Diversity, equity, and inclusion (DEI) policies and programs are crucial tools for reducing social inequality within organizations. However, the recent decline in DEI practices and the inconsistencies found in existing research underscore the need for new theoretical approaches. This essay seeks to offer a fresh perspective on the strengths and limitations of DEI initiatives through the lens of granular interactions thinking theory. It posits that while DEI policies and programs generally create conditions conducive to greater value creation and improved (...) adaptability to changing environments and challenges, maintaining direction and operational certainty within an organization with high DEI demands significant energy investment. To sustain DEI and enhance its effectiveness, these policies need to go beyond simply increasing diversity and ensuring equal access to opportunities. They must also focus on empowering a diverse workforce to contribute to the organization’s success actively. Additionally, fostering a workplace culture that enhances members’ adaptive cognitive processing and skills can reduce the energy required to sustain DEI efforts, making these practices more sustainable in the long term. (shrink)

There can be no doubt that discrimination based on sex, race, ethnicity, religion or beliefs should not be tolerated in academia. Surprisingly, however, in recent years, policies of Diversity, Inclusion and Equity(DIE), officially introduced to counteract discrimination, have increasingly led to quite the opposite result: the exclusion of individuals who do not share a radical 'woke' ideology on identity politics (feminism, other gender activisms, critical race theory, etc.), and to the suppression of the academic freedom to discuss such dogmas. (...) This subversion of academia ― disguised Trojan-horse style as universal human rights advocacy ― is unacceptable because academia must be politically neutral and protect freedom of speech, a cornerstone of professional scholarly activity without which universities as we know them will slowly but surely suffocate. -/- Our purpose here is to put together some particularly illustrative cases of such repression in a single book, testifying to a ubiquitous trend within western culture, irreducible to a few isolated complaints. The essays contained here illustrate the abuse of power, censorship and witch-hunts at many universities and research centres in the name of DIE. -/- List of coauthors in alphabetical order: Dorian Abbot, Tomonori Agoh, Gerhard Amendt, Ivar Arpi, David Benatar, Peter Boghossian, Civitas Research Team, David Díaz Pardo de Vera, Pedro Domingos, Janice Fiamengo, Étienne Forest, Jorge Gibert Galassi, Norman Goldstuck, José L. González Quirós, Lawrence M. Krauss, Patrick LaBelle, Martín López Corredoira, Heather Mac Donald, Martin Malmgren, Erik. J. Olsson, Jordan Peterson, Constantin Polychronakos, Philip C. Salzman, Alessandro Strumia, Tom Todd, Andrei Yafaev. (shrink)

This chapter argues for a structural injustice approach to the governance of AI. Structural injustice has an analytical and an evaluative component. The analytical component consists of structural explanations that are well-known in the social sciences. The evaluative component is a theory of justice. Structural injustice is a powerful conceptual tool that allows researchers and practitioners to identify, articulate, and perhaps even anticipate, AI biases. The chapter begins with an example of racial bias in AI that arises from structural injustice. (...) The chapter then presents the concept of structural injustice as introduced by the philosopher Iris Marion Young. The chapter moreover argues that structural injustice is well suited as an approach to the governance of AI and compares this approach to alternative approaches that start from analyses of harms and benefits or from value statements. The chapter suggests that structural injustice provides methodological and normative foundations for the values and concerns of Diversity, Equity, and Inclusion. The chapter closes with an outlook onto the idea of “structure” and on responsibility. The idea of a structure is central to justice. An open theoretical research question is to what extent AI is itself part of the structure of society. Finally, the practice of responsibility is central to structural injustice. Even if they cannot be held responsible for the existence of structural injustice, every individual and every organization has some responsibility to address structural injustice going forward. (shrink)

This argument explores the transformative potential of AI-driven legislative simulations for creating inclusive, equitable, and globally adaptable laws. By using predictive modeling and adaptive frameworks, these simulations can account for diverse cultural, social, and economic contexts. The argument emphasizes the need for universal ethical safeguards, trust-building measures, and phased implementation strategies. Case studies of successful applications in governance and conflict resolution demonstrate the feasibility and efficacy of this approach. The conclusion highlights AI’s role in democratizing governance and ensuring laws are (...) more equitable and culturally sensitive. (shrink)

The lecture was given at the NTU-Net Student Leader Forum 2024 (Phenikaa University) about "Fostering Diversity, Equity and Inclusion (D.E.I.) through Student Leaders.".

From September 11 to 13, 2024, Phenikaa University hosted the ATU-Net Student Leader Forum 2024 (SeLF), an annual event organized by the Asia Technological University Network (ATU-Net), a strategic international alliance of 34 universities from 15 countries. This event brings together exceptional students and young leaders from ATU-Net member institutions and partners, providing a platform for knowledge exchange, and mutual learning, and fostering both regional connections and a global identity.

In 2018 Academic Placement Data and Analysis ran a survey of doctoral students and recent graduates on the topics of diversity and inclusivity in collaboration with the Graduate Student Council and Data Task Force of the American Philosophical Association. We submitted a preliminary report in Fall 2018 that describes the origins and procedure of the survey [1]. This is our final report on the survey. We first discuss the demographic profile of our survey participants and compare it to the United (...) States general population, its doctoral students, and APA membership, finding several areas of underrepresentation (i.e. gender, race/ethnicity, socioeconomic, and veteran status). We then discuss the results of questions regarding diversity and inclusivity. We find, for instance, that participant comfort in philosophy depends on gender, sexuality, race/ethnicity, disability, and language status and that participants most often mentioned the theme of diversity when asked how philosophy could be more inclusive. Finally, we discuss the results of questions related to graduate program and placement. We find, for example, that underrepresented graduates are both less likely to recommend their graduate program to others and less likely to prefer an academic job. We close by making some recommendations for the APA and for the discipline based on our findings. (shrink)

Culture, which manifests in religion, tradition, custom, thought, perspective, language, lifestyle and many other human creations, is not one. There are many cultures that come in front of oneself massively, especially in this information and global era. Their presence makes every person asks: does a self only accepts one culture and then refuses other cultures? Should oneself accept any cultures by neglecting him/herself? How if oneself has an identity but receives any cultures? Some individual prefers to adhere to one culture, (...) and refuse other cultures. Directly or indirectly, he/she says: “There are no others, except me”. In other hands, some people negates him/herself and affirms others. He/she says: “I am nothing. The only existence is others. There is no specific cultural identity. Every culture is an imagined bundle of several cultures”. In this paper, I go out from those contradictory positions. I affirm the existence of an inclusive, critical and tentative self, which opens toward any cultures, but always criticizes anything before (and after) internalizes it in its changeable identity. This self is the self that will be retained by arguments in this paper, as a compatible self for encountering multicultural phenomenon in this era. (shrink)

Translation failure occurs when a treatment shown to be safe and effective in one type of population does not produce the same result in another. We are currently in a crisis involving the translatability of preclinical studies to human populations. Animal trials are no better than a coin toss at predicting the safety and efficacy of drugs in human trials, and the high failure rate of drugs entering human trials suggests that most of the suffering of laboratory animals is futile, (...) creating no commensurate benefit for human patients. Here, I argue that animal ethics committees have a role to play in getting us out of this crisis. Inadequate representation is a known contributor to translation failures and is a matter of both scientific and ethical concern. Ethical review committees have the authority to address it by reprioritising the values already enshrined in their guiding principles. (shrink)

This paper explored the frameworks of the learning continuity plan that shaped basic education delivery as issued by the Department of Education-Central Office in light of Sulong Edukalidad and KITE (K- K to 12 Curriculum review and update; I- Improvement of the learning environment, T- Teachers' upskilling and reskilling; and E- Engagement of stakeholders for support and collaboration) as national flagship programs. In particular, the paper examined the adoption and contextualization of the frameworks by the Regional Office - CALABARZON, which (...) is the PIVOT4A QuBE; 4A represents the four strategic thrusts, which are: (a) aligning focus and intervention, (b) advancing handholding initiatives, (c) amplifying defined technical assistance to target delivery units, and (d) appraising stakeholders on the progress of the intervention, and QuBE is the acronym for Quality Basic Education. For its part, the Schools Division Office of Laguna espouses LAGO Laguna or Leaders Actions towards Greater Outcomes. Furthermore, the school learning continuity plan of the San Pedro Relocation Center National High School Landayan Annex is summarized through the acronym SAGWAN or Sustaining & Advocating Genuine Welfare & Actions in the New Normal as the flagship program. In addressing the new normal in education, the juxtapositions of the said flagship programs that stem from national to regional, division, and school levels, are discussed. It also analyzed diversity and inclusiveness, as well as the guiding educational philosophies, in the conduct of school projects, programs, and activities (PPAs). (shrink)

The relevance of the study is the need to reform the educational environment based on the values of inclusion to ensure the accessibility of quality education for all people. The purpose of the study is to justify the need an inclusive culture formation as a culture of acceptance of diversity and mutual understanding. The research problem is the lack of development of an inclusive organizational culture is a barrier to ensuring the availability of quality education in a variety of (...) health limitations and the educational needs of students. The study is based on the analysis of regulatory documents, comparison and generalization of the available approaches in international and Russian theory and practice on the inclusion values issue in the strategy of educational organizations and the formation of an inclusive organizational culture. Results: it was established that the inclusive agenda in education aggravates the problem of the formation of an inclusive organizational culture as a culture of accepting diversity as a value, advantage, significant educational, upbringing, developing resource; staged, the need for a proactive strategy of the formation of intercultural competencies are justified. -/- . (shrink)

As hubs of global exchange, port cities are host to inconvenient and contested pasts. Many of these pasts have yet to be fully recognized. In the wake of demonstrations against racial injustices this summer, the PortCityFutures team discussed how our own research practices relate to systemic inequalities within port cities. It was concluded that we need to better understand how these contested and complex pasts, legacies of diversity and segregation, and colonial pasts impact port cities today.

There is a close relationship between education and citizenship. Liberal political theorists tend to spend much of their work justifying the role of educational institutions in political communities. However, the development of these proposals is usually thought for subjects who do not have disabilities, arbitrarily excluding a significant proportion of society. This not only happens at an educational level, it is replicated in various areas of social life. In this sense, in the present work I am going to propose that (...) the adequacy approach proposed by Debra Satz is extremely valuable to think about the educational equity of people with disabilities. The choice is not accidental or arbitrary. Satz is a renowned philosopher whose interest in education and its importance in forming citizens for diverse and plural societies. To do this, I will begin by presenting three possible models of special education: the special school, integration and inclusion. Then the two paradigms that prevail in the characterization of disability will be addressed: the social model and the medical model. Instead, I will reconstruct the third proposal elaborated by Satz in order to evaluate with which inclusive education model and disability paradigm it is compatible and why it is presented as a valuable proposal in this field. (shrink)

Fostering tolerance and inclusiveness in multicultural societies is increasingly vital, particularly in educational settings. Understanding the impact of parental involvement and school events on students’ attitudes toward these values is essential for promoting social cohesion and preparing future generations for an interconnected world. This study applies Bayesian Mindsponge Framework (BMF) analytics to a representative dataset of 2,069 primary, secondary, and high school students across Vietnam. It explores how parental discussions and participation in multicultural school events influence students’ attitudes toward tolerance (...) and inclusiveness. The findings indicate that parental discussions about collaboration with individuals holding diverse perspectives, as well as participation in multicultural events, are positively associated with students’ tolerant attitudes. Furthermore, parental discussions about cultures and histories of different countries, collaboration skills, and conflict resolution skills are positively linked to students’ inclusiveness. The study highlights that while multicultural school events provide valuable opportunities for students to engage with diverse cultures and broaden their perspectives, consistent parental involvement through meaningful discussions is likely critical for reinforcing inclusive values. A collaborative approach between schools and parents can more effectively nurture tolerance and inclusiveness among students. Future research could examine the long-term effects of these interactions and identify specific activities that most effectively foster inclusive attitudes. (shrink)

We summarize key messages from the World Bank report Open and Inclusive: Fair Processes for Financing Universal Health Coverage. A central lesson of the Report is that in decision-making on the path to UHC, procedural fairness matters alongside substantive fairness. Decision systems should be assessed using a complete conception of procedural fairness that embodies core commitments to impartial and equal consideration of interests and perspectives. These commitments demand that comprehensive information is gathered and disclosed and that justifications for policies are (...) publicly debated; that participation in decision-making is enabled; and that these characteristics of the decision system are institutionalised rather than up to the good will of decision-makers. Procedural fairness can improve equity in outcomes, raise legitimacy and trust, and can help make reforms last. While improving procedural fairness can be costly and there are barriers to achieving it, the range of instruments that countries at varying levels of income and institutional capacity have used with some success shows that, in many contexts, advances in procedural fairness in health financing are possible and worthwhile. (shrink)

This article discusses the category of foreigner in the context of academia. In the first part I explore this category and its philosophical significance. A quick look at the literature reveals that this category needs more attention in analyses of dimensions of privilege and disadvantage. Foreignness has peculiarities that demarcate it from other categories of identity, and it intersects with them in complicated ways. Devoting more attention to it would enable addressing issues affecting foreigners in academia that go commonly unnoticed. (...) In the second part of the article I argue that current efforts to make academia a more inclusive environment should address the disadvantages that many foreign academics face. I focus on two senses of foreigner: working and living in a country that is not your country of origin, and being a nonnative speaker of the language in which you work. (shrink)

Several studies have examined the challenges affecting the smooth implementation of inclusive education; focusing on resource inadequacies. However, these studies primarily relied on descriptive statistics: describing resource availability but not assessing their impact on policy implementation. The current study addresses this gap by analysing the extent of critical resource supply for implementing inclusive education and its influence on policy implementation. A descriptive survey design was adopted, targeting 281 principals from public secondary schools across three educational zones in Cross River State. (...) Stratified proportionate sampling was used in selecting 120 principals as the sample. Data collection involved a structured questionnaire with an acceptable validity and a reliability indices. Descriptive statistics were used to answer the research questions, and Simple and multiple linear regression were used to test the hypotheses at the .05 level of significance. The findings of the study revealed low supply levels of physical, human, and financial resources for implementing inclusive education in secondary schools. The extent of inclusive education implementation was also found to be low. The study further indicated that the supply of physical, human, and financial resources collectively affected policy implementation, with physical resources having a greater impact. These results have practical implications for the government and stakeholders; emphasising the need for adequate physical, human, and financial resources to implement inclusive education in secondary schools. Keywords:. (shrink)

This paper presents the joint journeys, from the East to the West, of three emerging educators, who reflect on their lived experiences in an Asian educational context and their shaped identities through a connection between the motherland and the places to which they immigrated. They have grounded their identities in the inequities they experienced in Asian education and described their experiences through a cultural and social lens as Asian teachers studying in Canadian institutions. They story their lived experiences by using (...) a Photo-voice research method to elicit the narratives of their East-to-West transcultural journeys. The major finding is the reconstructed identity of each of the researchers. The data collected through ‘Photo-voice’ sheds light on the influence on teachers’ mindset of the Three Teachings or Religions—Buddhism, Confucianism, and Taoism — across Asia on teachers' mindset, which are seen to cause inequities among the marginalized. The purpose of this research is an attempt by the authors, who have immersed themselves in each other’s journeys, to discuss how they have reformed their educator identities in a Canadian educational context in which equity, diversity, and inclusion are acknowledged. (shrink)

We are three emerging educators, from the East to the West, reflecting on our lived experiences in Asian educational contexts and shaping our identities through a connection between the motherlands and the places we immigrated to. Our educator identities have been grounded on the social inequities we experienced in Asian education through the lens of culturally and socially Asian teachers studying in Canadian institutions. We story our lived experiences by using photo-voice research method to elicit our East-to-West transcultural journeys. After (...) elaborating on our stories, we have found that our identities enable us to shed light on the influences of the Three Teachings or Religions: Buddhism, Confucianism, and Taoism across Asia on teachers' mindset which causes inequities to the marginalized. Significantly, drawing on our experiences, we attempt to discuss how we reform the educator identities within us in a Canadian education context where equity, diversity, and inclusion are crucially acknowledged. (shrink)

Existing indexing systems used to arrange philosophical works have been shown to misrepresent the discipline in ways that reflect and perpetuate exclusionary attitudes within it. In recent years, there has been a great deal of effort to challenge those attitudes and to revise them. But as the discipline moves toward greater equality and inclusivity, the way it has indexed its work has unfortunately not. To course correct, we identify in this article some of the specific changes that are needed within (...) current indexing systems and propose a new model that could embody them. We use the Diversity Reading List in Philosophy as a case study and PhilPapers as a basis for comparison. The model we propose not only represents the discipline in a more inclusive and fair way, but it is also efficient, easy to use or implement, and adaptable for a variety of contexts. (shrink)

Climate change poses a significant risk threatening the livelihood of people, communities, and cities worldwide. The stakes cannot be reduced to zero, so there is a constant need to re-theorize the collective action to address the climate change challenges. Doing so requires planning to reduce vulnerability to climate change. One of the most crucial challenges facing scientists, academics, citizens, and policymakers today is whether the collaborative, inclusive, and resilient climate change action can be implemented, assessed, and achieved. To respond to (...) this question, this research aims to re-theorize, de-conceptualize, and analyze the collective effort to address the climate change challenges. First, the paper conceptualizes climate change resiliency as the ability to anticipate, prepare for, and respond effectively to climate-related risks, hazards, and threats. The existing challenges toward implementing resilient and inclusive climate change action have been analyzed. The paper theorizes the urban commons and collaborative governance to theorize collective efforts. This article concludes by identifying some critical determinants for the up‐scaling of collective action to address the climate change challenges. It can be supposed that any future inclusive and resilient collective action to address climate change is based on social learning to support decision-making, emphasizing inclusion and equity, which came in line with the United Nation’s 2030 SDGs. (shrink)

Metaphysical considerations aside, today’s inheritors of the tradition of natural philosophy are primarily scientists. However, they are oblivious to the human factor involved in science and in seeing how political, religious, and other ideologies contaminate our visions of nature. In general, philosophers observe human (historical, sociological, and psychological) processes within the construction of theories, as well as in the development of scientific activity itself. -/- In our time, feminism—along with accompanying ideas of identity politics under the slogan “diversity, inclusion, (...) equity”—has emerged in science policies. The vast majority of scientists (including myself) are convinced that discrimination is reprehensible. We also believe that all individuals of any sex, race, ethnic group, or ideology should be valued in academia solely based on his or her merits and potential through equality programs. However, as I will show in this article, political indoctrination has inadmissibly undertaken the struggle for equality in academic institutions in Western countries. I argue here that universities and research institutes should be politically free (neutral) to encourage academic freedom. -/- One negative aspect of equality programs is that worldwide, scientists are harassed for expressing opinions related to the “gender” issue. This situation severely restricts scientists’ freedom of expression, even within the limits of the law. Codes of conduct extending beyond legal boundaries are examples of this issue. Scientists who express their views about “gender” are often harassed, bullied, and socially or academically excluded. Thus, we are witnessing a wave of proselytizing in research institutes and science-associated media. Today, there is widespread biased propaganda of “victimhood”. This propaganda proposes positive discrimination and increasing women’s participation in unnatural ways. It also bends the history of science by overvaluing the creations of forgotten women, offering lectures on indoctrination, organizing congresses on gender and science, and persecuting anyone who sees the subject differently. All of this covered by a multitude of associations that financially benefit from these discourses through succulent subsidies of public money. Apparently, feminism is no longer about fighting against discrimination. Instead, it is about imposing an ideology and giving more power to one group of people. Thus, we must ask whether the end justifies the means. (shrink)

Healthcare insurance plays a pivotal role in shaping public health equity and social justice by influencing access to services, financial protection, and health outcomes. This study evaluates integrative frameworks for analyzing the impact of healthcare insurance on public health equity and explores its role in achieving social justice. We synthesize data from multidisciplinary sources to highlight disparities, challenges, and policy implications. The findings underscore the need for equitable insurance models, robust policy reforms, and inclusive evaluation methods.

To Gandhi, secularism went beyond the political separation of religion and state; it was a moral commitment to uphold human dignity and social justice. His approach to secularism was intertwined with his socio-economic philosophy of Sarvodaya, or the welfare of all. Gandhi argued that true secularism required addressing the socio-economic disparities that often fueled religious tensions. He believed in the “Sarvadharmasambhava principle,” which means equal respect for all religions. This perspective aimed at eradicating prejudices and promoting a culture of empathy. (...) In this context, this paper highlights Gandhi’s views on secularism which went beyond conventional notions, emphasising the interconnectedness of spirituality, social equity, and communal harmony. The author argues that Gandhi’s vision remains a poignant reminder of the potential for secularism to facilitate societal transformation by nurturing an environment of acceptance, understanding, and unity amidst diversity. (shrink)

The EdTech revolution in India has emerged as a transformative force, particularly during and after the COVID-19 pandemic, when traditional education systems faced unprecedented disruptions. While digital technologies have unlocked new opportunities for teaching and learning, they have also exposed systemic inequities and deepened the existing digital divide. This paper examines how EdTech is reshaping India's education landscape by addressing these challenges, with a focus on both the opportunities it presents and the barriers it creates. The shift to digital learning (...) platforms has empowered students with access to a broader array of learning resources, interactive content, and personalized learning paths. However, millions of students, particularly those from rural areas or lower-income families, struggle to access these resources due to a lack of digital infrastructure, reliable internet connectivity, and affordability of devices. Furthermore, the role of teachers has evolved, requiring new pedagogical approaches and technical skills to effectively harness these digital tools. (shrink)

The discipline of academic philosophy suffers from serious problems of diversity and inclusion whose acknowledgement and amelioration are often resisted by members of our profession. In this paper, I distinguish four main modes of resistance—naiveté, conservatism, pride, and hostility—and describe how and why they manifest by using them as the basis for a typology of types of ‘resister’. This typology can hopefully be useful to those of us trying to counteract such resistance in ways sensitive to the different motives (...) and strategies that these resisters tend to employ. (shrink)

Applied behavior analysis (ABA) has featured an increasing concern for understanding and considering the cultural diversity of the populations behavior analysts serve in recent years. As an expression of that concern, the new BACB’s Ethics Code for Behavior Analysts is more explicit and comprehensive in its inclusion of ethical obligations concerning cultural diversity. The purpose of this paper is to offer a discussion on the limitations of both our capacity and willingness to know and overcome our ignorance about our (...) own and other cultures. We examine different ways in which our ignorance of other cultures plays out even in willful compliance with the BACB ethics code. We suggest part of the problem is that the BACB ethics code seems to operate under the assumption that practitioners are always aware or can be aware of what they do not know and their biases. In contrast, we offer a reflection on a more complex picture of our understanding of ourselves and other cultures where we cannot assume people are aware of what they ignore and of their biases. Ethically, we find that in some cases these blindspots are accounted for by the BACB ethics code and should be foreseen and addressed by the behavior analyst (BA). But in other cases, when a person is not aware of what they ignore, understanding the connection between cultural diversity ignorance and professional behavior requires a different approach. Our analysis suggests an attitude of being thoughtfully diligent and humble while learning about cultural diversity issues and examining the areas where we might be ignorant and not aware of our ignorance. We argue that BAs’ obligations to respect the dignity of clients and their families and to provide effective treatment call for this attitude of diligence and humility that goes beyond mere compliance. (shrink)

The Moral Argument for AI Ethics emphasizes the need for an adaptive, globally equitable, and philosophically grounded framework for the ethical development and deployment of artificial intelligence. It highlights key principles, including dynamic adaptation to societal values, inclusivity, and the mitigation of global disparities. Drawing from historical AI ethical failures, the argument underscores the urgency of proactive and enforceable frameworks addressing bias, surveillance, and existential threats. The conclusion advocates for international coalitions that integrate diverse philosophical traditions and practical implementation strategies, (...) ensuring AI’s role as a force for global good. (shrink)

This study aims to examine how interdisciplinary urban interventions within architectural education can effectively address social justice issues. Motivated by the growing need for inclusive and equitable urban spaces, this research explores the potential of collaborative design and participatory research methods to foster social awareness and community engagement. Focusing on student-led projects in cities such as Houston, San Diego, and Amsterdam, this study addresses social justice challenges across themes like Art Activism, Tactical Urbanism, environmental justice, and gender equity. Using case (...) study analysis, digital mapping, and poster creation as core methodologies, the research demonstrates the value of multi-scalar, interdisciplinary approaches in tackling complex urban problems. The key findings highlight that integrating these approaches into architectural education promotes critical engagement with social justice issues, equipping students with practical skills for future professional challenges. The implications suggest that expanding this framework to diverse urban contexts could enhance its impact, offering a foundation for further studies on interdisciplinary design as a tool for urban equity. (shrink)

This correspondence piece responds to commentaries on the authors' survey of U.S. bioethicists. The authors address two key questions: the definition of a bioethicist and how bioethics should evolve. They identify four distinct roles bioethicists occupy: researchers, pedagogues, consultants, and advocates/activists. The article examines various aspects of inclusiveness in bioethics - demographic, viewpoint, methodological, and topical - while acknowledging inherent tensions and trade-offs between them. For example, including religiously or geographically diverse voices may conflict with other inclusivity goals. The authors (...) argue that while demographic inclusiveness is crucial, other forms of inclusiveness require careful consideration of trade-offs and empirical research to assess their impacts. They emphasize the need for systematic research on bioethicists' beliefs and reasoning, particularly regarding complex issues like disability and racial health disparities. The piece concludes by calling for continued dialogue and better funding for empirical research on ethical perspectives across different groups. (shrink)

I wish to carry out a philosophical inquiry into the present day intercultural public spheres. The thesis I endeavour to support is that the achievement of inclusive public spheres largely depends on one’s willingness and capacity to foster the “appreciation of diversities” by first, enhancing policies and forms of cooperation between the citizens’ emotional and motivational resources, and then enhancing their cognitive competences. More specifically, my proposal is to understand such an effort from the viewpoint of post-Weberian responsibility, that is (...) of an ethics and politics that overcome the traditional divisions between theory and practice, cognition and emotion, “Verantwortung” and “Gesinnung” , and therefore succeed in enhancing the citizens’ awareness and attitudes as – in Habermas’ words – “democratic co-legislators”. The case study of Matthew Lipman’s “Philosophy for Children/Community” succeeds precisely in highlighting these results. (shrink)

Recent work in the metaphysics of gender mostly focuses on trying to solve the exclusion problem - roughly, the problem of giving a metaphysical account of gender that doesn’t exclude anyone from their appropriate gender category. It is acknowledged that no completely satisfactory answer to the exclusion problem has yet been given in the literature; typically such theories fail to account for the diverse experiences and characteristics of trans people. One response is to adopt an anti-realism about gender properties, such (...) as Heather Logue’s gender fictionalism. I rebut the move to an anti-realism, showing that it relies on assuming a representationalism about gender vocabulary that we need not hold. I put forward a non-representationalist theory of gender properties that analyses gender vocabulary in terms of its inferential profile, rather than its representational features. This theory constitutes a deflationary realism about gender properties; it solves the inclusion problem, and guarantees the first-person epistemic authority of an individual regarding their own gender identity. (shrink)

The idea of dignity is pervasive in political discourse. It is central to human rights theory and practice, and it features regularly in conceptions of social justice as well as in the social movements they seek to understand or orient. However, dignity talk has been criticized for leading to problematic exclusion. Critics challenge it for undermining our recognition of the rights of non-human animals and of many human individuals (such as children, the elderly, and people with disabilities). I argue that, (...) on a plausible articulation of it, the idea of dignity does not lead to these exclusions and that it in fact helps defend an appropriately inclusive moral and political treatment of all individuals. Difficult issues about equality and diversity indeed arise, but a dignitarian approach can provide good answers to them or at least help make them clearer and more tractable. (shrink)

When attempting to capture the concept of enlightenment that underlies and motivates philosophical (and political and scientific) developments in the 18th century, historians of philosophy frequently rely upon a needlessly but intentionally exclusive account. This, namely, is the conception of enlightenment first proposed by Kant in his famous essay of 1784, which takes enlightenment to consist in the “emergence from the self-imposed state of minority” and which is only possible for a “public” to attain as a result of the public (...) use of reason, a privilege enjoyed by citizens and exemplified in the activity of the scholar. That women, among other groups, did not hold the status of citizens and did not enjoy access to the institutions or training that might gain them recognition as scholars is apparently not a concern for Kant, as he notes that the enlightened condition is likely out of reach anyway for “by far the greatest part of humankind (including the entire fair sex)” (AA 8:35). This naturally leads one to wonder what a history of this period could look like when considered from the perspective of a different, more inclusive conception of enlightenment, and in this chapter I propose to conduct an experiment of sorts just along these lines. As opposed to Kant’s exclusionary conception, I will instead take that proposed by his distinguished contemporary, Moses Mendelssohn, as my starting point. In addition to offering a conception of enlightenment distinctive both for its wide scope and progressive character, Mendelssohn’s has the advantage, or so I will show, of bringing the manifold intellectual contributions of a diverse set of women into focus, though it does more than this in that it also reveals these women to actively and critically engage with key aspects of Mendelssohn’s and others’ philosophical views. (shrink)

This research article examines the potential of multimodal techniques in promoting inclusive practices in the English language classroom, delving into the multidisciplinary fields of English Language Teaching (ELT) and inclusive education. This study intends to investigate how multimodal resources, such as visual aids, technology, and creative activities, may be effectively integrated to meet the various learning needs of students using a pedagogical lens. This paper examines the theoretical underpinnings and practical implications of using multimodal approaches in ELT settings, shedding light (...) on their potential to promote inclusivity, engagement, and language acquisition among learners with diverse abilities and backgrounds. It does this through a thorough literature review and analysis of pedagogical frameworks. (shrink)

India is known for its religious diversity, and among its many faiths, Sikh and Jain Dharmic traditions stand out for their ethical and spiritual significance. Despite their distinct theological doctrines, both traditions share key values, including compassion, non-violence, truth, and self-discipline. This article explores the ethical and spiritual connections between Sikhi and Jain traditions, focusing on their mutual emphasis on Ahimsa (non-violence), truth (Satya), and the importance of self-discipline and service. Through their common principles, both religions promote social equality, inclusivity, (...) and the welfare of all living beings. By examining these shared values, the article highlights how Sikh and Jain dharmic traditions contribute to the broader message of harmony in diversity and interfaith coexistence. Ultimately, these traditions offer valuable insights into building a peaceful, compassionate, and just society that transcends religious boundaries and fosters global unity. (shrink)

Self-tracking-technologies can serve as a prominent example of how digital technologies put to test established practices, institutions, and structures of medicine and healthcare. While proponents emphasize the potentials, e.g., for individualized healthcare and new research data, opponents stress the risk that these technologies will reinforce gender-related inequalities. -/- While this has been made clear from—often intersectional—feminist perspectives since the introduction of such technologies, we aim to provide a queer-feminist perspective on self-tracking applications in healthcare by analyzing three concrete cases. In (...) this way, we want to show why such a perspective is helpful in assessing self-tracking technologies and how such a perspective might contribute to a queering of healthcare. -/- After a short introduction to self-tracking in healthcare and the corresponding risks of reproducing gender-related inequalities, we introduce queer bioethics as a methodology to examine structural discrimination and marginalization in bioethical research. We apply this framework in the analysis of three exemplary self-tracking applications from the areas of nutrition/fitness, reproductive health, and mental health. In the subsequent discussion of these results against the backdrop of already existing queer-sensitive technologies, we identify an equal access, a subversive design, an inclusive database, and a diversity-sensitive and discriminatory-critical definition of purposes as well as individualized usage possibilities as first possible starting points for a queering of self-tracking applications. Finally, we draw conclusions, how such a critical perspective on self-tracking applications might also contribute to a queering of the healthcare system at a structural level. (shrink)

Teaching at a private, conservative religious institution poses unique challenges for equality, diversity, and inclusivity education (EDI). Given the realities of the student population in the Honors College of a private, religious institution, it is necessary to first introduce students to the contemporary realities of inequality and oppression and thus the need for EDI. This chapter proposes a conceptual framework and pedagogical suggestions for teaching basic concepts of social justice in a team-taught, interdisciplinary social science course. The course integrates four (...) different approaches to justice: theoretical, social scientific, narratological, and experiential. The discussion of the experiential dimension of the course references practical pedagogical strategies for making social justice and inequality real for our students. Understanding the realities of social inequality and its roots can foster a better understanding of the social forces and structures that perpetuate inequality. Furthermore, this approach can plant the intellectual and empathic seeds to challenge in-group bias and hopefully germinate into fruitful interaction with diverse others. Finally, this rich, interdisciplinary encounter with social inequality and justice can prepare students to work for just social structures that will lead to a more inclusive world. (shrink)

English- Vademecum: 77 Minor Terms for Writing Urban Places offers a set of concepts that stimulate new approaches in planning, architecture, urban design, policy, and other practices of spatial development. These diverse concepts might reveal blind spots in urban discourse or bring insights from one discipline to another. The term ‘minor’ refers to the ambition to look at the local and social specificity of urban places and to challenge established discursive frameworks by giving voice to multiple actors in the debate. (...) This publication hopes to be a field guide that inspires spatial professionals, researchers, students, and communities to exchange knowledge, to engage with urban places and to discover and develop responsible approaches to current urban challenges. Dutch – Vademecum: 77 Minor Terms for Writing Urban Places biedt een reeks concepten die nieuwe benaderingen in architectuur, stedenbouw en ruimtelijke ontwikkeling stimuleren. Deze uiteenlopende concepten kunnen blinde vlekken in het stedelijke discours onthullen of inzichten van de ene discipline naar de andere brengen. De term 'minor' verwijst naar de ambitie om naar de lokale en sociale specificiteit van stedelijke plekken te kijken en om gevestigde discursieve kaders uit te dagen, door stem te geven aan meerdere actoren in het debat. Deze publicatie is te zien als een veldgids die ruimtelijke professionals, onderzoekers, studenten en gemeenschappen inspireert om kennis uit te wisselen, over onderzoek naar stedelijke plekken, en om verantwoorde benaderingen te ontdekken en te ontwikkelen voor de hedendaagse stedelijke uitdagingen. (shrink)

At the United Nations climate change conference in 2011, parties decided to launch the “Durban Platform” to work towards a new long-term climate agreement. The decision was notable for the absence of any reference to “equity”, a prominent principle in all previous major climate agreements. Wealthy countries resisted the inclusion of equity on the grounds that the term had become too closely yoked to developing countries’ favored conception of equity. This conception, according to wealthy countries, exempts developing countries from (...) making commitments that are stringent enough for the collective effort needed to avoid dangerous climate change. In circumstances where even mentioning the term equity has become problematic, a critical question is whether scope for a fair agreement is being squeezed out of negotiations. To address this question we set out a conceptual framework for normative theorizing about fairness in international negotiations, accompanied by a set of minimal standards of fairness and plausible feasibility constraints for sharing the global climate change mitigation effort. We argue that a fair and feasible agreement may be reached by (i) reforming the current binary approach to differentiating developed and developing country groups, in tandem with (ii) introducing a more principled approach to differentiating the mitigation commitments of individual countries. These two priorities may provide the basis for a principled bargain between developed and developing countries that safeguards the opportunity to avoid dangerous climate change without sacrificing widely acceptable conceptions of equity. (shrink)

What do we talk about when we talk about ethical diversity as a challenge to the normative justifiability of liberal democracy? Many theorists claim that liberal democracy ought to be reformed or rejected for not being sufficiently ‘inclusive’ towards diversity; others argue that, on the contrary, liberalism is desirable because it accommodates (some level of) diversity. Moreover, it has been argued that concern for diversity should lead us to favour (say) neutralistic over perfectionist, universalistic over particularistic, participative over representative versions (...) of liberal democracy. This paper provides a conceptual framework to situate those debates, and argues that there are two fundamental ways in which diversity constitutes a challenge to the justificatory status of liberal democracy: consistency (whereby diversity causes clashes between the prescriptions generated by normative political theories), and adequacy (whereby diversity generates a rift between our experience of what is considered valuable and what the theory treats as such). (shrink)

In the rapidly evolving landscape of artificial intelligence (AI), disparities in access and benefits are becoming increasingly apparent, leading to the emergence of an AI divide. This divide not only amplifies existing socio-economic inequalities but also fosters the creation of AI caste systems, where marginalized groups—referred to as AI Dalits—are systematically excluded from AI advancements. This article explores the definitions and contributing factors of the AI divide and delves into the concept of AI caste systems, illustrating how they perpetuate inequality. (...) Furthermore, it proposes comprehensive strategies for bridging this divide through inclusive and equitable approaches. Key strategies include promoting equal access to AI education and resources, enhancing diversity and representation in AI development, implementing fair and transparent AI policies, promoting public awareness and engagement, and empowering AI Dalits through targeted initiatives. By championing an "All in AI" and "AI for All" paradigm, this paper envisions an inclusive future where the benefits of AI are universally shared, ensuring that no group is left behind in the AI-driven world. (shrink)

I investigate the reciprocal relationship between social accounts of knowledge production and efforts to increase the representation of women and some minorities in the academy. In particular, I consider the extent to which feminist social epistemologies such as Helen Longino’s critical contextual empiricism can be employed to argue that it is in researchers’ epistemic interests to take active steps to increase gender diversity. As it stands, critical contextual empiricism does not provide enough resources to succeed at this task. However, considering (...) this view through an employment equity lens highlights areas where such theories need to be further developed. I argue that views such as Longino’s ought to attend to nuances of community structure and cultural features that inhibit critical social interactions, if we are to maximize the epistemic as well as the ethical improvements associated with a social approach to knowing. These developments advance these epistemic theories for their own sake. They also help develop these theories into a tool that can be used by those calling for increased diversity in the academy. (shrink)

Widespread global interest and adoption of deliberative democracy approaches to reinvigorate citizenship and policy making in an era of democratic crisis/decline has been mirrored by increasing interest in deliberation in schools, both as an approach to pedagogy and student empowerment, and as a training ground for deliberative citizenship. In school deliberation, as in other settings, a key and sometimes neglected element of high-quality deliberation is facilitation. Facilitation can help to establish and maintain deliberative norms, as well as assisting participants to (...) deliberate productively and achieve collective goals. This article draws on our experience as scholar/practitioners running a Deliberation in Schools program in Australia to explore challenges and strategies for deliberative facilitation. The challenges we discuss are power, inequality, diversity and boundaries, disagreement and integration and these are discussed in the general context of inclusiveness. We highlight two facets of deliberative facilitation – technique and design – which are important for dealing with these challenges and increasing inclusion in school deliberation and in democratic deliberation more generally. (shrink)

This article argues against the concept of integration as the main mechanism allowing various sociocultural groups to live together and instead proposes ‘radical inclusivity’ as a better, less oppressive model of a pluralistic society. Through analytical and reflective research on the non-cohesion-based approach to integration or inclusion, this article is devoted to examining the affordances and limitations of integration through various forms of spatial interventions. As an example, we will discuss the Ellesmere Green Project in Sheffield (UK) as a (...) typical small urban regeneration executed in a highly diverse part of Sheffield. This piece aims to bring forward the significance of moving beyond the community-as-cohesion model in urban politics and planning for integration. (shrink)

There is a loud and persistent drum beat of support for schools, for citizenship, for diversity and inclusion, and increasingly for labor market readiness with very little critical attention to the assumptions underlying these agendas, let alone to their many internal contradictions. Accordingly, in this book I examine the philosophical, motivational, and practical challenges of education theory, policy, and practice in the twenty-first century. As I proceed, I do not neglect the historical, comparative international context so essential to better (...) understanding where we are, as well as what is attainable in terms of educational justice. I argue that we must constructively critique some of our most cherished beliefs about education if we are to save the hope of real justice from the rhetoric of imagined justice. (shrink)

This study delved into the Senior High School Technical-Vocational-Livelihood (TVL) track in Bohol Province for the 2022-2023 school year, aiming to evaluate policy implementation, recognize barriers, and propose interventions. Employing a mixed-method approach, integrating quantitative-descriptive surveys and qualitative-descriptive research methods as recommended by Creswell and Plano Clark (2017), the findings unveiled a predominantly positive perception of policy implementation across various dimensions of the TVL track. These encompass curriculum development, teacher training, resource allocation, industry partnerships, assessment and evaluation, student support services, (...) monitoring and quality assurance, policy adaptation and improvement, stakeholder engagement, legal framework and compliance, data collection and analysis, and inclusivity and equity. Despite variations among teachers and administrators, a general commitment to policy implementation emerged. The study identified barriers in curriculum and instruction, readiness and preparedness, resource limitations, and teaching and learning, emphasizing evidence-based strategies and interdisciplinary approaches to surmount challenges. It underscores the crucial role of research and policy development in elevating the quality and efficacy of TVL education. (shrink)

Is epistocracy epistemically superior to democracy? In this paper, I scrutinize some of the arguments for and against the epistemic superiority of epistocracy. Using empirical results from the literature on the epistemic benefits of diversity as well as the epistemic contributions of citizen science, I strengthen the case against epistocracy and for democracy. Disenfranchising, or otherwise discouraging anyone to participate in political life, on the basis of them not possessing a certain body of (social scientific) knowledge, is untenable also from (...) an epistemic point of view. Rather than focussing on individual competence, we should pay attention to the social constellation through which we produce knowledge to make sure we decrease epistemic loss (by ensuring diversity and inclusion) and increase epistemic productivity (by fostering a multiplicity of perspectives interacting fruitfully). Achieving those epistemic benefits requires a more democratic approach that differs significantly from epistocracy. (shrink)