Results for 'Susan Manoff'

235 found
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  1. MRCT Center Post-Trial Responsibilities Framework Continued Access to Investigational Medicines. Guidance Document. Version 1.0, December 2016.Carmen Aldinger, Barbara Bierer, Rebecca Li, Luann Van Campen, Mark Barnes, Eileen Bedell, Amanda Brown-Inz, Robin Gibbs, Deborah Henderson, Christopher Kabacinski, Laurie Letvak, Susan Manoff, Ignacio Mastroleo, Ellie Okada, Usharani Pingali, Wasana Prasitsuebsai, Hans Spiegel, Daniel Wang, Susan Briggs Watson & Marc Wilenzik - 2016 - The Multi-Regional Clinical Trials Center of the Brigham and Women’s Hospital and Harvard (MRCT Center).
    I. EXECUTIVE SUMMARY The MRCT Center Post-trial Responsibilities: Continued Access to an Investigational Medicine Framework outlines a case-based, principled, stakeholder approach to evaluate and guide ethical responsibilities to provide continued access to an investigational medicine at the conclusion of a patient’s participation in a clinical trial. The Post-trial Responsibilities (PTR) Framework includes this Guidance Document as well as the accompanying Toolkit. A 41-member international multi-stakeholder Workgroup convened by the Multi-Regional Clinical Trials Center of Brigham and Women’s Hospital and Harvard University (...)
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  2. Kites, models and logic: Susan Sterrett investigates models in Wittgenstein's world.Susan G. Sterrett - 2008/9 - Interview About Book for SimplyCharly.Com.
    This is the text of Dr. Sterrett's replies to an interviewer's questions for simplycharly.com, a website with interviews by academics on various authors, philosophers, and scientists.
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  3. Six Signs of Scientism.Susan Haack - 2012 - Logos and Episteme 3 (1):75-95.
    As the English word “scientism” is currently used, it is a trivial verbal truth that scientism—an inappropriately deferential attitude to science—should be avoided. But it is a substantial question when, and why, deference to the sciences is inappropriate or exaggerated. This paper tries to answer that question by articulating “six signs of scientism”: the honorific use of “science” and its cognates; using scientific trappings purely decoratively; preoccupation with demarcation; preoccupation with “scientific method”; looking to the sciences for answers beyond their (...)
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  4. From agency to apperception: through kinaesthesia to cognition and creation.Susan A. J. Stuart - 2008 - Ethics and Information Technology 10 (4):255-264.
    My aim in this paper is to go some way towards showing that the maintenance of hard and fast dichotomies, like those between mind and body, and the real and the virtual, is untenable, and that technological advance cannot occur with being cognisant of its reciprocal ethical implications. In their place I will present a softer enactivist ontology through which I examine the nature of our engagement with technology in general and with virtual realities in particular. This softer ontology is (...)
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  5.  83
    The Prototime Interpretation of Quantum Mechanics.Susan Schneider & Mark Bailey - manuscript
    We propose the Prototime Interpretation of quantum mechanics, which claims that quantum entanglement occurs in a "prototemporal" realm which underlies spacetime. Our paper is tentative and exploratory. The argument form is inference to the best explanation. We claim that the Prototime Interpretation (PI) is worthy of further consideration as a superior explanation for perplexing quantum phenomena such as delayed choice, superposition, the wave-particle duality and nonlocality. In Section One, we introduce the Prototime Interpretation. Section Two identifies its advantages. Section Three (...)
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  6. Turing's two tests for intelligence.Susan G. Sterrett - 1999 - Minds and Machines 10 (4):541-559.
    On a literal reading of `Computing Machinery and Intelligence'', Alan Turing presented not one, but two, practical tests to replace the question `Can machines think?'' He presented them as equivalent. I show here that the first test described in that much-discussed paper is in fact not equivalent to the second one, which has since become known as `the Turing Test''. The two tests can yield different results; it is the first, neglected test that provides the more appropriate indication of intelligence. (...)
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  7. Contradiction in motion: Hegel's organic concept of life and value.Susan Songsuk Hahn - 2007 - Ithaca, New York: Cornell University Press.
    In this analysis of one of the most difficult and neglected topics in Hegelian studies, Songsuk Susan Hahn tackles the status of contradiction in Hegel's ...
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  8. Chatbot Epistemology.Susan Schneider - manuscript
    AI chatbots are disseminating more and more of the Internet’s search engine activity, transforming the face of education, serving as personalized AIs in intellectual and emotional relationships with humans, becoming “digital workers” that may outmode us at work, and more. Indeed, the larger category of generative AI may be one of the most transformative technologies of this decade, or even this century. Given this, it is imperative that we understand the epistemological challenges that arise with the everyday use of LLM (...)
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  9. A dialogue in support of social justice.Susan T. Gardner & Daniel J. Anderson - 2019 - Praxis and Saber 10 (21):215-233.
    There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that support social justice require that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this communicative approach unapologetically privileges reason in full view of theories and strategies that might seek (...)
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  10. Suicide, Social Media, and Artificial Intelligence.Susan Kennedy & Erick José Ramirez - forthcoming - In Michael Cholbi & Paolo Stellino (eds.), Oxford Handbook of the Philosophy of Suicide. Oxford University Press.
    Suicide is a complex act whose meanings, while sometimes tragic, vary widely. This chapter surveys the ethical landscape surrounding algorithmic methods of suicide prevention especially as it pertains to social media activity and to the moderation of online suicide communities. We begin with a typology of suicide, distinguishing between varied goals in which suicide may factor as a means. Suicides should be understood as an act with varied eliciting desires, meanings, consequences, and ethics. Further,while many suicides may be grounded on (...)
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  11. Commentary on 'Inquiry is no mere conversation'.Susan T. Gardner - 2015 - Journal of Philosophy in Schools 2 (1):71-91.
    There is a long standing controversy in education as to whether education ought to be teacher- or student- centered. Interestingly, this controversy parallels the parent- vs. child-centered theoretical swings with regard to good parenting. One obvious difference between the two poles is the mode of communication. “Authoritarian” teaching and parenting strategies focus on the need of those who have much to learn to “do as they are told,” i.e. the authority talks, the child listens. “Non-authoritarian” strategies are anchored in the (...)
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  12. How Philosophy of Mind Can Shape the Future.Susan Schneider & Pete Mandik - 2017 - In Amy Kind (ed.), Philosophy of Mind in the Twentieth and Twenty-First Centuries: The History of the Philosophy of Mind, Volume 6. New York: Routledge. pp. 303-319.
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  13. The autonomy defense of free speech.Susan Brison - 1998 - Ethics 108 (2):312-339.
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  14. Education and Resentment.Susan T. Gardner & Daniel J. Anderson - 2021 - Open Journal for Studies in Philosophy 5 (1):19-32.
    That the world is awash with resentment poses a genuine question for educators. Here, we will suggest that resentment can be better harnessed for good if we stop focusing on people and tribes and, instead, focus on systems: those invisible norms that often produce locked-in structures of social interaction. A “systems lens” is vast, so fixes will have to be an iterative process of reflection, and revision toward a more just system. Nonetheless, resentment toward the status quo may be an (...)
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  15. Experimentation on Analogue Models.Susan G. Sterrett - 2017 - In Springer handbook of model-based science (2017). Springer. pp. 857-878.
    Summary Analogue models are actual physical setups used to model something else. They are especially useful when what we wish to investigate is difficult to observe or experiment upon due to size or distance in space or time: for example, if the thing we wish to investigate is too large, too far away, takes place on a time scale that is too long, does not yet exist or has ceased to exist. The range and variety of analogue models is too (...)
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  16. Willing mothers: ectogenesis and the role of gestational motherhood.Susan Kennedy - 2020 - Journal of Medical Ethics 46 (5):320-327.
    While artificial womb technology is currently being studied for the purpose of improving neonatal care, I contend that this technology ought to be pursued as a means to address the unprecedented rate of unintended pregnancies. But ectogenesis, alongside other emerging reproductive technologies, is problematic insofar as it threatens to disrupt the natural link between procreation and parenthood that is normally thought to generate rights and responsibilities for biological parents. I argue that there remains only one potentially viable account of parenthood: (...)
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  17. Physically Similar Systems: a history of the concept.Susan G. Sterrett - 2017 - In Magnani Lorenzo & Bertolotti Tommaso Wayne (eds.), Springer Handbook of Model-Based Science. Springer. pp. 377-412.
    The concept of similar systems arose in physics, and appears to have originated with Newton in the seventeenth century. This chapter provides a critical history of the concept of physically similar systems, the twentieth century concept into which it developed. The concept was used in the nineteenth century in various fields of engineering, theoretical physics and theoretical and experimental hydrodynamics. In 1914, it was articulated in terms of ideas developed in the eighteenth century and used in nineteenth century mathematics and (...)
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  18. Scientistic Philosophy, No; Scientific Philosophy, Yes.Susan Haack - 2021 - Journal of Philosophical Investigations 15 (36):4-35.
    If successful scientific inquiry is to be possible, there must be a world that is independent of how we believe it to be, and in which there are kinds and laws; and we must have the sensory apparatus to perceive particular things and events, and the capacity to represent them, to form generalized explanatory conjectures, and check how these conjectures stand up to further experience. Whether these preconditions are met is not a question the sciences can answer; it is specifically (...)
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  19. Good-for-nothings.Susan Wolf - 2010 - Proceedings and Addresses of the American Philosophical Association 85 (2):47-64.
    Many academic works as well as many works of art are such that if they had never been produced, no one would be worse off. Yet it is hard to resist the judgment that some such works are good nonetheless. We are rightly grateful that these works were created; we rightly admire them, appreciate them, and take pains to preserve them. And the authors and artists who produced them have reason to be proud. This should lead us to question the (...)
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  20. (1 other version)Turing on the Integration of Human and Machine Intelligence.Susan Sterrett - 2017 - In Alisa Bokulich & Juliet Floyd (eds.), Philosophical Explorations of the Legacy of Alan Turing. Springer Verlag. pp. 323-338.
    Philosophical discussion of Alan Turing’s writings on intelligence has mostly revolved around a single point made in a paper published in the journal Mind in 1950. This is unfortunate, for Turing’s reflections on machine (artificial) intelligence, human intelligence, and the relation between them were more extensive and sophisticated. They are seen to be extremely well-considered and sound in retrospect. Recently, IBM developed a question-answering computer (Watson) that could compete against humans on the game show Jeopardy! There are hopes it can (...)
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  21. Inquiry Is No Mere Conversation Facilitation Of Inquiry Is Hard Work!Susan Gardner - 1995 - Analytic Teaching and Philosophical Praxis 16 (2):102-111.
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  22. A dialogue in support of social justice.Susan Gardner & Daniel Johnson - 2019 - Praxis 23 (10):216-233.
    There are kinds of dialogue that support social justice and others that do the reverse. The kinds of dialogue that supports social justice requires that anger be bracketed and that hiding in safe spaces be eschewed. All illegitimate ad hominem/ad feminem attacks are ruled out from the get-go. No dialogical contribution can be down-graded on account of the communicator’s gender, race, or religion. As well, this social justice communicative approach unapologetically privileges reason in full view of theories and strategies that (...)
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  23. In Community of Inquiry with Ann Margaret Sharp: Childhood, Philosophy, and Education, edited by Maughn Rollins Gregory and Megan Jane Laverty.Susan T. Gardner - 2019 - Teaching Philosophy 42 (1):61-64.
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  24. Perceiving “The Philosophical Child”: A Guide for the Perplexed.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (2):73-76.
    Though Jana Mohr Lone refers to children’s striving to wonder, to question, to figure out how the world works and where they fit as the “philosophical self,” like its parent discipline, it could be argued that the philosophical self is actually the “parent self,”—the wellspring of all the other aspects of personhood that we traditionally parse out, e.g., the intellectual, moral, social, and emotional selves. If that is the case, then to be blind to “The Philosophical Child,” the latter being (...)
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  25. (1 other version)Communicating Toward Personhood.Susan T. Gardner - 2009 - Analytic Teaching and Philosophical Praxis 29 (1).
    Marshalling a mind-numbing array of data, Harvard political scientist Robert D. Putnam, in his book Bowling Alone, shows that on virtually every conceivable measure, civic participation, or what he refers to as “social capital,” is plummeting to levels not seen for almost 100 years. And we should care, Putnam argues, because connectivity is directly related to both individual and social wellbeing on a wide variety of measures. On the other hand, social capital of the “bonding kind” brings with it the (...)
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  26. Agitating for Munificence or Going Out of Business: Philosophy’s Dilemma.Susan T. Gardner - 2011 - Analytic Teaching and Philosophical Praxis 31 (1):1-4.
    Philosophy has a dirty little secret and it is this: a whole lot of philosophers have swallowed the mechanistic billiard ball deterministic view of human action—presumably because philosophy assumes that science demands it, and/or because modern attempts to articulate in what free will consists seem incoherent. This below-the-surface-purely-academic commitment to mechanistic determinism is a dirty little secret because an honest public commitment would render virtually all that is taught in philosophy departments incomprehensible. Can “lovers of wisdom” really continue to tolerate (...)
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  27. The complexity of respecting together: From the point of view of one participant of the 2012 vancouver naaci conference.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 33 (1):1-12.
    Dedication: I would like to dedicate this essay to Mort Morehouse, whose intelligence, warmth, and good humour sustains NAACI to this day. I would like, too, to dedicate this essay to Nadia Kennedy who, in her paper “Respecting the Complexity of CI,” suggests that respect for the rich non-reductive emergent memories and understandings that evolve out of participating in the sort of complex communicative interactions that we experienced at the 2012 NAACI conference requires “a turning around and looking back so (...)
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  28. Class Politics and Cultural Politics.Susan Dieleman - 2019 - Pragmatism Today 10 (1):23-36.
    After the 2016 election of Donald Trump, many commentators latched on to the accusations Rorty levels at the American Left in Achieving Our Country. Rorty foresaw, they claimed, that the Left's preoccupation with cultural politics and neglect of class politics would lead to the election of a "strongman" who would take advantage of and exploit a rise in populist sentiment. -/- In this paper, I generally agree with these readings of Rorty; he does think that the American Left has made (...)
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  29. Neanderthals as familiar strangers and the human spark: How the ‘golden years’ of Neanderthal research reopen the question of human uniqueness.Susan Peeters & Hub Zwart - 2020 - History and Philosophy of the Life Sciences 42 (3):1-26.
    During the past decades, our image ofHomo neanderthalensishas changed dramatically. Initially, Neanderthals were seen as primitive brutes. Increasingly, however, Neanderthals are regarded as basically human. New discoveries and technologies have led to an avalanche of data, and as a result of that it becomes increasingly difficult to pinpoint what the difference between modern humans and Neanderthals really is. And yet, the persistent quest for a minimal difference which separates them from us is still noticeable in Neanderthal research. Neanderthal discourse is (...)
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  30. Does philosophy kill culture?Susan T. Gardner & Jason Chen - 2020 - Journal of Philosophy in Schools 7 (1):4.
    Given that one of the major goals of the practice of Philosophy for Children (P4C) is the development of critical thinking skills (Sharp 1987/2018, pp. 4 6), an urgent question that emerged for one of the authors, who is of Chinese Heritage and a novice practitioner at a P4C summer camp was whether this emphasis on critical thinking might make this practice incompatible with the fabric of Chinese culture. Filial piety (孝), which requires respect for one’s parents, elders, and ancestors (...)
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  31. Selling "The Reason Game".Susan T. Gardner - 2015 - Teaching Ethics 15 (1):129-136.
    There is a clear distinction between genuine and fraudulent reasoning. Being seduced by the latter can result in horrific consequences. This paper explores how we can arm ourselves, and others with the ability to recognize the difference between genuine and pseudo-reasoning, with the motivation to maintain an unbending commitment to follow the “impersonal” “norm-driven” rules of reason even in situations in which “non-reasonable” strategies appear to support short-term bests interests, and with the confidence that genuine reasoning is the best defense (...)
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  32. Music in narrative film. On motion and stasis : Photography, "moving pictures," music / David Neumeyer, Laura Neumeyer ; the topos of "evil medieval" in american horror film music / James deaville ; la leggenda Del pianista sull'oceano : Narration, music, and cinema / Rosa Stella cassotti ; music in Aki kaurismäki's film the match factory girl / Erkki pekkilä ; it's a little bit funny : Moulin rouge's sparkling postmodern critique.Susan Ingram - 2006 - In Erkki Pekkilä, David Neumeyer & Richard Littlefield (eds.), Music, meaning and media. Helsinki: University of Helsinki.
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  33. Teaching children to think ethically.Susan T. Gardner - 2012 - Analytic Teaching and Philosophical Praxis 32 (2):75-81.
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  34. Hegel on Saying and Showing.Susan Hahn - 1994 - Journal of Value Inquiry 28 (2):151-168.
    Hegel's most interesting and controversial claims about nonconceptual knowledge arise in contexts of value. This paper examines the relation between nonconceptual and conceptual knowledge in Hegel's Phenomenology, specifically in connection with early Greek aesthetics. I take up Hegel's claim that the ancient Greeks expressed in their myths, religious narratives, sculpture, and artistic materials certain high powered philosophical truths which they shouldn't express in words. I raise a paradox about his claims and show how his claims about ineffable knowledge clash with (...)
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  35. LSL in a Nutshell.Susan Fowler - manuscript
    A short summary of Carnap’s Logical Syntax of Language.
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  36. Reasoning (or not) with the Unreasonable.Susan T. Gardner, Anastasia Anderson & Wayne Henry - 2019 - Analytic Teaching and Philosophical Praxis 39 (2):1-10.
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  37. Questioning to Hesitation, Rather Than Hesitating to Question: A Pragmatic Hermeneutic Perspective On Educational Inquiry.Susan T. Gardner - 2011 - Philosophy Study 1 (5):352-358.
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  38. The Ambitious Idea of Kant's Corollary.Susan Castro - 2018 - In Violetta L. Waibel, Margit Ruffing & David Wagner (eds.), Natur und Freiheit: Akten des XII. Internationalen Kant-Kongresses. De Gruyter. pp. 1779-1786.
    Misrepresentations can be innocuous or even useful, but Kant’s corollary to the formula of universal law appears to involve a pernicious one: “act as if the maxim of your action were to become by your will a universal law of nature”. Humans obviously cannot make their maxims into laws of nature, and it seems preposterous to claim that we are morally required to pretend that we can. Given that Kant was careful to eradicate pernicious misrepresentations from theoretical metaphysics, the imperative (...)
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  39. Enkinaesthesia: the fundamental challenge for machine consciousness.Susan A. J. Stuart - 2011 - International Journal of Machine Consciousness 3 (1):145-162.
    In this short paper I will introduce an idea which, I will argue, presents a fundamental additional challenge to the machine consciousness community. The idea takes the questions surrounding phenomenology, qualia and phenomenality one step further into the realm of intersubjectivity but with a twist, and the twist is this: that an agent’s intersubjective experience is deeply felt and necessarily co-affective; it is enkinaesthetic, and only through enkinaesthetic awareness can we establish the affective enfolding which enables first the perturbation, and (...)
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  40.  42
    The morals of model-making.Susan G. Sterrett - 2014 - Studies in History and Philosophy of Science Part A 46:31-45.
    I address questions about values in model-making in engineering, specifically: Might the role of values be attributable solely to interests involved in specifying and using the model? Selected examples illustrate the surprisingly wide variety of things one must take into account in the model-making itself. The notions of system, and physically similar systems are important and powerful in determining what is relevant to an engineering model. Another example illustrates how an idea to completely re-characterize, or reframe, an engineering problem arose (...)
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  41. COMPLEXITY, DIALOGUE, AND DEMOCRACY: THE EDUCATIONAL IMPLICATIONS.Susan T. Gardner - 2022 - Journal of Didactics of Philosophy 6 (1):1-17.
    There is an unacknowledged disagreement on what kind of dialogue best supports democracy. Many view democracy as analogous to a law court and so view “democratic dialogue” as a contest between competing advocates who have acquired the kind of “steel trap” critical thinking skills that are ideal for winning in the external marketplace of ideas. Others assume that the propensity to seriously reflect on opposing viewpoints within the minds of individuals is ideal for democratic maintenance. It will be argued here (...)
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  42. Sisyphus and Climate Change: Educating in the Context of Tragedies of the Commons.Susan T. Gardner - 2021 - Philosophies 6 (1):4.
    The tragedy of the commons is a primary contributing factor in ensuring that humanity makes no serious inroads in averting climate change. As a recent Canadian politician pointed out, we could shut down the Canadian economy tomorrow, and it would make no measurable difference in global greenhouse gas emissions. When coordinated effort is required, it would seem that doing the “right thing” alone is irrational: it will harm oneself with no positive consequences as a result. Such is the tragedy. And (...)
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  43. The Method of Kant’s Groundwork of the Metaphysics of Morals: Establishing Moral Metaphysics as a Science.Susan V. H. Castro - 2006 - Dissertation, University of California, Los Angeles
    This dissertation concerns the methodology Kant employs in the first two sections of the Groundwork of the Metaphysics of Morals (Groundwork I-II) with particular attention to how the execution of the method of analysis in these sections contributes to the establishment of moral metaphysics as a science. My thesis is that Kant had a detailed strategy for the Groundwork, that this strategy and Kant’s reasons for adopting it can be ascertained from the Critique of Pure Reason (first Critique) and his (...)
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  44. Ugly Laws.Susan Schweik & Robert A. Wilson - 2015 - Eugenics Archives.
    So-called “ugly laws” were mostly municipal statutes in the United States that outlawed the appearance in public of people who were, in the words of one of these laws, “diseased, maimed, mutilated, or in any way deformed, so as to be an unsightly or disgusting object” (Chicago City Code 1881). Although the moniker “ugly laws” was coined to refer collectively to such ordinances only in 1975 (Burgdorf and Burgdorf 1975), it has become the primary way to refer to such laws, (...)
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  45. The Role of Deception in Complex Social Interaction.Susan A. J. Stuart - 1998 - Cogito 12 (1):25-32.
    Social participation requires certain abilities: communication with other members of society; social understanding which enables planning ahead and dealing with novel circumstances; and a theory of mind which makes it possible to anticipate the mental state of another. In childhood play we learn how to pretend, how to put ourselves in the minds of others, how to imagine what others are thinking and how to attribute false beliefs to them. Without this ability we would be unable to deceive and detect (...)
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  46. Child rape, moral outrage, and the death penalty.Susan A. Bandes - 2008 - Northwestern University Law Review Colloquy 103.
    In *Engaging Capital Emotions,* Douglas Berman and Stephanos Bibas argue that emotion is central to understanding and evaluating the death penalty, and that the emotional case for the death penalty for child rape may be even stronger than for adult murder. Both the Berman and Bibas article and the subsequent Supreme Court decision in Kennedy v. Louisiana (striking down the death penalty for child rape) raise difficult questions about how to measure the heinousness of crimes other than murder, and about (...)
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  47. What Kind of Magnet Is Freedom?Susan T. Gardner - 2020 - Analytic Teaching and Philosophical Praxis 40 (1):60-70.
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  48. On a theological argument for fatalism.Susan Haack - 1974 - Philosophical Quarterly 24 (95):156-159.
    It is the aim of this paper to show that [the theological argument from Divine omniscience] is not more than a needlessly (and confusingly) elaborate version of the argument for fatalism discussed by Aristotle in de Interpretatione 9, which, since its sole premise is the Principle of Bivalence, may conveniently be called the logical argument for fatalism. If this is right, if the theological premisses of the theological argument can be shown to be strictly irrelevant to the fatalist conclusion, then (...)
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  49. RESPECT AND THE VEIL.Susan T. Gardner - 2013 - In Eva Marsal, Barbara Weber & Susan T. Gardner (eds.), Respect: How Do We Get There? A Philosophical Inquiry. Berlin: Lit Verlag Fresnostre. pp. 23-33.
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  50. Plato on Women’s Nature.Susan B. Levin - 2000 - Ancient Philosophy 20 (1):81-97.
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