Results for 'Andrea R. Jain'
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- Quietism and Karma non-action as non-ethics inJain asceticism.Andrea R.Jain &Jeffrey J. Kripal -2009 -Common Knowledge 15 (2):197-207.This essay is conceived as a contribution to the academic debate on the ethical status of mystical traditions with regard toJain asceticism in particular and—through comparison ofJain with Advaita Vedanta asceticism—to ideologies of radical quietism more generally. For bothJain and Advaita Vedantic ascetic traditions, the material world, and particularly the body, are the primary obstacles to spiritual development. We deal with the social, physical, and environmental implications of such a worldview, rather than with the (...) practice or the phenomenology or the doctrine of mysticism, which we grant to be an accurate reflection of a particular kind of cosmic experience. We address ethical issues, not metaphysical ones. In our discussion ofJain asceticism, we demonstrate that the basic problem (and promise) of quietism, in almost any cultural form, is the shocking realization it can occasion that the Real has absolutely nothing to do with the social or with any sort of ethical action. We argue thatJain asceticism cannot function as an adequate resource for contemporary ethics. Our normative concerns lie exclusively with the adequacy ofJain quietism in supporting a stable global community and a sustainable natural environment. One can be mystical without being ethical, and ethical without being a mystic. We conclude that the truths of quietism are both very profound and profoundly nonethical. (shrink)No categories
- Introduction: “The Need for Repose”.Jeffrey M. Perl,Mita Choudhury,Lesley Chamberlain,Andrea R.Jain &Jeffrey J. Kripal -2009 -Common Knowledge 15 (2):157-163.This essay introduces the second installment of a symposium in Common Knowledge called “Apology for Quietism.” This introductory piece concerns the sociology of quietism and why, given the supposed quietude of quietists, there is such a thing at all. Dealing first with the “activist” Susan Sontag's attraction to the “quietist” Simone Weil, it then concentrates on the “activist” William Empson's attraction to the Buddha and to Buddhist quietism, with special reference to Empson's lost manuscript Asymmetry in Buddha Faces (and to (...) Sharon Cameron's work on the topic in her book Impersonality). The author, who is also editor of the journal, argues against the effort of some contributors to substitute new terms for quietism and emphasizes instead what he calls (quoting Sontag) “the need for repose.”. (shrink)No categories
- Discontinuity in Learning: Dewey, Herbart and Education as transformation.Andrea R. English -2013 - New York: Cambridge University Press.In this groundbreaking book,Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education.
- Humility, Listening and ‘Teaching in a Strong Sense’.Andrea R. English -2016 -Logos and Episteme 7 (4):529-554.My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)
- Dialogic Teaching and Moral Learning: Self‐critique, Narrativity, Community and ‘Blind Spots’.Andrea R. English -2016 -Journal of Philosophy of Education 50 (2):160-176.In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)
- Reply to Avi I. Mintz’s Review of Discontinuity in Learning: Dewey, Herbart, and Education as Transformation.Andrea R. English -2014 -Studies in Philosophy and Education 33 (4):459-462.Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...) is to reveal how our experience of discontinuity is inextricably connected to our ability to question our taken-for-granted knowledge and beliefs, and our ability to critically examine the norms and values of society. Discontinuity points to those moments when we are interrupted by something unexpected, such that our ideas or ways of acting become untenable and need revision. Encounters with the unexpected point to the contingency of human experience; they indicate a blind spot and remind us we are fallible. Such encounters are t. (shrink)
- John Dewey and the Role of the Teacher in a Globalized World: Imagination, empathy, and ‘third voice’.Andrea R. English -2016 -Educational Philosophy and Theory 48 (10):1046-1064.Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)
- Jonathan McKenzie, The Political Thought of Henry David Thoreau: Privatism and the Practice of Philosophy.Andreas R. Klose -2017 -Philosophisches Jahrbuch 124 (1):139-142.No categories
- The Many Meanings of Rewilding: An Introduction and the Case for a Broad Conceptualisation.Andrea R. Gammon -2018 -Environmental Values 27 (4):331-350.In this paper, I (1) offer a general introduction of rewilding and (2) situate the concept in environmental philosophy. In the first part of the paper, I work from definitions and typologies of rewilding that have been put forth in the academic literature. To these, I add secondary notions of rewilding from outside the scientific literature that are pertinent to the meanings and motivations of rewilding beyond its use in a scientific context. I defend the continued use of rewilding as (...) a single term, despite its seemingly disparate usages, and I advance a clustered concept of eight overlapping characteristics as a way to conceptualise these. I argue that this breadth helps in understanding the wider interest in rewilding as an emerging environmental phenomenon. In the paper's second part, I turn to three key issues in environmental philosophy in order to connect rewilding with the historic themes of: (1) the exclusion of humans from wild or wilderness places, (2) the ontological purity of wilderness areas through their non-human origins and history, and (3) cultural landscapes and notions of place. I suggest that rewilding carries on some of the main themes of the wilderness debate, but considering rewilding broadly allows tensions and novel questions to manifest that are important to how rewilding should be discussed and understood going forward. (shrink)
- The effects of repression-sensitization classification and stress on eyewitness recall.Andrea R. Polans -1985 -Bulletin of the Psychonomic Society 23 (3):181-184.
- Using Text Messages to Bridge the Intention-Behavior Gap? A Pilot Study on the Use of Text Message Reminders to Increase Objectively Assessed Physical Activity in Daily Life.Andreas R. Schwerdtfeger,Catalina Schmitz &Matthias Warken -2012 -Frontiers in Psychology 3.
- Lucky numbers: Choice strategies in the Pennsylvania Daily Number game.Andrea R. Halpern &Scott D. Devereaux -1989 -Bulletin of the Psychonomic Society 27 (2):167-170.
- Peter Trawny, Die Autorität des Zeugen. Ernst Jüngers politisches Werk.Andreas R. Klose -2011 -Philosophisches Jahrbuch 118 (1):193.No categoriesExport citation
Bookmark - Church Father of the Twentieth Century.Andreas R. Batlogg &Thomas F. O’Meara -2018 -Philosophy and Theology 30 (2):503-506.Andreas Battlogg, S.J., one of the supervising editors, discusses the conclusion of the publication of Karl Rahner's Sämtliche Werke in over thirty volumes along with its impact on the study of theology now and in the future.
- Covid-19 to a Pandemic of Fear: Some Reflections from the Jaina Perspective.Jinesh R. Sheth &SulabhJain -2020 -ISJS-Transactions 4 (4):1-12.This paper reflects on the current Covid-19 crisis and the emotional stress that it leads to from the Jaina perspective. It demonstrates that any pandemic like situation is concomitant with a pandemic of emotions as well; fear and stress being prominent of them. The problem of fear is grave and must be dealt with equal measures. The concept of fear is thus analysed from various perspectives as gleaned from the diverse range of Jaina texts. The paper attempts to make the (...) philosophical texts come alive into the current situation and shows how a samyagdṛṣṭi remains unaffected (though, not absolutely) and mithyādṛṣṭi goes through constant turmoil despite facing the same circumstances. This can be further seen as a case of applied philosophy and ethics. (shrink)
- Learning to Reframe Problems Through Moral Sensitivity and Critical Thinking in Environmental Ethics for Engineers.Andrea R. Gammon &Lavinia Marin -2022 -Teaching Ethics 22 (1):97-116.As attention to the pervasiveness and severity of environmental challenges grows, technical universities are responding to the need to include environmental topics in engineering curricula and to equip engineering students, without training in ethics, to understand and respond to the complex social and normative demands of these issues. But as compared to other areas of engineering ethics education, environmental ethics has received very little attention. This article aims to address this lack and raises the question: How should we teach environmental (...) ethics to engineering students? We argue that one key aspect such teaching should address is the tendency of engineers towards technical framing of (social) problems. Drawing then on engineering ethics pedagogy we propose that the competencies of moral sensitivity and critical thinking can be developed to help engineering students with problem (re)framing. We conclude with an example from our teaching that operationalizes these competencies. (shrink)
- The disease-subject as a subject of literature.Andrea R. Kottow &Michael H. Kottow -2007 -Philosophy, Ethics, and Humanities in Medicine 2:10.Based on the distinction between living body and lived body, we describe the disease-subject as representing the impact of disease on the existential life-project of the subject. Traditionally, an individual's subjectivity experiences disorders of the body and describes ensuing pain, discomfort and unpleasantness. The idea of a disease-subject goes further, representing the lived body suffering existential disruption and the possible limitations that disease most probably will impose. In this limit situation, the disease-subject will have to elaborate a new life-story, a (...) new character or way-of-being-in-the-world, it will become a different subject. (shrink)
- Ernst Jünger, In Stahlgewittern, hg. v. Helmuth Kiesel, (Historisch-kritische Ausgabe, Bd. 1 u. 2) / Günter Figal/Georg Knapp (Hgg.), Krieg und Frieden (= Jünger-Studien, Band 6). [REVIEW]Andreas R. Klose -2014 -Philosophisches Jahrbuch 121 (2):403-408.No categories
- Karl Rahner’s Sämtliche Werke.Andreas R. Batlogg -2007 -Philosophy and Theology 19 (1-2):347-354.Given the cultural dominance of the empirical sciences, it is perhaps inevitable that theology should seek a self-understanding that emulates them. Yet post-modern thinkers concur in rejecting Enlightenment canons of knowledge as too restrictive for any discipline seeking to fathom our own humanity, a pursuit that theology shares with literature. In both fields, language, as an engagement with symbols, is not the pursuit of an object of knowledge so much as an act ofself expression and an opening to communion. This (...) is illustrated by an examination of the life and work of Virginia Woolf, as she is revivified in Michael Cunningham’s novel, The Hours. Its explication is drawn from the writing of the German Jesuit theologian Karl Rahner, who insisted that St. Thomas Aquinas viewed all of reality as essentially self expressive, and the human person as that spot in creation, ordered toward all that is and achieving self-constitutionthrough symbolic intercourse with others. (shrink)
- "Not lawn, nor pasture, nor mead": Rewilding & the Cultural Landscape.Andrea R. Gammon -2018 - Dissertation,This dissertation is based around conceptual conflicts introduced by the notion of rewilding and the challenges rewilding poses to place and cultural landscapes. Rewilding is a recent conservation strategy interested in the return of wilder, less human-managed environments. Often presented as an antidote to increasingly homogenized, organized, and managed environments, rewilding deliberately opens up space for the return of wild nature, typically by removing human elements that have obstructed or diminished its free reign or by reintroducing locally extinct species to (...) re-activate trophic cascades. There is, however, an increasing awareness that rewilding in many places will threaten cultural landscapes that are prized for their human meanings and histories. This dissertation does not attempt to resolve this conflict but instead takes a hermeneutic interest in it and tries to understand better what is at stake in such a conflict. This is attempted by means of a hermeneutic detour through the concepts of place and of wilderness, and ultimately the dissertation argues that instead of understanding rewilding simply as undermining notions of place, we should understand rewilding itself as placemaking. This conceptual work is informed by actual cases of rewilding and an examination of the conflicts arising out of the various modes of placemaking rewilding performs. Three modes of placemaking are demonstrated: wilderness placemaking, experimental placemaking, and place-regenerative placemaking. Taken in total, these reveal ways in which rewilding confronts us with relations with nonhuman others and with questions of belonging and not belonging that are increasingly at issue. (shrink)
- Decolonizing the curriculum: philosophical perspectives—an introduction.Andrea R. English &Ruth Heilbronn -2024 -Journal of Philosophy of Education 58 (2-3):155-165.This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies of education. The authors offer diverse forms of scholarly contributions, including philosophical articles, practice-focused reflections, and a (...) reflection on ‘education’ in the public sphere. In this introduction, we consider the relevance of educational-philosophical thinking to the pressing issue of decolonizing the curriculum. The volume is divided into two parts, with the first covering issues of university and postcompulsory education, and the second discussing issues related to schools. We discuss three interconnected themes that permeate both sections: (i) whose knowledge and whose narratives are embodied in curricula? (ii) who is the curriculum for? Who is the learner? What does it mean to be human? (iii) what implications does decolonizing the curriculum have for pedagogy? With these themes, we indicate some of the ways that the articles contribute to a critical extension of the meaning of education itself. (shrink)
- Ethical conflicts in finance.Andreas R. Prindl &Bimal Prodham (eds.) -1994 - Cambridge: Blackwell Finance.
- John Dewey’s Democracy and Education in an Era of Globalization.Mordechai Gordon &Andrea R. English -2016 -Educational Philosophy and Theory 48 (10):977-980.
- Christian Niemeyer (Hg.), Nietzsche-Lexikon, 2., durchgesehene und erweiterte Auflage.Andreas R. Klose -2012 -Philosophisches Jahrbuch 119 (1):196-200.No categories
- The 'in-between' of learning : (Re)valuing the process of learning.Andrea R. English -2016 - In Peter Cunningham & Ruth Heilbronn,Dewey in our time: learning from John Dewey for transcultural practice. London: UCL Institute of Education Press, University College London.
- Jason Peters (ed): Wendell Berry: life and work. [REVIEW]Andrea R. Woodward -2012 -Agriculture and Human Values 29 (2):279-280.No categories
- Land-grant university governance: an analysis of board composition and corporate interlocks. [REVIEW]Andrea R. Woodward -2009 -Agriculture and Human Values 26 (1-2):121-131.This paper was inspired by the intersection of Tom Lyson’s interest in how power is concentrated in society’s institutions and his concern for the role of the land-grant system in revealing and addressing inequities that occur as a result of such concentration. This study examines the power structure that governs land-grant universities by presenting social and demographic information on 635 trustees at the 50 US land-grant universities established by the Morrill Act of 1862. Along with these data, Fortune 1000 companies (...) with which land-grant universities are connected through board member interlocks are listed and charted out. The research found that land-grant governing boards are characterized by some degree of demographic homogeneity, but they are less corporately interconnected than their private university counterparts. (shrink)
- Extended cognition, assistive technology and education.Duncan Pritchard,Andrea R. English &John Ravenscroft -2021 -Synthese 199 (3-4):8355-8377.Assistive technology is widely used in contemporary special needs education. Our interest is in the extent to which we can conceive of certain uses of AT in this educational context as a form of extended cognition. It is argued that what is critical to answering this question is that the relationship between the student and the AT is more than just that of subject-and-instrument, but instead incorporates a fluidity and spontaneity that puts it on a functional par with their use (...) of the student’s biological cognitive traits. It is claimed that AT use in special needs education offers an especially plausible case of extended cognition for just this reason. It is further maintained that understanding AT in this fashion has some important philosophical and practical ramifications, including how we should conceive of mainstream education, given that this is increasingly conducted within highly technologically-embedded environments. (shrink)No categories
- Partnering With Patients to Bridge Gaps in Consent for Acute Care Research.Neal W. Dickert,Amanda Michelle Bernard,JoAnne M. Brabson,Rodney J. Hunter,Regina McLemore,Andrea R. Mitchell,Stephen Palmer,Barbara Reed,Michele Riedford,Raymond T. Simpson,Candace D. Speight,Tracie Steadman &Rebecca D. Pentz -2020 -American Journal of Bioethics 20 (5):7-17.Clinical trials for acute conditions such as myocardial infarction and stroke pose challenges related to informed consent due to time limitations, stress, and severe illness. Consent processes shou...
- John Dewey's Democracy and Education: A Centennial Handbook.Leonard J. Waks &Andrea R. English (eds.) -2017 - New York, NY: Cambridge University Press.John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...) well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. (shrink)
- Emplotting Virtue: A Narrative Approach to Environmental Virtue Ethics. [REVIEW]Andrea R. Gammon -2016 -Environmental Ethics 38 (3):379-382.
- From Mastery to Mystery: A Phenomenological Foundation for an Environmental Ethic. [REVIEW]Andrea R. Gammon -2015 -Journal of the British Society for Phenomenology 46 (4):336-338.
- Mark Coeckelbergh: Environmental Skill: Motivation, Knowledge, and the Possibility of a Non-romantic Environmental Ethics: New York: Routledge, 2015, 227 pp, $140.00. [REVIEW]Jochem Zwier &Andrea R. Gammon -2015 -Human Studies 38 (3):439-444.
- Mary Blair-Loy and Erin A. Cech: Misconceiving Merit: Paradoxes in Excellence and Devotion in Academic Science and Engineering. [REVIEW]Andrea R. Gammon -2023 -Science and Engineering Ethics 29 (5):1-6.
- Material Scarcity: A Reason for Responsibility in Technology Development and Product Design. [REVIEW]Andreas R. Köhler -2013 -Science and Engineering Ethics 19 (3):1165-1179.There are warning signs for impending scarcity of certain technology metals that play a critical role in high-tech products. The scarce elements are indispensable for the design of modern technologies with superior performance. Material scarcity can restrain future innovations and presents therefore a serious risk that must be counteracted. However, the risk is often underrated in the pursuit of technological progress. Many innovators seem to be inattentive to the limitations in availability of critical resources and the possible implications thereof. The (...) present shortages in industrial supply with technology metals may be interpreted as a wake-up call for technology developers to tackle the issue with due consideration. The article reviews the materials scarcity phenomenon from the viewpoint of sustainable development ethics. The following questions are discussed: ‘Should preventative actions be taken today in order to mitigate resource scarcity in future?’ and ‘Should technology developers feel responsible to do this?’ The discussion presents arguments for industrial designers and engineers to create a sense of responsibility for the proactive mitigation of material scarcity. Being protagonists of the innovation system, they have the opportunity to lead change towards resource-aware technology development. The paper concludes by outlining ideas on how they can pioneer sustainable management of critical materials. (shrink)
- The misjudgment of interoceptive awareness: Systematic overrating of interoceptive awareness among individuals with lower interoceptive metacognitive skills.Christian Rominger &Andreas R. Schwerdtfeger -2024 -Consciousness and Cognition 117 (C):103621.
- Manipulating Time by Cryopreservation: Designing an Environmental Future by Maintaining a Portal to the Past.Evelyn Brister,Andrea R. Gammon,Paul B. Thompson,Terrence R. Tiersch &Nikolas Zuchowicz -2024 -Journal of Law, Medicine and Ethics 52 (3):637-647.This article explores how time-related metaphors frame advanced cryopreservation technologies in environmental conservation. Cryopreservation “stops” or “freezes” biological time and “buys time” desperately needed to preserve species and ecosystems. We advance a framing of these technologies as logistical, highlighting how they create opportunities to shift materials, knowledge, and decision-making power through space and time. As logistical technologies, advanced cryopreservation techniques require active planning in the present rather than deferring responsibility and accountability to the future.
- Gender and Geoengineering.Holly Jean Buck,Andrea R. Gammon &Christopher J. Preston -2014 -Hypatia 29 (3):651-669.Geoengineering has been broadly and helpfully defined as “the intentional manipulation of the earth's climate to counteract anthropogenic climate change or its warming effects” (Corner and Pidgeon , 26). Although there exists a rapidly growing literature on the ethics of geoengineering, very little has been written about its gender dimensions. The authors consider four contexts in which geoengineering appears to have important gender dimensions: (1) the demographics of those pushing the current agenda, (2) the overall vision of control it involves, (...) (3) the design of the particular technologies, and (4) whom geoengineering will most affect and benefit. After detailing these four gender dimensions, we consider three ways in which the geoengineering discourse could be enriched if it became more sensitive to issues of gender. These include increasing the focus on the concrete other, recognizing the socially transformative potential of geoengineering technologies, and engaging in value-sensitive design. Although ultimately remaining agnostic on the desirability of geoengineering, the paper brings gender considerations into a discussion from which they have been conspicuously absent. (shrink)
- [Omega]-Bibliography of Mathematical Logic.G. H. Müller,Wolfgang Lenski &Andreas R. Blass -1987Export citation Bookmark
- Reframing Recruitment: Evaluating Framing in Authorization for Research Contact Programs.Candace D. Speight,Charlie Gregor,Yi-An Ko,Stephanie A. Kraft,Andrea R. Mitchell,Nyiramugisha K. Niyibizi,Bradley G. Phillips,Kathryn M. Porter,Seema K. Shah,Jeremy Sugarman,Benjamin S. Wilfond &Neal W. Dickert -2021 -AJOB Empirical Bioethics 12 (3):206-213.No categories
- The ambulatory battery of creativity: Additional evidence for reliability and validity.Christian Rominger,Andreas Fink,Mathias Benedek,Bernhard Weber,Corinna M. Perchtold-Stefan &Andreas R. Schwerdtfeger -2022 -Frontiers in Psychology 13.Psychometrically sound instruments that assess temporal dynamics of creative abilities are limited. The Ambulatory Battery of Creativity is designed to assess creative ideation performance multiple times in everyday life and was proven to capture the intra-individual dynamic of creative abilities reliably and validly. The present ambulatory study aimed to replicate and extend the psychometric evidence of the novel ABC. Sixty-nine participants worked on the ABC during a 5-day ambulatory assessment protocol. Each day, participants completed six randomly presented items of the (...) verbal and the figural ABC. Matching previous psychometric analyses, the results indicated good between-person and good within-person reliability. Furthermore, evidence for between-person and within-person validity of the ABC was obtained. Performance in the verbal and the figural ABC were interrelated and correlated with an independent measure of creative potential. The verbal ABC was further associated with openness, self-reported creative behavior, creative activities, and creative achievements, thus providing additional evidence of construct validity, especially for the verbal ABC. Finally, the verbal and the figural ABC yielded convincing within-person validity: Longer response times and higher subjective originality ratings were associated with more original ideas. This replication and extension of the ABC’s psychometric properties indicates that it enables a reliable and valid assessment of moment-to-moment fluctuations of creative ideation abilities in everyday life, which may facilitate the investigation of exciting new research questions related to dynamic aspects of creative ability. (shrink)
- Response to Open Peer Commentaries on “Partnering with Patients to Bridge Gaps in Consent for Acute Care Research”.Neal W. Dickert,A. Michelle Bernard,JoAnne M. Brabson,Rodney J. Hunter,Regina McLemore,Andrea R. Mitchell,Stephen Palmer,Barbara Reed,Michele Riedford,Raymond T. Simpson,Candace D. Speight,Tracie Steadman &Rebecca D. Pentz -2020 -American Journal of Bioethics 20 (8):W12-W13.Volume 20, Issue 8, August 2020, Page W12-W13.
- Dispositions, Virtues, and Indian Ethics.Andrea Raimondi &RuchikaJain -2024 -Journal of Religious Ethics (2):262-297.According to Arti Dhand, it can be argued that all Indian ethics have been primarily virtue ethics. Many have indeed jumped on the virtue bandwagon, providing prima facie interpretations of Hindu,Jain, and Buddhist canons in virtue terms. Others have expressed firm skepticism, claiming that virtues are not proven to be grounded in the nature of things and that, ultimately, the appeal to virtue might just well be a mere façon de parler. In this paper, we aim to advance (...) the discussion of Indian virtue ethics. Our intent is not to provide a catch-all interpretation of the different Indian schools. Our goal is, more modestly, to offer a theory of virtues in Indian philosophies, as a framework for theorists and interpreters who see these diverse traditions as amenable to systematic virtue analysis. Our theory grounds virtues in the reality of genuine moral dispositions and in a system of beliefs where morality is understood as transformative in nature. (shrink)
- Dealing with feelings: Positive and negative discrete emotions as mediators of news framing effects.Claes H. de Vreese,Andreas R. T. Schuck &Sophie Lecheler -2013 -Communications 38 (2):189-209.The underlying psychological processes that enable framing effects are often described as cognitive. Yet, recent studies suggest that framing effects may also be mediated by emotional response. The role of specific emotions in mediating the framing effect process, however, has yet to be fully empirically investigated. In an experimental survey design, this study tests two positive and two negative emotions as mediators of framing effects. Our results show that while anger and enthusiasm mediate a framing effect, contentment and fear do (...) not. These findings deepen our understanding of which discrete emotions are relevant when studying mediated framing effects. (shrink)
- Jain business engagement and ethics: an overview.Shugan C.Jain,Prakash C.Jain &Malay R. Patel (eds.) -2023 - New Delhi: D.K. Printworld (P).
- The Precautionary Principle as a Framework for a Sustainable Information Society.Claudia Som,Lorenz M. Hilty &Andreas R. Köhler -2009 -Journal of Business Ethics 85 (S3):493 - 505.The precautionary principle (PP) aims to anticipate and minimize potentially serious or irreversible risks under conditions of scientific uncertainty. Thus it preserves the potential for future developments. It has been incorporated into many international treaties and pieces of national legislation for environmental protection and sustainable development. In this article, we outline an interpretation of the PP as a framework of orientation for a sustainable information society. Since the risks induced by future information and communication technologies (ICT) are social risks for (...) the most part, we propose to extend the PP from mainly environmental to social subjects of protection. From an ethical point of view, the PP and sustainability share the principle of intergenerational justice, which can be used as an argument to preserve free space for the decisions of future generations. Applied to technical innovation and to ICT issues in particular, the extended PP can serve as a framework of orientation to avoid socio-economically irreversible developments. We conclude that the PP is a useful approach for: (i) policy makers to reconcile information society and sustainability policies and (ii) ICT companies to formulate sustainability strategies. (shrink)
- Experimenting with modifications to consent forms in comparative effectiveness research: understanding the impact of language about financial implications and key information.Neal W. Dickert,Yi-An Ko,Ofer Sadan,Andrea R. Mitchell,Gabriel Najarro,Candace D. Speight &Nyiramugisha K. Niyibizi -2022 -BMC Medical Ethics 23 (1):1-10.BackgroundInformed consent forms are intended to facilitate research enrollment decisions. However, the technical language in institutional templates can be unfamiliar and confusing for decision-makers. Standardized language describing financial implications of participation, namely compensation for injury and costs of care associated with participating, can be complex and could be a deterrent for potential participants. This standardized language may also be misleading in the context of comparative effectiveness trials of standard care interventions, in which costs and risk of injury associated with participating (...) may not differ from regular medical care. In addition, the revised U.S. Common Rule contains a new requirement to present key information upfront; the impact of how this requirement is operationalized on comprehension and likelihood of enrollment for a given study is unknown.MethodsTwo online surveys assessed the impact of (1) changes to compensation for injury language (standard vs. tailored language form) and (2) changes to the key information page (using the tailored compensation language form with standard key information vs. modified key information vs. modified key information plus financial information) on both likelihood of enrollment in and understanding of a hypothetical comparative effectiveness trial.ResultsLikelihood of enrolling was not observed to be different between the standard and tailored language forms in Study 1 (73 vs. 75%; p = 0.6); however, the tailored language group had a higher frequency of understanding the compensation for injury process specific to the trial (25 vs. 51%; p< 0.0001). Modifications to the key information sheet in Study 2 did not affect likelihood of enrolling (88 vs. 85 vs. 85%; p = 0.6); however, understanding of randomization differed by form (44 vs. 59 vs. 46%; p = 0.002).ConclusionsThese findings suggest that refining consent forms to clarify key information and tailoring compensation for injury language to the nature of the study, especially in the context of comparative effectiveness trials, may help to improve study comprehension but may not impact enrollment. (shrink)No categories
- AWSAR Awarded Popular Science Stories: by Scientists for the People.R. Sharma,B. K. Tyagi,K. B. Bhushan,G.Jain &Avilekh N. (eds.) -2020 - Vigyan Prasar.No categoriesExport citation Bookmark
- Structural model of homogeneous As–S glasses derived from Raman spectroscopy and high-resolution XPS.R. Golovchak,O. Shpotyuk,J. S. Mccloy,B. J. Riley,C. F. Windisch,S. K. Sundaram,A. Kovalskiy &H.Jain -2010 -Philosophical Magazine 90 (34):4489-4501.No categories
- Today’s positive affect predicts tomorrow’s experience of meaningful coincidences: a cross-lagged multilevel analysis.Christian Rominger,Andreas Fink,Corinna M. Perchtold-Stefan &Andreas R. Schwerdtfeger -2024 -Cognition and Emotion 38 (8):1152-1159.The perception of meaningful patterns in random arrangements and unrelated events takes place in our everyday lives, coined apophenia, synchronicity, or the experience of meaningful coincidences. However, we do not know yet what predicts this phenomenon. To investigate this, we re-analyzed a combined data set of two daily diary studies with a total of N = 169 participants (mean age 29.95 years; 54 men). We investigated if positive or negative affect (PA, NA) predicts the number of meaningful coincidences on the (...) following day (or vice versa). By means of a cross-lagged multilevel modelling approach (Bayesian estimation) we evaluated with which of two theoretical assumptions the data are more in line. First, if meaningful coincidences are facilitated by a broader and more flexible thinking style, PA should positively predict meaningful coincidences at the following day. However, if the experience of meaningful coincidences signifies a strategy to cope with negative feeling states, NA should predict the experience of meaningful coincidences during the following day. In favour of a more flexible thinking style, we found that PA predicted the number of perceived coincidences the following day. We did not find any effect for NA, and therefore, no evidence arguing for the coping mechanism hypothesis of meaningful coincidences. (shrink)
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David Bourget (Western Ontario)
David Chalmers (ANU, NYU)
Area Editors:
David Bourget
Gwen Bradford
Berit Brogaard
Margaret Cameron
David Chalmers
James Chase
Rafael De Clercq
Ezio Di Nucci
Esa Diaz-Leon
Barry Hallen
Hans Halvorson
Jonathan Ichikawa
Monte Johnson
Michelle Kosch
Øystein Linnebo
Paul Livingston
Brandon Look
Manolo Martínez
Matthew McGrath
Michiru Nagatsu
Susana Nuccetelli
Giuseppe Primiero
Jack Alan Reynolds
Darrell P. Rowbottom
Aleksandra Samonek
Constantine Sandis
Howard Sankey
Jonathan Schaffer
Thomas Senor
Daniel Star
Jussi Suikkanen
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