon the free and fearless use of language? The question is not new. Hesiod and Demosthenes both posed it, answering in quite different ways. Tacitus revisited the issue explicitly in his Dialogus de oratoribus, and more subtly in the historical writings. Indeed the problem continues to be a pressing one today, as the whole scholarly project of Michel Foucault demonstrates. This is a main theme of Actors in the Audience.A contrapuntal issue is that of how texts of all kinds problematize the distinction between reality and illusion (“fiction”?). Here again we may reach back as far as Hesiod and—though he might balk at a subpoena to such testimony—Plato. This latter theme is at least as persistently (post-)modern as the first; one thinks of Pirandello’s Sei personaggi in cerca d’autore and Woody Allen’s The Purple Rose of Cairo.Bartsch’s project begins to come into focus by page 2. After a brief meditation on the savagery of Caligula, she moves to a vivid evocation of Nero as scaenicus and of his scrutiny of the audiences at his thespian and musical performances, “as if the spectators were the performers here” (5); for Tacitus, Dio, and Suetonius, “Nero’s rule is the occasion for a transformation of the theater into the site of a reversal of actor-audience relations, and as an emperor onstage, [End Page 155] Nero literally constrained his audience to be actors” (10). Moreover, according to Bartsch, Tacitus sees this phenomenon extending beyond the theater itself to encompass the Neronian political scene in general.The first three of the book’s five chapters—“The Emperor’s Audience: Nero and the Theatrical Paradigm,” “The Invasion of the Stage: Nero Tragoedus,” and “Oppositional Innuendo: Performance, Allusion, and the Audience”—all have to do with Nero in some respect. Chapter 2 turns to the issue of reality versus illusion. Bartsch demonstrates that, in the realm of politics, this is already of explicit interest to Philostratus. She then goes on to consider its implications for the reign of Nero. We read of popular graffiti, sparked by Nero’s murder of his mother Agrippina, that classed him with the legendary matricides Orestes and Alcmeon. These, plus the numerous theatrical roles (such as Oedipus and... (shrink)

In May 2011, the clinical ethics group of the Center for Ethics at Washington Hospital Center launched a 40-hour, three and one-half day Clinical Ethics Immersion Course. Created to address gaps in training in the practice of clinical ethics, the course is for those who now practice clinical ethics and for those who teach bioethics but who do not, or who rarely, have the opportunity to be in a clinical setting. “Immersion” refers to a high-intensity clinical ethics experience in (...) a busy, urban, acute care hospital. During the Immersion Course, participants join clinical ethicists on working rounds in intensive care units and trauma service. Participants engage in a videotaped role-play conversation with an actor. Each simulated session reflects a practical, realistic clinical ethics case consultation scenario. Participants also review patients’ charts, and have small group discussions on selected clinical ethics topics. As ethics consultation requests come into the center, Immersion Course participants accompany clinical ethicists on consultations. Specific to this pilot, because participants’ evaluations and course faculty impressions were positive, the Center for Ethics will conduct the course twice each year. We look forward to improving the pilot and establishing the Immersion Course as one step towards addressing the gap in training opportunities in clinical ethics. (shrink)

Our recent theory of intervocality (Cahill and Hamel 2018, 2021) provided a new model of voice as material, relational, and socially constructed. However, our work did not substantially address the complex relationship between voice and emotion, or how that complex relationship could be taken up more effectively and ethically in actor training and the theater studio. Utilizing insights from affect theory, cultural psychology, and affective neuroscience, this article argues for the need for pedagogies that substantively engage with the (...) cultural specificity of emotion, affect, and voice to create more just practices and experiences within the training studio and in performance. (shrink)

The concept of the subject is fundamentally equivocal, and its polit-ical connotations remain ambiguous. I propose to foreground in-stead the general category of the actor, in both its theatrical and action-oriented senses. The theatrical register helps remind us of the difference between being and doing, or between a performer and a role; it also serves to foreground the deliberate, trained, pre-pared, and situated quality of any performance. More importantly, the actor understood as capable of action helps to foreground (...) as-pects of agency that the philosophers of Jean-Luc Nancy’s genera-tion tended to downplay or condemn, notably those of intention, purpose, and will. If we are actually to confront the enormous prob-lems facing the world, we need an adequate account of collective action and thus of collective purpose. Rousseau and Marx help to frame some of the elements of such an account, while Luxemburg, Sartre, and Fanon, among many others, help to clarify some of its contemporary dimensions. Le concept du sujet est fondamentalement équivoque, et ses conno-tations politiques restent ambiguës. Je propose de mettre plutôt en avant la catégorie de l’acteur, en jouant sur les deux sens princi-paux du mot – l’action au théâtre, et l’action en générale. Le re-gistre théâtral nous aide à rappeler la différence entre être et faire, ou entre un comédien et un rôle; il sert également à mettre en avant la qualité délibérée, entraînée, préparée et située de toute performance. Plus important encore, l’acteur compris comme ca-pable d’agir aide à souligner des aspects de l’action que les philo-sophes de la génération de Jean-Luc Nancy avaient tendance à mi-nimiser ou à condamner, notamment ceux de l’intention, de la mo-tivation, et de la volonté. Si nous voulons réellement affronter les énormes problèmes auxquels le monde est confronté, nous avons besoin d’une théorie adéquate de l’action collective et donc de l’objectif ou du but collectif. Rousseau et Marx aident à encadrer certains des éléments d’une telle théorie, tandis que Luxemburg, Sartre et Fanon, parmi beaucoup d’autres, aident à clari????ier cer-taines de ses dimensions contemporaines. (shrink)

Background Although simulation-based learning using simulated patients is a standard part of training in medical school, it is not yet used to the same extent in the teaching of medical ethics. There are good reasons to use simulation-based teaching, especially in clinical ethics, to gain practical experience through the situation-specific combination of knowledge, skills, and attitudes in the learning process. However, there are certain prerequisites regarding the design of simulations with actors in medical ethics education. Topics Using a concrete (...) example, this article aims to provide an overview of the development and conception of simulation and role scripts for simulations with actors to teach clinical ethics, which is an important subfield of medical ethics. The special requirements and specifics of these simulations are addressed. Conclusion Although there are some limitations with regard to integrating simulations into clinical ethics, simulation-based training of knowledge, skills, and attitudes can and should play a role in medical–ethical theory and clinical–ethical practice, not only for medical and nursing students but also in the further training of clinical ethicists. (shrink)

The Bakhtin we know best is something of a lyricophobe and theatrophobe. This is surprising, since he loves the act of looking. His scenarios rely on visualized, collaborative communion. He cares deeply about embodiment. Does he care about the tasks that confront the actor? Not the improvising clown of carnival (carnival is theater only in the broad sense of performance art), but the trained artist who performs a play script on stage? In discussing these questions, this essay draws on (...) two suggestive places in Bakhtin’s writing where he addresses the actor’s art. One is from the mid-1920s; the other (1944), is on Shakespearean tragedy. If Bakhtin has a theatrical imagination, it will be found here. His grasp of an actor “living in” to a role and his comments on the evolution of the European stage cast his better-known ideas of dialogue, comedy, seriousness and the sacred into unexpected perspective. (shrink)

With the advent of the era of artificial intelligence, deep reinforcement learning has achieved unprecedented success in high-dimensional and large-scale artificial intelligence tasks. However, the insecurity and instability of the DRL algorithm have an important impact on its performance. The Soft Actor-Critic algorithm uses advanced functions to update the policy and value network to alleviate some of these problems. However, SAC still has some problems. In order to reduce the error caused by the overestimation of SAC, we propose a (...) new SAC algorithm called Averaged-SAC. By averaging the previously learned action-state estimates, it reduces the overestimation problem of soft Q-learning, thereby contributing to a more stable training process and improving performance. We evaluate the performance of Averaged-SAC through some games in the MuJoCo environment. The experimental results show that the Averaged-SAC algorithm effectively improves the performance of the SAC algorithm and the stability of the training process. (shrink)

Drawing on a finance professional’s reflections on his ethical education as an economics undergraduate, Chartered Financial Analyst, and top-tier MBA graduate, this article considers the framing of, and need for philosophy in, ethical training for finance professionals. Role-playing is emphasized as helpful for developing a mature ethical approach, and theory is seen as desirable after the fact, to plan improved future action. The article problematizes an orientation in professional programs that primarily gears the teaching of ethics toward those students (...) perceived to be least ethical. This orientation seems to underlie both the education the financial professional received and current public interest in ‘more ethics’ in professional programming. As an alternative, the article reframes finance students and professionals as ethical actors whose primary dilemma concerns not how to avoid ethical transgressions, but how to better optimize the duty to self in... (shrink)

It is relevant to interpret the perception that students with disabilities, teachers, and managers have about an inclusive educational program, to identify and describe the facilitators and barriers during the training of those students; analyze the relevance of the inclusive program from the perceptions of the participating actors; and assess the program's supports from the perception of students with disabilities. This is a mixed investigation of sequential design and phenomenological approach carried out through surveys and in-depth interviews with the (...) actors. (shrink)

We aim to focus on the mimic gestures intentionally produced to be “monstrate” to others, thus attempting to propose a semiotic analysis on the actor’s face. We shall attempt to outline the extent to which, since the rise of cinema, the actor’s face has gained a foreground role as compared to the full-figured body, and the legacy of the nineteenth-century handbooks of scenic postures was crucial in this context, especially those of Antonio Morrocchesi and Alemanno Morelli. To deal (...) with the actor’s body as an instrument, means to make it a blank page to be used to re-design the character’s body, including the face. In this regard, it is worth mentioning the method of the pedagogue Jacques Lecoq—one of the greatest teachers of contemporary theatre—which consists in the use of a special mask during the training process: the so-called neutral mask. (shrink)

In this paper, I explore German playwright Bertolt Brecht’s conception of the art of acting, and his views on the new actor’s conduct towards their craft, as a pedagogical model for Brechts’ broader view on how we should live our lives. Drawing on his key writings – most importantly, his famous street scene essay – I will show that Brecht’s conception of the theory-practice connection in his approach to actor training/acting bears some deeper insight into Brecht’s conception (...) of the art of living a flourishing life. The new actor is called to develop a conduct of careful observation and imitation of human action, one that is marked by the pleasure and lightness of exploring the contradictory workings of the social world. By placing the actor’s craft at the heart of his educational philosophy, Brecht invites us (the audience) into the theatre as a pedagogical space. Here, not unlike Brecht’s actors, we are summoned to hone our ability to boldly engage with a complex world of human actions and ideas. Brecht maintains that there resides an intellectual as well as sensual delight in being challenged to not simply accept theatre’s presentations as ‘truth’; instead, we are to learn to ‘weigh up’, ‘test’, and ‘improvise’ joyfully with theatre’s proposed ideas and practices—so that we may find out if they serve, or hinder, the creation of a larger flourishing life (beyond the theatre): a life in which we can move together, pleasurably. (shrink)

The human masticatory system is a complex functional unit characterized by a multitude of skeletal components, muscles, soft tissues, and teeth. Muscle activation dynamics cannot be directly measured on live human subjects due to ethical, safety, and accessibility limitations. Therefore, estimation of muscle activations and their resultant forces is a longstanding and active area of research. Reinforcement learning (RL) is an adaptive learning strategy which is inspired by the behavioral psychology and enables an agent to learn the dynamics of an (...) unknown system via policy-driven explorations. The RL framework is a well-formulated closed-loop system where high capacity neural networks are trained with the feedback mechanism of rewards to learn relatively complex actuation patterns. In this work, we are building on a deep RL algorithm, known as the Soft Actor-Critic, to learn the inverse dynamics of a simulated masticatory system, i.e., learn the activation patterns that drive the jaw to its desired location. The outcome of the proposed training procedure is a parametric neural model which acts as the brain of the biomechanical system. We demonstrate the model’s ability to navigate the feasible three-dimensional (3D) envelope of motion with sub-millimeter accuracies. We also introduce a performance analysis platform consisting of a set of quantitative metrics to assess the functionalities of a given simulated masticatory system. This platform assesses the range of motion, metabolic efficiency, the agility of motion, the symmetry of activations, and the accuracy of reaching the desired target positions. We demonstrate how the model learns more metabolically efficient policies by integrating a force regularization term in the RL reward. We also demonstrate the inverse correlation between the metabolic efficiency of the models and their agility and range of motion. The presented masticatory model and the proposed RL training mechanism are valuable tools for the analysis of mastication and other biomechanical systems. We see this framework’s potential in facilitating the functional analyses aspects of surgical treatment planning and predicting the rehabilitation performance in post-operative subjects. (shrink)

Differences in empathic abilities between acting, dance, and psychology students were explored, in addition to the appropriateness of existing empathy measures in the context of these cohorts. Students (N= 176) across Higher Education Institutions in the United Kingdom and Europe were included in the online survey analysis, consisting of the Reading the Mind in the Eyes (RME) test, the Interpersonal Reactivity Index (IRI), the Empathy Quotient (EQ), and the E-drawing test (EDT), each measuring particular facets of empathy. Based on existing (...) evidence and our understanding of the discipline practices, we predicted that acting students would perform the best at identifying people’s emotional expressions but might lack other cognitive or affective empathy skills, particularly those related to emotional reactions. This cohort thus provides an opportunity to evaluate different empathy measures. While actors showed significantly higher RME scores than dancers, the difference between actors and psychologists was marginal. Moreover, actors’ scores did not differ significantly on other empathy measures, such as their concern for others’ emotional wellbeing or fantasy, both measured by IRI subscales. Psychology students scored highest in the IRI perspective taking subscale and the data supported anecdotal evidence that psychologists were more concerned for others’ emotional wellbeing than dancers or actors. Dancers seemed the least concerned with others’ perspectives and emotional states, which we explained through a somatosensory ‘inward’ focus required by their art form. Nevertheless, compared to the general population, our groups reported higher empathic abilities on all IRI subscales except for personal distress. Altogether, our study shows that the RME, the IRI, and the EDT vary in their susceptibility to different facets of empathic abilities in acting, dance, and psychology students whereas the EQ does not. Emotions can be expressed and perceived through language, facial expressions, or behavior. As many empathy tests focus on one type of signal they might miss other strategies. Where empathy tests are applied to individuals that have a predominance to read or respond to others in a particular way, as we showed through these three disciplines, they might not capture these empathic strategies. We thus propose that empathy tests must evolve by means of integrating varied forms of communication. (shrink)

The article considers modern tendencies prevailing in the higher education system while training technical specialists nowadays. According to the authors, excluding the humanitarian courses from curriculum results in the complete dissolution of subjectivity in the impersonal world, which is deprived of “living” knowledge, that is, definite knowledge of a definite person. The application of such an approach is illustrated by the actor–network theory (ANT). While studying several works by ANT founders, it turned out to be clear that such (...) an approach eliminates any differences between natural and humanitarian, engineering, and philosophical knowledge. As a result, the net emerges consisting of numerous actants and which requires from every participant his “building‐in” a model with the functions being delegated to him in advance. The article concludes that an “alive” component is disappearing from the higher education nowadays when the main stress is being made on the knowledge acquired a priori, not a posteriori. (shrink)

Abstract:Trains, a representation of Western technology and civilization, entered China in the early twentieth century. Han Bo poeticizes this train-induced Chinese modernity and its ongoing processes by mobilizing female images and characters on, of, or around the train, itself a complex of technocultural material forces entering into the vision of the modern Chinese people both individually and collectively. This essay analyzes such a train of train images in two poems by Han Bo, “Modern Sexual Equipmentality” and “Mass-Murdering Equipmentality,” while providing (...) a brief contextual and conceptual framework for understanding some of the literary and philosophical aspects of contemporary Chinese poetry with some focus on their gender dynamics. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:The Journal of Aesthetic Education 38.1 (2004) 23-34 [Access article in PDF] Mind Ahead of the Tone:Integration of Technique and Imagination in Vocal Training at Tanglewood Summer Institute Svetlana Nikitina The use of the body and the mind at the same time is one of the most fascinating things and magic things about music. 1The purpose, indeed the sole purpose, of training for the profession of singing (...) is to improve the connection between the imagination and the sounds that eventually issue from the singer's mouth. 2The utmost goal of art is achieving unity between form and content, the subjective idea and the medium, technique and imagination. Success and livelihood of dancers, actors, and musicians depends on their ability to translate mental ideas into bodily actions and, at its height, merge technical bodily and mental wisdom so seamlessly that we would forget the path that led to it.What is this path? How do individual singers mesh, melt, and marry the technical rigor coming from years of musical training and their ability to imagine and express themselves with those tools? How is the unity betweentechnique and imagination achieved and experienced? And, what is the pedagogy that could support the connection? These are the core questions that guided the study.The goal here is not to propose a conclusive theory of connection, biological or psychological. My hope is to open the curtain for discussion of what is generally considered an "undiscussable" topic in art and music education books because it deals with what is thought of as implicit knowledge that no one could or should teach. Through my observation of Phyllis Curtin's classroom and conversations with her students, some general thoughts and principles of building unity between the technical and artistic selves of a singer emerged. I would like to share those insights and strategies.While this essay does not offer simplistic how-to strategies of fostering creative synergy, it also does not suggest that the connection just happens, [End Page 23] regardless of whether we think or teach about it. What it aspires to do is create a space for thinking about the complexity of integrative experienceand ways in which bridge-building could be facilitated. As such, it could offer insights to both beginning vocalists and voice teachers, as well as be of interest to a broader range of educators and public concerned with core issues on the integrative nature of arts education. Method To serve the goal of presenting complex experiences of creative artists, Ichose to combine analytical and descriptive elements in my research method. Building an analytical argument about the ways integration between imagination and technique could be achieved and supported, I tried to stay close to student stories of connection and disconnection, employing a qualitative rather than a quantitative method of inquiry. This takes the form of large amounts of direct interview data and personal vignettes, from which I traced general patterns of meaning. Research Context A very brief and in no way exhaustive survey of literature on voice education points to a large volume of text spent on training vocal technique. Breath control, charts depicting the larynx and the thyro-arytenoid muscle at work far outnumber chapters on interpretation or "The Work of Imagination" in musical education literature. 3There are precious few books, however, that do not keep the technical and the mental concerns separate, and give the work of imagination an explicit and central role in training of performing artists. Two of those books, Thomas Hemsley's Singing and Imagination and Michael Chekhov's On the Technique of Acting, have not fallen in my lap by chance. 4 Curtin referred to them several times in her classes as books of "singular" resonance to her own singing and teaching.Chekhov's book conceptualizes the basic processes that are involved in the actor's work on character development. These processes include extensive work on the text and its interpretation (understanding, living the text, and essentializing it in performance), in parallel with developing the body... (shrink)

The hereafter, one of the main pillars of Islam, has been discussed by both theologians and Ṣūfīs from various angles and interpreted in many different ways. Although there is consensus on the main subjects, there are a lot of controversies in details. One of the Ṣūfīs who authored on diverse problems over the hereafter is ʿAlāʾ al-Dawla al-Simnānī (d. 736/1336). He was a Kubrawī shaykh during the Īlkhānid era. He inclined towards the Ṣūfī path after serving the Buddhist ruler Arghun (...) (r. 1284-1291) for ten years, thanks to a spiritual experience he had. He met with Nūr al-dīn ʿAbd al-Raḥmān al-Isfarāyīnī (d. 717/1317), a Kubrawī shaykh based in Baghdad, and became a disciple of him, granted ijāza (a certificate of authority) from him. Upon his shaykh’s order, he turned back to his hometown and spent his life until his death, in his Ṣūfī lodge raising disciples and writing works. He had contributed greatly both to his own order and to the literature of Ṣūfism with his disciples and written works. As regards to the hereafter, his opinions on the reality of this world and its position against the next, death, the doomsday and its kinds, the existence of the paradise and the hell today and their present location are remarkable. In this article, his views over those problems are discussed in the context of his understanding of mystical training.Summary: ʿAlāʾ al-Dawla al-Simnānī (d. 736/1336) lived between the second half of the seventh century (h.) and the first half of the eighth century, in today’s Iran, during reign of the Īlkhānid’s. Thanks to the connection of his family to the Īlkhānid court, his father and uncle’s administrative positions at the court and his will and efforts, he started to serve Arghun (r. 1284-1291) around the age of fifteen and gained his personal intimacy. After serving him for ten years, he experienced a spiritual transformation and inclined towards a mystical life. He left Arghun for his hometown Simnān, on the pretext of his disease that courtier doctors could not treated, but under the condition that he would turn back after he recovered from the disease. He got better just after a while but did not return. He arrived Simnān at the beginning of a holy month of Ramadan, took off his formal clothes and began to mystical training himself based on Abū Ṭālib al-Makkī’s Qūt al-qulūb. After a while, he met with one of the disciples of Nūr al-dīn ʿAbd al-Raḥmān al-Isfarāyīnī (d. 717/1317) and wondered about him. Then left Simnān for Baghdad with the intention of visiting him. However, Arghun was informed about this and prevented him from going to Baghdad, withholding him for some time. After a while, Simnānī escaped from Arghun and returned to Simnān and wrote a letter to al-Isfarāyīnī on this incident. In response, al-Isfarāyīnī said that he does not need to visit Baghdad, al-Isfarāyīnī would be with him spiritually and ordered him to start his training. Simnānī kept his connection alive with his shaykh during this period via letters and spiritual meetings but he could not meet with him face to face. Afterwards, he could meet him twice and granted ijāza from him.After that, upon his shaykh’s order, he turned back to Simnān and engaged with disciples’ mystical trainings and authoring books. He gained an eminent position in both his order and history of the Ṣūfism, upbringing too many disciples and writing around ninety works. His importance in the Kubraviyya rooted firstly in the fact that the extant sub-branches of the order have him in their silsila (spiritual genealogy). In this regard Simnānī is a key actor within his order. Besides, it is significant that he had great impact on the founders of two branches of the Kubraviyya, i.e. Sayyid ʿAlī Hamadānī (d. 786/1385) and Muhammad Nurbakhsh (d. 869/1464) that indicating his influence among the order itself. When examined from the angel of the history of the Ṣūfism, the most apparent and distinctive point regarding Simnānī is his criticism against Ibn ʿArabī (d. 637/1240) on the problem of being. Notwithstanding, his supreme contribution to the Ṣūfism is his doctrine of latāif, which particularly influenced Pārsā (d. 822/1240), a leading disciple of the founder of the Naqshbandiyya. Likewise his mystical experiences and thoughts on rijāl al-ghāib had also influenced subsequent Ṣūfīs. His thoughts on the problem of khawātir, which is crucial component of Kubravī path, and detailed information given in his books regarding the lights (anwār) and the truth of nūr as well as his explanations about the situations experienced during the manifestation of God can be listed among his contributions to the history of the Ṣūfism.Simnānī who wrote on various problems of Ṣūfism, dealt with the problem of the Hereafter in the context of his understanding of initiation. For the world cannot be disunited from the Hereafter, as his understanding of the Hereafter is examined, his view of the world is studied as well. With reference to the presupposition that there are three distinct dimensions of the world, Simnānī says that man’s relationship with the world should be differentiated according to following three aspects: the world’s being a plantation for the hereafter, the world’s being a place that should be abandoned and the world does not have a reality. According to him the hereafter is a continuous moment, whereas the worldly life is bound by the past and the future. Since the past and the future do not have a real being, hence the world as well does not have real being. Simnānī embraces the death and the Doomsday in an intertwined fashion in the context of his own understanding of mystical training. Approvingly the consensus of the Ṣūfis, he divides the death into two: necessary and voluntary. And he divides the Doomsday into three: big, middle and small. According to this, the wayfarer who has weakened his soul’s evil attributes via the voluntary death observes the situations of the small doomsday. Thereby the wayfarer who observed everything that is depicted in the Quran that will be experienced after the necessary death, gains time to take necessary precautions before the necessary death, which is irremediable. Another issue that Simnānī raises regarding the Doomsday is the sorts of the Doomsday. Based on the different names of the Doomsday, he says that there are different doomsdays each of which is related with one of the latāif situated among human faculties. Ultimately salvation from those doomsdays is possible with a different good deed. Another point that Simnānī comes up with is the problem of existence of the paradise and the hell today. He thinks that the paradise and the hell both exist today, with reference to his own kashf. He relates this narrating the verses and the traditions, which support his view. Besides, he accepts that there are two paradises and hells, one is inside the human nature and the other is out there. According to Simnānī, entering the outer paradise without observing one’s inner paradise is nonsense. This is possible only through a spiritual journey from one’s external being into his/her internal being. In the end, this can only be accomplished via the voluntary death. (shrink)

This chapter introduces a research-based conceptual framework for the study of the inner psychosocial reality of business enterprises. It is called the Inner Organizational Ecosystem Approach (IOEA). This model is systemic in nature, and it defines the basic features of small and medium-size enterprises, such as elements, structures, borders, social actors, organizational climate, processes and resources. Further, it also covers the dynamics of psychosocial reality, processes, emergent qualities and the higher-order subsystems of the overall organizational ecosystem, including the global business (...) environment, which is understood as a macro-system where all the individual organizational ecosystems co-exist. In the applied part of the chapter, cognitive changes emerging within systemic leadership training are defined. Participation in systemic training causes changes in the cognitive processing of reality, more specifically improvements in layer-based framing, relativistic contextual orientation, temporality drift and meaning generation. All of these changes are components of the systemic mind, which is a concept newly proposed and defined by the present study. The systemic mind is a living matrix that is extremely open to acquiring new skills and new patterns of thinking, analyzing and meaning generation. It is processual and it can be considered as an ongoing process of continuous absorption of new cognitive patterns. Both the Inner Organizational Ecosystem Approach and the concept of the systemic mind provide a new theoretical background for empirical investigation in the fields of systemic and systems psychology, complexity psychology, organizational psychology, economic anthropology and the social anthropology of work. (shrink)

Early modern medicine was much more dependent on the senses than its contemporary counterpart. Although a comprehensive medical theory existed that assigned great value to taste and odor of medicaments, historical descriptions of taste and odor appears imprecise and inconsistent to modern eyes. How did historical actors move from subjective experience of taste and odor to culturally stable agreements that facilitated communication about the sensory properties of medicaments? This paper addresses this question, not by investigating texts, but by going straight (...) to the sensory impression, which certain substances convey. The aim is not to overwrite or rectify historical descriptions but to investigate whether modern methodologies for sensory assessment can be enlisted to understand the past. We draw on history of science for framing and research questions, pharmaceutical science for knowledge of pharmaceuticals and preparations, and food and meal science for assaying procedures and protocols. We show that sensory evaluation can yield precise descriptions that would not have been alien to early modern medicine makers. However, there are problems with translating descriptions of taste between different historical contexts. By comparing contemporary descriptions of sensations with eighteenth‐century ones, the article discusses how sensory descriptions are highly dependent on context, and subject to historical change. (shrink)

This chapter contains section titled: The Backstory: 1850s to 1950s The Decisive Influences: Brecht, Artaud, Grotowski The Decisive Years: 1961 to 1985 The Final Threads: Absorption of New Practices into the Profession and the Academy.

This article introduces the aesthetic theory of François Delsarte and his conception of semiotics. Delsarte created his “applied aesthetics” as a modern scientific method for artists, particularly performers, to investigate the nature of human being. Delsarte’s approach to performance involved the actor in observing human behavior, interpreting it through categories of voice, gesture, and language, and rendering it in an expansive display of types. Delsarte’s applied aesthetics involves the performer’s attention to signs and sign action, a study he called (...) séméiotique. We see Delsarte’s program for inquiry into truth in what I call the actor’s task, which develops his or her human being through observation, analysis, and creation. This was Delsarte’s “orthopedic machine for correcting crippled intellects” – the crippled intellects being those intellectuals and conservatory teachers whose ideas on aesthetics he found to be neither systematic nor attuned to God’s reason. While it is well known in theatre and dance scholarship that Delsarte’s ideas and methods advanced the training of actors, dancers, and orators, particularly in the United States, my paper instead introduces him as a voice in nineteenth-century thinking on signs and semiosis. Delsarte’s aesthetics are firmly based in Thomist assumptions about a triune god whose nature is reflected imperfectly in man. Yet it is striking that Delsarte characterizes the sign relation as mediated in a modern sense, prior to Charles Peirce’s development of his own triadic sign relation, and semiotics as a modern method of scientific inquiry. (shrink)

A collection of anecdotes that articulate the inspirations behind the development of the Frank/Suzuki Performance Aesthetics, an actor training system.

It was in the mid-twentieth century that the independent theatrical form based entirely on improvisation, known now as improvisational/improvised theatre, impro or improv, came into existence and took shape. Viola Spolin, the intellectual and the logician behind the improvisational movement, first used her improvised games as a WPA worker running theater classes for underprivileged youth in Chicago in 1939. But it was not until 1955 that her son, Paul Sills, together with a college theater group, the Compass Players, used Spolin’s (...) games on stage. In the 1970s Sills made the format famous with his other project, the Second City. Since the emergence of improv in the US coincides with the renaissance of improvisation in theater, in this paper, I will look back at what may have prepared and propelled the emergence of improvised theater in the United States. Hence, this article is an attempt to look at the use of improvisation in theater and performing arts in the United States in the second half of the 20th century in order to highlight the various roles and functions of improvisation in the experimental theater of the day by analyzing how some of the most influential experimental theaters used improvisation as a means of play development, a component of actor training and an important element of the rehearsal process. (shrink)

The objective of this article is to contribute to the epistemological, theoretical, methodological, and pedagogical debates concerning the relationship between research activities, training activities, and work activities. Its main focus is on new forms of engineering, thought of as cooperative and transformative. After situating the issues of the reciprocal triadic relationships between the three poles, the article presents two practical cases of transformative cooperative engineering. The authors then return to their epistemological position, which is socio-constructivist, complex, interactionist, and critical. (...) They sketch out the first elements of an elaborate system of intelligibility (multi-referential and transdisciplinary) aimed at supporting the hypothesis of an engineering process of joint transformation (trades, actors, organizations, training provision). The article also presents the research methodology (training-action-research) developed. A discussion of the issues and conditions of possibility of cooperative and transformative engineering concludes the article. (shrink)

The interview transcribed in this article was conducted with Thierry Ardouin, a great witness and actor in the history of training engineering in France. Through the evocation of his journey and his reflections, the aim here is to give an account of a singular journey, but also of the timely grasping of ingenium as a dynamic of analysis and action in the field of education and training science. “With our feet on the ground and our head in (...) the stars” is the approach he proposes to us, in order to link this history to the current and future perspectives of a reflection that is still under construction on training engineering, driven by an ethical vigilance with regard to world movements. (shrink)

This article contributes to the debate on the changes needed in the training of nurses, to support the development of a professional position conducive to encounters with others. Based on the analysis of fifteen interviews conducted with nursing students involved in the heart of the health crisis, it highlights the way in which this unprecedented context has radically altered their relationship with their profession, as well as their identity-building process, calling into question their socialization model and the norms of (...) their professional group. This analysis is based on Sibony’s concept of the in-between (1991), which invites us to rethink the link with other actors (patients, caregivers) present in hospitals, based no longer on what separates and differentiates, but on what brings us together, in particular the feeling of shared vulnerability. (shrink)

Distancing itself from most of the works devoted to training engineering, which identify its beginnings in the 1980s, this article proposes a different interpretation, which situates the appearance of practices, methods, tools, and actors dedicated to this field in the industries of the interwar period. Training engineering is then at the service of the rationalization of production in order to train and stabilize qualified personnel. Since the 2000s, it has had to adjust to the new situation represented by (...) the individualization of the wage relationship, which makes training and employees’ career paths a condition of their employability, thus raising the question of its transformation into an engineering designed to support individuals who are required to be autonomous and responsible. (shrink)

The study focuses on the driving instructors of the French Horse and Riding Institute who are confronted with a restructuring of the sector and a reengineering of the training. It addresses professional transitions and their effects in terms of identity dynamics, work and/or training relationships. Fifteen semi-structured interviews were conducted. The results reveal transactions between acquired skills and the change expected by the institution, as well as strong tensions between feelings of legitimacy and forms of recognition by others. (...) Misunderstandings about restructuring blurred the reading of work situations for all the actors. (shrink)

This paper is a summary of the research developed in the author’s Ph.D. programme. The case study deals with the implementation of Energy Efficiency policies in the Building sector of the Lazio Region and carries out an ABM analysis of the impacts of training on the social actors involved. Its purpose is to reproduce the social mechanisms through the study of the actors’ actions with ABM in order to evaluate socio-economic impacts by interconnecting the social and economic variables by (...) means of the Social Accounting Matrix. (shrink)

The various academic works about the analysis of the actual functionning of alternation in professionnal training reveal a great descrepancy with the prescriptive model, qualified institutionnal or organisationnal model. In order to take some distance from this technical coordinative model of alternation in training, the hypothesis is made that the alternant is the one creating bonds.The results of an active resarch, based on the experimentation of a pro-training arrangement made to support this bonding work, are presented and (...) put in perspective with the initial hypothesis. This bonding work is considered a reliance activity of the alternants. Also, the pro-training arrangement built from the richness of the class-group, born from the commitment of the alternants, creates a typical dynamic which we chose to call actor-network. (shrink)

The interview transcribed in this article was conducted with Thierry Ardouin, a great witness and actor in the history of training engineering in France. Through the evocation of his journey and his reflections, the aim here is to give an account of a singular journey, but also of the timely grasping of ingenium as a dynamic of analysis and action in the field of education and training science. “With our feet on the ground and our head in (...) the stars” is the approach he proposes to us, in order to link this history to the current and future perspectives of a reflection that is still under construction on training engineering, driven by an ethical vigilance with regard to world movements. (shrink)

Clinical ethicists tend to see themselves as moral experts to be called in when clinicians encounter a particularly difficult moral problem. Drawing on a naturalized moral epistemology, we argue that clinicians already have the moral knowledge they need—the norms and values that guide clinical practice are built right into the various health care professions. To reflect on their practice, clinicians need to (a) be aware of their own professional norms and values; (b) be able to express them to their colleagues, (...) their patients, and the patients' families; and (c) work together with these other actors to provide ethically responsible care. The ethicist's job is to use her own training in three kinds of philosophical reflection as the basis for teaching clinicians how to think about what they do. (shrink)

This article analyses how samples of pathological anatomies were transformed into collectible objects in 19th-century Mexico, revealing a process that involved multiple locations and the mixture of the practices of physicians, anthropologists, and amateur collectors. Historiography has focused on the Museo de Anatomía Patológica (Museum of Pathological Anatomy), an institution devoted to the training of medical students created in 1853 at the Escuela Nacional de Medicina (National School of Medicine) in Mexico City. Archival evidence shows that medical collections existed (...) far beyond this space; namely, in private collections and museums organized in the provinces by local physicians whose existence was overshadowed by the metropolitan institutions. As this article discusses, anatomical specimens connected these two circles around the question of how to define “Mexican pathologies.” Through an examination of the collections held at the Museum of Pathological Anatomy and the Museo Michoacano in Morelia in western Mexico, this article analyses those debates in a context where this evidence was also used to highlight the differences between Mexicans, Europeans, and people of indigenous ancestry. Whereas this conceptualization embodied the way in which diseases differentially affected the indigenous, mestizo, and Mexican peoples, for doctors in the provinces, “Mexican pathologies” also referred to anatomical signs of abnormalities or primitiveness in the indigenous population. Tracing the professional career of Dr. Nicolás León (1859–1929), a well-known collector and physical anthropologist, the paper describes the geography of the exchanges of anatomical specimens and the complex relationships that emerged among actors in the Mexican provinces and the capital as they sought to identify pathologies associated mainly with the local native population. In addition, it shows that the production and circulation of specimens of pathological anatomy were connected to a wider circle of providers that extended far beyond medical museums and experts in medicine, and who exhibited these Mexican pathologies as part of the—almost always unfinished—forging of the national. (shrink)

El artículo ofrece un estudio del Wilhelm Meister de Goethe, en especial, de Los años de aprendizaje, en cuanto paradigma del género que el romanticismo definió como “novela de formación” (Bildungsroman). También se toma en consideración la versión inicial de la novela, titulada La misión teatral. El tema fundamental es el de la formación por el teatro; éste es mucho más que un simple ideal artístico, por cuanto implica la identificación de teatro y vida, lo que determina el trabajo de (...) la formación en función de la libertad. (shrink)

Background: Nursing students on clinical placements as part of their professional training are routinely faced with situations involving ethical conflicts. The initial act of perceiving a situation as causing an ethical dilemma is the result of both the students’ personal values, drawn from their culture and families, and of the professional knowledge and values that they have acquired through training and experience. Objectives: Nursing students’ experiences on clinical placements in primary care settings were investigated in order to identify (...) situations that they perceived as involving ethical conflict and describe the elements they took into consideration during their decision-making processes in these situations. Methods: The research design was qualitative descriptive case study. Around 50 students from three different intakes to a nursing degree answered a questionnaire and discussed it in focus groups. Ethical considerations: The study was designed in accordance with the principles guiding research with human beings and was approved by the Human Research Ethics Committee. Results: Synthesised into two principal axes: (a) ethical conflicts in primary care, linked with the domains of working processes, professional nursing ethics and human and social rights and (b) students’ decision-making processes – realisation, reflection and intervention. Conclusion: The student nurses saw themselves both as actors and spectators in situations involving ethical problems and demanding moral deliberation, demonstrating the ability to base their arguments soundly. They tended to emphasise the possibilities offered by dialogue and that different ethical values must be respected to find fair solutions to ethical problems. (shrink)

This paper examines two moments in the globalization of human genetics, focusing on the American University of Beirut as a site of interaction between American, European and Middle Eastern scientific actors and research subjects. In the interwar period, the establishment of clinical laboratories at AUB's medical school enabled the development of an informal large-scale programme to study human heredity through anthropometry and sero-anthropology. AUB's Middle Eastern students were trained in these techniques, and research results were disseminated locally in Arabic as (...) well as in international scientific journals. In the post-war period, new technologies transformed human genetics into an internationally coordinated science with specialized laboratories. However, an attempt to establish such a lab at AUB during the 1960s ended in failure: the Anthropological Blood Grouping Laboratory functioned for only four years before closing. The American and British personalities who promoted the ABGL in Lebanon aimed to collect blood samples from across the region without committing to long-term relationships with local scientists and research subjects. As an ‘outpost’ for Western scientists, the ABGL embodied the neo-colonial structure of post-war human population genetics, both in its unfulfilled aspirations to serve metropolitan research agendas and in its marginalization of Middle Eastern scientists. (shrink)

In this 2020 AFHVS Presidential Address, Molly Anderson suggests that we must push beyond the boundaries imposed by our training, institutional reward systems, political system and comfort zones in order to solve global challenges. She lists five challenges facing those who are trying to build more sustainable food systems: overcoming the technocratic and productivist approach of industrial agriculture, avoiding future pandemics, restoring degraded and depleted systems and resources, remaining united as a movement while creating collaborations with other movements, and (...) redistributing power across food system actors so that everyone can realize their human rights, including the right to food. She describes three ways that she has found to be effective in pushing beyond boundaries: international collaborations, interactions with global social movements, and anti-racist work. She links these “moments” of opportunity back to the five challenges, and concludes with advice to young scholars. (shrink)

This contribution traces the parallel development of two distinct approaches to peasant agroecological education: the peasant-to-peasant horizontal method that disseminated across Mesoamerica and the Caribbean beginning in the 1970s, and the political-agroecological training schools of combined consciousness-building and skill-formation that have been at the heart of the educational processes of member organizations of La Via Campesina since the 1990s. Applying a theoretical framework that incorporates territorial struggle, agroecology and popular education, we examine spatial and organizational aspects of each of (...) these models for peasant education and movement-building. Recognizing that the models, their respective contexts, and the dialectical relationships therein have been in constant evolution, we share findings on the movement-place as a territorial system with socio-historical subjectivity, that is, peasant movements as territorially-embedded, collective historical actors. This leads to some conclusions in moving past educational theory that has centered upon individual subjects, and approaching a conception of territory as a subject of learning processes. (shrink)

The emergence of vibrant research communities of computer scientists in Kenya and Uganda has occurred in the context of neoliberal privatization, commercialization, and transnational capital flows from donors and corporations. We explore how this funding environment configures research culture and research practices, which are conceptualized as two main components of a research community. Data come from a three-year longitudinal study utilizing interview, ethnographic and survey data collected in Nairobi and Kampala. We document how administrators shape research culture by building academic (...) programs and training growing numbers of PhDs, and analyze how this is linked to complicated interactions between political economy, the epistemic nature of computer science and sociocultural factors like entrepreneurial leadership of key actors and distinctive cultures of innovation. In a donor-driven funding environment, research practice involves scientists constructing their own localized research priorities by adopting distinctive professional identities and creatively structuring projects. The neoliberal political economic context thus clearly influenced research communities, but did not debilitate computing research capacity nor leave researchers without any agency to carry out research programs. The cases illustrate how sites of knowledge production in Africa can gain some measure of research autonomy, some degree of global competency in a central arena of scientific and technological activity, and some expression of their regional cultural priorities and aspirations. Furthermore, the cases suggest that social analysts must balance structure with culture, place and agency in their approaches to understanding how funding and political economy shape scientific knowledge. (shrink)

This article aims at questioning in a historical perspective the way the French State has organized and adapted teacher training from the early 1990’s until today. It attempts to highlight the ambitions underlying the successive reforms and the way in which a new single occupation of “teacher trainer” came into existence and evolved. Having acquired a set of specific skills and a common culture, the various actors of teacher training, with different origins, educational backgrounds and competences, were carried (...) into a common process of professionalization until the middle of the 2000’s.This new profession was building at least partly on a series of breaks with the traditional features of the teaching profession. The new institutional framework of teacher training organized in academic master programmes might bring this construction process to an end. Therefore, it is necessary to assess the impact of this reform on trainers. (shrink)

An influential approach to engineering ethics is based on codes of ethics and the application of moral principles by individual practitioners. However, to better understand the ethical problems of complex technological systems and the moral reasoning involved in such contexts, we need other tools as well. In this article, we consider the role of imagination and develop a concept of distributed responsibility in order to capture a broader range of human abilities and dimensions of moral responsibility. We show that in (...) the case of Snorre A, a near-disaster with an oil and gas production installation, imagination played a crucial and morally relevant role in how the crew coped with the crisis. For example, we discuss the role of scenarios and images in the moral reasoning and discussion of the platform crew in coping with the crisis. Moreover, we argue that responsibility for increased system vulnerability, turning an undesired event into a near-disaster, should not be ascribed exclusively, for example to individual engineers alone, but should be understood as distributed between various actors, levels and times. We conclude that both managers and engineers need imagination to transcend their disciplinary perspectives in order to improve the robustness of their organisations and to be better prepared for crisis situations. We recommend that education and training programmes should be transformed accordingly. (shrink)

Artificial intelligence ethics requires a united approach from policymakers, AI companies, and individuals, in the development, deployment, and use of these technologies. However, sometimes discussions can become fragmented because of the different levels of governance or because of different values, stakeholders, and actors involved. Recently, these conflicts became very visible, with such examples as the dismissal of AI ethics researcher Dr. Timnit Gebru from Google and the resignation of whistle-blower Frances Haugen from Facebook. Underpinning each debacle was a conflict between (...) the organisation’s economic and business interests and the morals of their employees. This paper will examine tensions between the ethics of AI organisations and the values of their employees, by providing an exploration of the AI ethics literature in this area, and a qualitative analysis of three workshops with AI developers and practitioners. Common ethical and social tensions will be discussed, along with proposals on how to avoid or reduce these conflicts in practice. Altogether, we suggest the following steps to help reduce ethical issues within AI organisations: improved and diverse ethics education and training within businesses; internal and external ethics auditing; the establishment of AI ethics ombudsmen, AI ethics review committees and an AI ethics watchdog; as well as access to trustworthy AI ethics whistle-blower organisations. (shrink)