This article outlines the potential for Research Higher Degree supervisors at universities and similar institutions to use ethical review as a constructive, dynamic tool in guiding RHD students in the timely completion of effective, innovative research projects. Ethical review involves a bureaucratized process for checking that researchers apply risk management strategies when dealing with human participants. Ethical review can also be a powerful instrument for RHD supervisors in the creative arts if they use it to lead students through processes of (...) imagining, articulating, and improving their methodologies and relationships with research participants. Proposed strategies involve adaptation of theories of visualization and imagination from several disciplines—imagined interaction from the social sciences and psychology, dramatic rehearsal from political science, and creative visualization from the health professions, sports coaching and many other personal–professional development contexts. By using creativity and imagination, supervisors can use ethical review to help students to ‘walk through’ the potential, progressive phases of proposed research in order to refine or redesign both ‘big picture’ strategies and specific steps taken to reach research goals. This can stimulate students to unearth possibilities that improve the quality and quantity of knowledge that their research generates and to avoid or manage problems that might disrupt their research. (shrink)

This article studies the role of entrepreneurship in business ethics and promotes a resource-based ethics. The need for and usefulness of this form of ethics emerge from an analysis of contemporary business ethics that appears to be inefficacious and from a moral business practice formed out of the relationship between the veal calf industry of the VanDrie Group and the Dutch Society for the Protection of Animals in their development and implementation of a Welfare Hallmark for calves. Both organizations created (...) jointly a new meat segment in the market by trust-building and partnership. The relationship shows a remodeling of capabilities of both organizations in the light of co-creation of values. The VanDrie Group established an effectuation of moral goals by being socially sensitive and resource-minded. The DSPA created openings for dialogue by being pragmatic in its ideals. Philosophically, this article sketches a resource-based ethics with Deweyan concepts as end-in-view and transactionality of means and ends. Both organizations show in their entrepreneurship the ability to create, what is called "Room for Maneuver" by exploring, socializing, individualizing, and growing. By maneuvering they set off a form of co-evolution between business and ethics. This article demonstrates what actual moral entrepreneurship can do in bringing about moral change by combining effectively social, policy, norm, and economic related values. (shrink)

What does it mean to be an aesthetic beholder? Is it different than simply being a perceiver? Most theories of aesthetic perception focus on 1) features of the perceived object and its presentation or 2) on psychological evaluative or emotional responses and intentions of perceiver and artist. In this chapter I propose that we need to look at the process of engaged perception itself, and further that this temporal process of be- coming a beholder must be understood in its embodied, (...) contextual and dynamic speci- ficity. Through both phenomenological and neuroscientific explorations I analyze what is characteristic about a more “aesthetic stance” and argue that there is a certain asym- metry between beholder and beheld, which has to do with a disengagement of goal- directed action, and which allows for other kinds of perceptual involvement than in a more “practical stance”. It is a multi-disciplinary project integrating a sensorimotor no- tion of aesthetic affordances, 18th century philosophy, and large-scale brain network findings. What ensues is a new dynamic framework for future empirical and theoretical research on aesthetic perception. (shrink)

3 Abstract This paper is about modeling morality, with a proposal as to the best 4 way to do it. There is the small problem, however, in continuing disagreements 5 over what morality actually is, and so what is worth modeling. This paper resolves 6 this problem around an understanding of the purpose of a moral model, and from 7 this purpose approaches the best way to model morality.

This essay surveys three prominent trends in current pragmatist political philosophy: Deweyan Democratic Perfectionism, Rortyan Ironism, and Pragmatist Epistemic Deliberativism. After articulating the main commitments of each view, the author raises philosophical problems each must confront. The essay closes with the more general criticism that pragmatist political theory has been nearly exclusively focused on democracy, but needs to address additional topics.

The human adventure in education is one of imperfect expression, punctuated by moments of insight. Education cultivates these epiphanies and nurtures their possible continuation. But even without major or minor insights, education cultivates the appreciation of the good, the beautiful, and the true. An experimentalist's sensibility lies amid the humanist's grasp of the myriad ways of trying to understand our existence. To bridge discourse is to appreciate the languages of other cultures, which reveal the nuances of life and experience.

This essay argues that according to feminist existential phenomenology, feminist pragmatism, and feminist genealogy, our embodied condition is an important starting place for ethical living due to the inevitable role that habits play in our conduct. In bodies, the phenomenon of habit uniquely holds together the ambiguities of freedom and determinism, transcendence and immanence, and stability and plasticity. Seeing habit formation as a matter of self-growth and social justice gives fresh opportunity for thinking of “assuming ambiguity” as a lifelong endeavor (...) made up of many small projects and practices of situated resistance to stagnation. Transcendence, understood as ameliorative transformation, is found in cultivating habits of learning from our bodily living. I articulate this argument via a reading of Simone de Beauvoir's The Coming of Age, John Dewey's Human Nature and Conduct, and Ladelle McWhorter's Bodies and Pleasures. I discuss two domains wherein the ethical significance of habit formation appears: cognitive psychological research on neural plasticity, and certain projects of self-cultivation that risk turning into overdetermining “cult of the self ” practices that close off possibilities for personal and collective transformation. (shrink)

Koopman’s book revolves around the notion of transition, which he proposes is one of the central ideas of the pragmatist tradition but one which had not previously been fully articulated yet nevertheless shapes the pragmatist attitude in philosophy. Transition, according to Koopman, denotes “those temporal structures and historical shapes in virtue of which we get from here to there”. One of the consequences of transitionalism is the understanding of critique and inquiry as historical pro...

Pragmatist philosopher John Dewey famously stated that man is a creature of habit, and not of reason or instinct. In this paper, I will assess Dewey’s explication of the habituated self and the potential it holds for radical transformative processes. In particular, I will examine the process of coming to feminist consciousness, and will show that a feminist-pragmatist reading of change can accommodate a view of the self as responsible agent. Following the elucidation of the changing self, I will appraise (...) key pragmatist concepts of inquiry, such as doubt and self-reflexivity, with regard to their treatment of deep-seated internalisations of oppressive norms and the initiation of change. Ultimately, I will argue that a feminist-pragmatist understanding of transformation is conducive not only to the project of personal transformation, but also to social and political change more generally. (shrink)

In response to challenges to moral philosophy presented by other disciplines and facing a diversity of approaches to the foundation and focus of morality, this paper argues for a pluralist meta-ethics that is methodologically hierarchical and guided by the principle of subsidiarity. Inspired by Deweyan pragmatism, this novel and original application of the subsidiarity principle and the related methodological proposal for a cascading meta-ethical architecture offer a “dirty” and instrumentalist understanding of meta-ethics that promises to work, not only in moral (...) philosophy but also in the (rest of the) real world, and that facilitates collaboration with other disciplines outside moral philosophy. (shrink)

Simulationen mit Simulationspersonen gehören in der medizinischen Lehre zum Ausbildungs-Standard. In der medizinethischen Lehre ist dies bisher nicht in gleichem Umfang der Fall. Für ihren Einsatz, insbesondere in der klinischen Ethik, können gute Gründe angeführt werden, wie beispielsweise die Möglichkeit konkreter Erfahrungen als Lehrelement und die situationsspezifische Verbindung von Wissen, Können und Haltungen in einem Lernprozess. Die Konzeption von Simulationen mit Simulationspersonen in der medizinethischen Lehre ist jedoch voraussetzungsreich. Es müssen die mehrdimensionalen Lernziele und die Anforderungen an die medizinethische Lehre (...) berücksichtigt werden. Der Beitrag möchte anhand eines konkreten Beispiels einen Überblick über die Entwicklung und Konzeption von Drehbüchern bzw. Rollen-Skripten für Simulationen mit Simulationspersonen für die Lehre in der klinischen Ethik als wichtigem Teilbereich der Medizinethik geben. Dabei wird auf die besonderen Voraussetzungen und Spezifika dieser Simulationen eingegangen. Abschließend wird kritisch diskutiert, welchen Stellenwert das Training von kommunikativen Fertigkeiten in der medizinethischen Theorie und klinisch-ethischen Praxis haben kann und soll. Der Beitrag schließt mit der Überlegung, ob nicht auch in der Fortbildung von klinischen Ethiker*innen Simulationspersonen zum Einsatz kommen sollten. (shrink)

According to David Hume values do not belong to the world of facts and cannot be derived from facts. However, Hume’s argument is based on questionable presumptions. His conception of experience as sense perception is erroneous. On contemporary standards it is simply false because sense organs are not channels that passively receive inputs from the world. It is too narrow as it does not take the role of action into account. Further, Hume’s argument is based on the dichotomy between external (...) and internal. Mind is strictly separated from the external world of facts. This entails that experiences, perceptions and ideas do not belong to the world of facts. Causality and values cannot be literally perceived. Therefore they are beyond the scope of empirical knowledge. Hume’s presumptions can be rejected. The consequence is that mind is embodied, and bodies belong to the world of facts. And so do embodied minds. Broadening the notion of experience brings causality and values within the scope of experience. They are experienced on a daily basis in various practices. Values related to vital needs are based on biological facts. More generally, the relation of facts and values can be analyzed if one rejects the hidden causes of perceptions as the object of knowledge. The alternative is the operational conception of knowledge. To know is to know what to do in order to proceed from a problematic situation to future circumstances where the problems are solved. (shrink)

Interest in the concept of objectivity is part of the legacy of Modern Philosophy, tracing back to a new way of understanding the starting point of philosophical reflection. It traces back to an “epistemological turn” that attended the development of New Science of the 16th and 17th Century. These origins are an indication that what a thinker takes as the starting point of philosophical reflection deeply affects how they approach key philosophical concepts, including truth, knowledge, and objectivity. Chapter 1 Introduces (...) this key concept in philosophy, and some of the history of its use. (shrink)

Virtue theories can plausibly be argued to have important advantages over normative ethical theories which prescribe a strict impartialism in moral judgment, or which neglect people’s special roles and relationships. However, there are clear examples of both virtuous and vicious partiality in people’s moral judgments, and virtue theorists may struggle to adequately distinguish them, much as proponents of other normative ethical theories do. This paper first adapts the “expanding moral circle” concept and some literary examples to illustrate the difficulty of (...) adequately distinguishing virtuous from vicious partiality. Later sections aim to show how an adequate philosophical ethics will be able to both a) attribute virtue (and hence praiseworthiness) to agents whose actions may directly serve only their special interests, roles, or special relationships; and b) attribute vice (and hence censure) where an agent’s attitudes and/or actions mirror known personal biases (for instance, an egoistic attitude) or social biases (for instance, and ethnocentric attitude). This dual ability leaves space for much virtuous partiality, while also reflecting a “risk-aware” approach, recognizing the deleterious consequences of our human penchant for constructing and imbuing moral significance to oftentimes factitious us/them dichotomies. (shrink)

The article aims to demonstrate to what extent the work Art as Experience by the American philosopher and pedagogist John Dewey, a proponent of pedagogical activism, may have contributed to Loris Malaguzzi’s thought and the Reggio Emilia Approach. Starting from the idea of an aesthetic experience as a privileged means of knowledge, the comparison between the two authors continues through reflections on the relationship between art-community and art-ethics. The dialogue between these important educational approaches is proposed in order to highlight (...) their relevance and the role they could play in today’s schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being. The dialogue between these two important educational approaches is proposed in order to highlight their relevance and the role they could play in today's schools thanks to the concept of knowledge based on the senses and on doing, contributing to the sensitisation of educational action towards the social aspect of art, both as an opening towards the community, and as a reflection on the values of the human being. (shrink)

Raquel Cascales and Luis Echarte focus on the development of practical wisdom and what they call ‘seeing with the heart’ for science students by means of reading science fiction literature. They argue that literature can bring the student into contact with the reality of moral life as moral dilemmas are made concrete by the characters and circumstances in a novel. They provide an analysis of how Aldous Huxley’s Brave New World can be read in the classroom and show how the (...) novel invites students to think about the role of science in society, the evolutionary paradigm, advances in genetic and psychological manipulation, as well as questions concerning human emotions,suffering, and friendship. (shrink)

Cross-cultural dialogue between the Kyoto School of modern Japanese philosophy and the classical pragmatist tradition in American philosophy can help educators to clarify aims for greater ecological responsiveness in moral education. This dialogue can contribute to meeting an urgent practical need to cultivate ecological imagination, and an equally practical need to make theoretical sense of the way in which ecological perception becomes relevant to moral deliberation. The first section of this chapter explores relational thinking in the Kyoto School and American (...) pragmatism to help develop, in the second section, a concept of ecological imagination. A fine-tuned ecological imagination is a capacity we already count on in our best environmental writers, educators, scientists, and policy analysts. Moral deliberation enlists imagination of a specifically ecological sort when the imaginative structures we use to understand ecosystemic relationships shape our mental simulations and what John Dewey calls our “dramatic rehearsals.” The final section draws from the foregoing to clarify some appropriate aims for contemporary moral education. Enriched through cross-cultural dialogue about the relational networks in which our finite lives are embedded, a finely aware ecological imagination can make the deliberations of the coming generation more trustworthy. (shrink)

Drawing on archival and published sources from 1926 to 1932, this chapter analyzes “Three Independent Factors in Morals” (1930) as a blueprint to Dewey’s chapters in the 1932 Ethics. The 1930 presentation is Dewey’s most concise and sophisticated critique of the quest in ethical theory for the central and basic source of normative justification. He argued that moral situations are heterogeneous in their origins and operations. They elude full predictability and are not controllable by the impositions of any abstract monistic (...) principle. Moral life instead has at least three distinct experiential roots that cannot be encompassed in one ideal way to proceed. More specifically, Dewey hypothesized that each of the primary Western ethical systems (represented for him by Aristotle, Kant, and the British moralists) represents a basic, non-arbitrary force, or factor of moral life: aspiration, obligation, and approbation, respectively. Each factor is expressed in that system’s leading fundamental concept: good, duty, and virtue, respectively. Yet he contended that aspirations, obligations, and approbations are distinctive phenomena that cannot be blanketed by a single covering concept. By exposing Dewey’s own generalizations to scrutiny, the promises and limitations of his approach can be critically evaluated. (shrink)

Much has been said about the need for improving the current definitions of scientific authorship, but an aspect that is often overlooked is how to formulate and communicate these definitions to ensure that they are comprehensible and useful for researchers, notably researchers active in international research consortia. In light of a rapid increase in international collaborations within natural sciences, this article uses authorship of this branch of sciences as an example and provides suggestions to improve the comprehensibility of the definitions (...) of authorship in natural sciences. It assesses whether the definition of authorship provided by the European Code of Conduct for Research Integrity can deal with current issues and problems of scientific authorship. Notably, problems that are experienced in project groups with researchers coming from multiple countries. Using theories developed by Jürgen Habermas and Robert Merton, a normative framework is developed to articulate ethical authorship in natural sciences. Accordingly, enriching the current definition of authorship with normative elements and using discipline-specific metaphors to communicate them are introduced as possible ways of improving the comprehensibility of the definition of authorship in international environments. Finally, this article provides a proposal to be considered in the future revisions of the European Code of Conduct for Research Integrity. (shrink)

An overview of a philosophical movement originating in the United States of America in the 19th century.

Safe-by-Design (SBD) frameworks for the development of emerging technologies have become an ever more popular means by which scholars argue that transformative emerging technologies can safely incorporate human values. One such popular SBD methodology is called Value Sensitive Design (VSD). A central tenet of this design methodology is to investigate stakeholder values and design those values into technologies during early stage research and development (R&D). To accomplish this, the VSD framework mandates that designers consult the philosophical and ethical literature to (...) best determine how to weigh moral trade-offs. However, the VSD framework also concedes the universalism of moral values, particularly the values of freedom, autonomy, equality trust and privacy justice. This paper argues that the VSD methodology, particularly applied to nano-bio-info-cogno (NBIC) technologies, has an insufficient grounding for the determination of moral values. As such, an exploration of the value-investigations of VSD are deconstructed to illustrate both its strengths and weaknesses. This paper also provides possible modalities for the strengthening of the VSD methodology, particularly through the application of moral imagination and how moral imagination exceed the boundaries of moral intuitions in the development of novel technologies. (shrink)

Drawing on unpublished and published sources from 1926-1932, this chapter builds on John Dewey’s naturalistic pragmatic pluralism in ethical theory. A primary focus is “Three Independent Factors in Morals,” which analyzes good, duty, and virtue as distinct categories that in many cases express different experiential origins. The chapter suggests that a vital role for contemporary theorizing is to lay bare and analyze the sorts of conflicts that constantly underlie moral and political action. Instead of reinforcing moral fundamentalism via an outdated (...) quest for the central and basic source of normative justification, we should foster theories with a range of idioms and emphases which, while accommodating monistic insights, better inform decision-making by opening communication across diverse elements of moral and political life, placing these elements in a wider context in which norms gain practical traction in non-ideal conditions, and expanding prospects for social inquiry and convergence on policy and action. (shrink)

This chapter explores some features of pragmatic pluralism as an ethical perspective on climate change. It is inspired in part by Andrew Light’s work on climate diplomacy as U.S. Assistant Secretary of Energy for International Affairs, and by Bryan Norton’s environmental pragmatism, while drawing more explicitly than Light or Norton from classical pragmatist sources such as John Dewey. The primary aim of the chapter is to characterize, differentiate, and advance a general pragmatist approach to climate ethics. The main line of (...) argument is that we are suffering culturally from a sort of “moral jetlag” due in part to “moral fundamentalist” habits, and that a critical focus on pragmatic pluralism—in moral theory generally and climate ethics particularly—would be salutary for our recovery if philosophers are to speak more effectively to “wicked problems” in a way that aids public deliberation and social learning. Moral fundamentalist habits, and the monistic one-way assumption that unintentionally—but not blamelessly—exercises and unduly reinforces them, are obstacles to fostering habits of moral and political inquiry better suited to dealing with predicaments rapidly transforming our warming planet. (shrink)

This paper formulates a Deweyan theory of performing arts practice that relies for its support on two main things: The unity Dewey ascribed to all intelligent practices (including artistic practice) and The observation that many aspects of the work of performing artists of Dewey’s time include features (“dramatic rehearsal,” action, interaction and habit development) that are part of Dewey’s characterization of the moral life. This does not deny the deep import that Dewey ascribed to aesthetic experience (both in art and (...) in life), but it does suggest that we might use his theory of ethical practice in conjunction with his theory of art as experience in order to create a more robust and unified Deweyan theory of what the performing artist does. (shrink)

Safe-by-Design (SBD) frameworks for the development of emerging technologies have become an ever more popular means by which scholars argue that transformative emerging technologies can safely incorporate human values. One such popular SBD methodology is called Value Sensitive Design (VSD). A central tenet of this design methodology is to investigate stakeholder values and design those values into technologies during early stage research and development (R&D). To accomplish this, the VSD framework mandates that designers consult the philosophical and ethical literature to (...) best determine how to weigh moral trade-offs. However, the VSD framework also concedes the universalism of moral values, particularly the values of freedom, autonomy, equality trust and privacy justice. This paper argues that the VSD methodology, particularly applied to nano-bio-info-cogno (NBIC) technologies, has an insufficient grounding for the determination of moral values. As such, an exploration of the value-investigations of VSD are deconstructed to illustrate both its strengths and weaknesses. This paper also provides possible modalities for the strengthening of the VSD methodology, particularly through the application of moral imagination and how moral imagination exceed the boundaries of moral intuitions in the development of novel technologies. (shrink)

La tesis central de este trabajo es que la tradicional tensión entre substancia y procedimiento socava las estabilidad de la justificación de la concepción liberal más extendida de la legitimidad (la Democracia Deliberativa). Dicha concepciones enfrentan problemas serios a la hora de articular de manera consistente dos dimensiones que parecen ir naturalmente asociadas a la idea de legitimidad: la dimensión procedimental, vinculada a la equidad del procedimiento, y la dimensión epistémica, asociada a la corrección de los resultados. En este trabajo (...) sostengo que a) esa tensión surge de la adopción de una concepción epistemológica social de tipo "veritativo-consecuencialista; b) es posible manejar dicha tensión mediante el remplazo de la epistemología subyacente por una concepción epistemológica social de tipo procedimentalista de orientación pragmatista y c) dicha operación orienta el diseño institucional en una dirección experimentalista. (shrink)

To understand the complex religious dynamics in a globalizing world, Arjun Appadurai's view on imagination as a social practice, Charles Taylor's view on social imaginaries, and John Dewey's view on moral imagination are discussed. Their views enable us to understand religious dynamics as a “space of contestation” in which secular and religious images and voices interact, argue, and clash. Imagination can be used in violent ways in service of extremist world images that spread over the world by the intensive use (...) of social media. This raises an urgent question for psychology of religion: what enables people psychologically to engage in religious pluralism, understood as negotiating and perhaps stimulating diversity in non-violent, constructive ways? It is argued that dialogical psychology helps us to understand the self as the anchor point and navigational system of the social imaginaries that are at play in religious dynamics. (shrink)

In this article we explore the contribution from social anthropology to the medical ethical debates about the use of informed consent in research, based on blood samples and other forms of tissue. The article springs from a project exploring donors’ motivation for providing blood and healthcare data for genetic research to be executed by a Swedish start-up genomics company. This article is not confined to empirical findings, however, as we suggest that anthropology provides reason to reassess the theoretical understanding of (...) autonomy as generally defined by Beauchamp and Childress. Careful consideration of the trust expressed by donors through the act of donation, furthermore, suggests that there is reason to redirect the ethical scrutiny from informed consent to issues concerning institutional arrangements and social responsibility. In particular, we suggest that an anthropological approach could facilitate a reconsideration of the political implications of using informed consent as a regulatory practice in tissue-based research. (shrink)

Despite a prevalence of articles exploring links between sport and art in the 1970s and 1980s, philosophers in the new millennium pay relatively little explicit attention to issues related to aesthetics generally. After providing a synopsis of earlier debates over the questions ‘is sport art?’ and ‘are aesthetics implicit to sport?’, a pragmatically informed conception of aesthetic experience will be developed. Aesthetic experience, it will be argued, vitally informs sport ethics, game logic, and participant meaning. Finally, I will argue that (...) embodying pragmatic conceptions of art as its ideal metaphor re-opens space to best realize the deep potential of sport as a meaningful human practice. (shrink)

The existing literature on moral imagination proposes that actors can best respond to ethical dilemmas by tailoring their actions to the practical demands of the situation. It has done little to develop this insight, however. To address this gap, I used institutional theory to identify six ideal type approaches to moral imagination. I proposed that in addressing ethical dilemmas, the morally imaginative actor takes account of two situational factors: first, the social construction of the unmet ethical claim or obligation which (...) constitutes the ethical dilemma, and in particular whether or not it is broadly perceived to be legitimate; and second, its own degree of power. The framework presented represents the first attempt to systematically enumerate approaches to moral imagination and identify their boundary conditions. (shrink)

The aim of this article is to analyse the role of metaphors for the infertile body in the context of assisted reproduction, using conceptual metaphor theory as a framework, and to evaluate the moral significance of these metaphors. This sub-study is part of a larger study examining the biosafety practices of new biotechnologies in Latvia. In the sub-study, special attention was paid to metaphors used by assisted reproductive technology users, egg donors and experts. It can be concluded that not only (...) does the infertility experience influence the choice of metaphors, but the use of certain metaphors can also change the infertility experience. In this process the practice of infertility treatment and the meaning of the body are socially and culturally shaped. The main groups of metaphors for the infertile body discovered through interview analysis are: order/disorder, the body as a resource, the body as a container, the body as a project, and anthropomorphization of gametes. (shrink)

Engineering can learn from ethics, but ethics can also learn from engineering. In this paper, I discuss what engineering metaphors can teach us about practical philosophy. Using metaphors such as calculation, performance, and open source, I articulate two opposing views of morality and politics: one that relies on images related to engineering as science and one that draws on images of engineering practice. I argue that the latter view and its metaphors provide a more adequate way to understand and guide (...) the moral life. Responding to two problems of alienation and taking into account developments such as Fab Lab I then further explore the implications of this view for engineering and society. (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)

What does it mean to introduce the notion of imagination in the discussion about global justice? What is gained by studying the role of imagination in thinking about global justice? Does a focus on imagination imply that we must replace existing influential principle-centred approaches such as that of John Rawls and his critics? We can distinguish between two approaches to global justice. One approach is Rawlsian and Kantian in inspiration. Discussions within this tradition typically focus on the question whether Rawls's (...) theory of justice (1971), designed for the national level, can or should be applied to the global level. Can and should Rawls's Difference Principle be globalized, as Thomas Pogge argues? Is this proposal superior to Rawls's Law of Peoples (1999)? Another approach to global justice has been developed by Martha Nussbaum in Cultivating Humanity (1997), Poetic Justice (1995), and other work. I will construct her view and critically examine it by looking at her arguments about the relation between empathy, literature, and global justice. At first sight, these two approaches seem to be opposed. The former puts an emphasis on principles, universal reason, and the moral aspects of institutions and their policies, whereas the latter is rather concerned with the relation between imagination and justice, with the particular, and with the individual moral development. But is this necessarily so? I will show that both approaches could benefit from each other's insights to strengthen their own position. Moreover, I will argue for middle way between, or an integration of the two approaches that combines principles and imagination. In this way, we can move towards a more comprehensive account of global justice. (shrink)

Postphenomenology and posthermeneutics as initiated by Ihde have made important contributions to conceptualizing understanding human–technology relations. However, their focus on individual perception, artifacts, and static embodiment has its limitations when it comes to understanding the embodied use of technology as involving bodily movement, social, and taking place within, and configuring, a temporal horizon. To account for these dimensions of experience, action, and existence with technology, this paper proposes to use a conceptual framework based on performance metaphors. Drawing on metaphors from (...) three performance arts—dance, theatre, and music—and giving examples from social media and other technologies, it is shown that we can helpfully describe technology use and experience as performance involving movement, sociality, and temporality. Moreover, it is argued that these metaphors can also be used to reformulate the idea that in such uses and experiences, now understood as “technoperformances”, technology is not merely a tool but also takes on a stronger, often non-intended role: not so much as “mediator” but as choreographer, director, and conductor of what we experience and do. Performance metaphors thus allow us to recast the phenomenology and hermeneutics of technology use as moving, social, and temporal—indeed historical—affair in which technologies take on the role of organizer and structurer of our performances, and in which humans are not necessarily the ones who are fully in control of the meanings, experiences, and actions that emerge from our engagement with the world, with technology, and with each other. This promises to give us a more comprehensive view of what it means to live with technology and how our lives are increasingly organized by technology—especially by smart technologies. Finally, it is argued that this has normative implications for an ethics and politics of technology, now understood as an ethics and politics of technoperformances. (shrink)

In his work on aesthetics, John Dewey provocatively (and enigmatically) called art the "most universal and freest form of communication," and tied his reading of aesthetic experience to such an employment. I will explore how art, a seemingly obscure and indirect means of communication, can be used as the most effective and moving means of communication in certain circumstances. Dewey's theory of art will be shown to hold that art can be purposively employed to communicatively evoke a certain experience through (...) an auditor's experience of an art object. Such a use is shown to be an extension of Dewey's conceptions of scientific method and the role of experience in criticism and communication, and is discussed in light of examples drawn from contemporary film, sculpture, and classical Japanese poetry. (shrink)

In the past decade, numerous ethical frameworks have been developed to support public health decision‐making in challenging areas. Before the COVID‐19 pandemic began, members of the authorship team were involved in research programmes, in which the development of ethical frameworks was planned, to guide (a) the use of new technologies for emerging infectious disease surveillance; and (b) the allocation of scarce supplies of pandemic influenza vaccine. However, as the pandemic evolved, significant practical challenges emerged that led to our questioning the (...) value of these frameworks. We now believe that a normative instrument, such as a framework, cannot adequately or reliably provide the ethical guidance that needs to be incorporated into public health decision‐making during natural disasters or infectious disease emergencies. Recently it has been suggested that there are potentially more dynamic, flexible, and effective ways to navigate decisions involving complex considerations entailed in policies and practices during a public health emergency. In this paper, we first outline the key functions of a public health ethics framework, before describing why we believe it would not be fit for purpose during a crisis. We end by considering whether proposed alternative methods to promote ethical public health decision‐making goals have the potential to meet these objectives. (shrink)

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)

Ethics designates a structured process by which important human values and meanings of life are understood and tackled. Therein, the ability to discuss openly and reflect on (aka deliberation) understandings of moral problems, on solutions to these problems, and to explore what a meaningful resolution could amount to is highly valued. However, the indicators of what constitutes a high-quality ethical deliberation remain vague and unclear. This article proposes and develops a pragmatist approach to evaluate the quality of deliberation. Deliberation features (...) three important moments: (1) broadening and deepening the understanding of the situation, (2) envisioning action scenarios, (3) coming to a judgment based on the comparative evaluation of scenarios. In this paper, we propose seven criteria to evaluate ethical deliberations: (1) collaborative diversity, (2) experiential literacy, (3) organization of experiences, (4) reflective capacity to instrumentalize the experiences of others, (5) interactional creativity, (6) openness of agents, (7) quality of the reformulation of scenarios. These criteria are explained and applied to the three moments of deliberation. Based on these criteria, three kinds of outcomes for deliberations are identified and discussed: good ethical deliberations, partial ethical deliberations, bad ethical deliberations. Our proposal will guide researchers and practitioners interested in the evaluation of the quality of ethical deliberations. It provides a reference tool that allows them to identify the possible limitations of a deliberation and to implement actions aimed at correcting these limitations in order to achieve the desired qualitative objectives. (shrink)

Artificial intelligence is becoming increasingly entwined with our daily lives: AIs work as assistants through our phones, control our vehicles, and navigate our vacuums. As these objects become more complex and work within our societies in ways that affect our well-being, there is a growing demand for machine ethics—we want a guarantee that the various automata in our lives will behave in a way that minimizes the amount of harm they create. Though many technologies exist as moral artifacts, the development (...) of a truly ethical AI system is highly contentious; theorists have proposed and critiqued countless possibilities for programming these agents to become ethical. Many of these arguments, however, presuppose the possibility that an artificially intelligent system can actually be ethical. In this essay, I will explore a potential path to AI ethics by considering the role of imagination in the deliberative process via the work of John Dewey and his interpreters, showcasing one form of reinforcement learning that mimics imaginative deliberation. With these components in place, I contend that such an artificial agent is capable of something very near ethical behavior—close enough that we may consider it so. (shrink)

Can we conceive of a philosophy of technology that is not technophobic, yet takes seriously the problem of alienation and human meaning-giving? This paperretrieves the concern with alienation, but brings it into dialogue with more recent philosophy of technology. It defines and responds to the problem of alienation in a way that avoids both old-style human-centered approaches and contemporary thingcentered or hybridity approaches. In contrast to the latter, it proposes to reconcile subject and object not at the ontic level but (...) at the ontological, transcendental level and at the level of skilled activity. Taking inspiration from Dreyfus’s reading of Heidegger and engaging critically with the work of Borgmann and Arendt, it explores a phenomenology and ethics of skill. It is concluded that new and emerging technologies must be evaluated not only as artifacts and their consequences, but also in terms of the skills and activities they involve and require. Do they promote engagement with the world and with others, thus making us into better persons? (shrink)

As corporate scandals proliferate, organizational researchers and practitioners have made calls for research providing guidance for those wishing to influence positive moral decision-making and behavior in the workplace. This study incorporates social cognitive theory and a vignette-based cognitive measure for moral imagination to examine (a) moral attentiveness and employee creativity as important antecedents of moral imagination and (b) creativity as a moderator of the positive relationship between moral attentiveness and moral imagination. Based on the results from supervisor–subordinate dyadic data (N (...) = 162) obtained from employed students, hypotheses were largely supported as expected. Implications are discussed. (shrink)

Contemporary design practices, such as participatory design, human-centered design, and codesign, have inherent ethical qualities, which often remain implicit and unexamined. Three design projects in the high-tech industry were studied using three ethical traditions as lenses. Virtue ethics helped to understand cooperation, curiosity, creativity, and empowerment as virtues that people in PD need to cultivate, so that they can engage, for example, in mutual learning and collaborative prototyping. Ethics of alterity helped to understand human-centered design as a fragile encounter between (...) project team members and prospective users, and foregrounds the ethics in these encounters: our tendencies to “grasp the other” and to “program invention.” And pragmatist ethics helped to understand codesign as a process of joint inquiry and imagination, involving the organization of iterative processes of problem setting and solution finding, with moral qualities. When we open the “black boxes” of design practices, we find them filled with ethics. Moreover, it is proposed that design practitioners need to make explicit their practices’ inherent ethical qualities and that they can do that by embracing reflexivity. (shrink)

The paper provides an account of the pragmatist philosophical conception of reciprocity and altruism based on the ontology of “panrelationalism”. The Deweyan concepts of transaction and cooperation are also outlined in some detail as well as the pragmatist (Rortyan) idea of justice. The author attempts to show that altruism is not necessarily just reciprocal but demands as its supplement (at least) altruism without reciprocation.