Informal political representation can be a political lifeline, particularly for oppressed and marginalized groups. Such representation can give these groups some say, however mediate, partial, and imperfect, in how things go for them. Coeval with the political goods such representation offers these groups are its particular dangers to them. Mindful of these dangers, skeptics challenge the practice for being, inter alia, unaccountable, unauthorized, inegalitarian, and oppressive. These challenges provide strong pro tanto reasons to think the practice morally impermissible. This paper (...) considers the question: On what conditions is the informal political representation of oppressed and marginalized groups permissible? By responding to skeptics’ challenges, I develop a systematic account of moral constraints that, if adopted, would make such representation permissible. The account that emerges shows that informal political representatives (IPRs) must aim to fulfill two sets of sometimes conflicting duties to the represented: democracy within duties, which concern how the representative treats and relates to the represented, and justice without duties, which concern how the representative’s actions advance the aims of the representation. (shrink)

Informal political representation—the phenomenon of speaking or acting on behalf of others although one has not been elected or selected to do so by means of a systematized election or selection procedure—plays a crucial role in advancing the interests of groups. Sometimes, those who emerge as informal political representatives (IPRs) do so willingly (voluntary representatives). But, often, people end up being IPRs, either in their private lives or in more public political forums, over their own protests (unwilling representatives) or even (...) without their knowledge (unwitting representatives)—that is, they are conscripted. None of the few theories of informal political representation extant accommodate conscripted IPRs. The account detailed here introduces the phenomenon of conscripted informal political representation and explains its place in a complete theory of informal political representation. Conscripted IPRs can, like their voluntary counterparts, come to have significant power to influence how various audiences regard those for whom the conscripted IPRs speak or act. Upon attaining such power to influence, conscripted IPRs, like their voluntary counterparts, come to have pro tanto duties to those they represent—duties that arise despite IPRs’ unwittingness or unwillingness. Understanding the phenomenon of conscripted informal political representation allows us to surface essential normative questions about informal political representation that are otherwise occluded. (shrink)

Journal of Political Philosophy, Volume 29, Issue 4, Page 429-455, December 2021.

Intellectual property law tends to be viewed as the only (or most significant) mechanism for achieving policy goals relating to innovation assets. Yet more creative and effective solutions are often available. When analysed from a transdisciplinary perspective, relying on the cooperative efforts of researchers from fields other than law, innovation governance is characterized not simply as the product of legal rules, but as a function of the interaction of legal rules, practices and institutions. When policy-makers seek to identify conditions under (...) which the creation, use and exchange of innovation assets flourishes, care should be taken to focus on this combination of factors. This article describes the development of an ontology—a computerized method of representing knowledge as concepts and relations between concepts—to convey such understanding. Policy makers (and researchers) are provided with an organized, accessible representation of innovation governance that enriches their understanding and improves their decision-making. (shrink)

An underexamined insight of W. E. B. Du Bois’s John Brown is that John Brown worked for much of his life to cultivate democratic relationships with the Black Americans with and for whom he worked. Brown did so through practicing deference and deliberation, and by seeking authorization. However, Brown’s commitment to these practices faltered at a crucial moment in decision making: when he raided Harpers Ferry absent widespread support. Examining this aspect of John Brown brings into relief an overlooked tragic (...) choice Brown made: To act in accordance with his own substantive vision of what justice required, Brown eschewed democratic ideals and practices that grounded the distinctive relations of equality he had cultivated with the Black communities with and for whom he worked. (shrink)

In this article, I introduce and examine the novel concept of bench representation. Jurists and scholars have extensively examined whether judges are or ought to be considered symbolic representatives of abstract concepts (for instance, the law, equality, or justice), representatives of society as a whole, or descriptive representatives of the social groups from which they hail. However, little attention has been paid to the question whether judges act as representatives for the parties before them through their everyday work on the (...) bench. This article examines that question. Bench representation occurs when a judge, through statements or actions undertaken during the performance of official duties, speaks or acts for a party to the proceeding before them. I argue that serving as a bench representative is a common and valuable feature of what it is to be a judge and, despite appearances, usually undermines neither impartiality nor fairness. (shrink)

We critically engage two traditional views of scientific data and outline a novel philosophical view that we call the pragmatic-representational view of data. On the PR view, data are representations that are the product of a process of inquiry, and they should be evaluated in terms of their adequacy or fitness for particular purposes. Some important implications of the PR view for data assessment, related to misrepresentation, context-sensitivity, and complementary use, are highlighted. The PR view provides insight into the common (...) but little-discussed practices of iteratively reusing and repurposing data, which result in many datasets’ having a phylogeny—an origin and complex evolutionary history—that is relevant to their evaluation and future use. We relate these insights to the open-data and data-rescue movements, and highlight several future avenues of research that build on the PR view of data. (shrink)

Biogenic approaches investigate cognition from the standpoint of evolutionary function, asking what cognition does for a living system and then looking for common principles and exhibitions of cognitive strategies in a vast array of living systems—non-neural to neural. One worry which arises for the biogenic approach is that it is overly permissive in terms of what it construes as cognition. In this paper I critically engage with a recent instance of this way of criticising biogenic approaches in order to clarify (...) their theoretical commitments and prospects. In his critique of the biogenic approach, Fred Adams uses the presence of intentional states with conceptual content as a criterion to demarcate cognition-driven behaviour from mere sensory response. In this paper I agree with Adams that intentionality is the mark of the cognitive, but simultaneously reject his overly restrictive conception of intentionality. I argue that understanding intentionality simpliciter as the mark of the mental is compatible with endorsing the biogenic approach. I argue that because cognitive science is not exclusively interested in behaviour driven by intentional states with the kind of content Adams demands, the biogenic approach’s status as an approach to cognition is not called into question. I then go on to propose a novel view of intentionality whereby it is seen to exist along a continuum which increases in the degree of representational complexity: how far into the future representational content can be directed and drive anticipatory behaviour. Understanding intentionality as existing along a continuum allows biogenic approaches and anthropogenic approaches to investigate the same overarching capacity of cognition as expressed in its different forms positioned along the continuum of intentionality. Even if all organisms engage in some behaviour that is driven by weak intentional dynamics, this does not suggest that every behaviour of all organisms is so driven. As such, the worry that the biogenic approach is overly permissive can be avoided. (shrink)

Trigger warnings captured national attention in 2014 when students from several U.S. universities called for inclusion of the warnings on course syllabi and in classrooms. Opinions spread through news outlets across the spectrum, and those weighing in were quick to pronounce trigger warnings as either unnecessary coddling and an affront to free speech, or as a responsible pedagogical practice that treats students with respect and minimizes harm. Put simply, the debate about trigger warnings has followed the trajectory of many debates (...) in the public sphere: The issue has largely been framed by highly committed opponents and proponents whose positions represent the extremes of the spectrum. Lost has been the nuance that an issue like trigger warnings necessarily requires. This article examines trigger warnings—particularly the call for trigger warnings on university campuses—from a pluralistic ethical perspective and addresses the question: When, if ever, are trigger warnings ethically appropriate? (shrink)

Objective We reviewed human–robot interaction (HRI) participatory design (PD) research with older adults. The goal was to identify methods used, determine their value for design of robots with older adults, and provide guidance for best practices. Background Assistive robots may promote aging-in-place and quality of life for older adults. However, the robots must be designed to meet older adults’ specific needs and preferences. PD and other user-centered methods may be used to engage older adults in the robot development process to (...) accommodate their needs and preferences and to assure usability of emergent assistive robots. Method This targeted review of HRI PD studies with older adults draws on a detailed review of 26 articles. Our assessment focused on the HRI methods and their utility for use with older adults who have a range of needs and capabilities. Results Our review highlighted the importance of using mixed methods and including multiple stakeholders throughout the design process. These approaches can encourage mutual learning (to improve design by developers and to increase acceptance by users). We identified key phases used in HRI PD workshops (e.g., initial interview phase, series of focus groups phase, and presentation phase). These approaches can provide inspiration for future efforts. Conclusion HRI PD strategies can support designers in developing assistive robots that meet older adults’ needs, capabilities, and preferences to promote acceptance. More HRI research is needed to understand potential implications for aging-in-place. PD methods provide a promising approach. (shrink)

The notion of a physiological individuals has been developed and applied in the philosophy of biology to understand symbiosis, an understanding of which is key to theorising about the major transition in evolution from multi-organismality to multi-cellularity. The paper begins by asking what such symbiotic individuals can help to reveal about a possible transition in the evolution of cognition. Such a transition marks the movement from cooperating individual biological cognizers to a functionally integrated cognizing unit. Somewhere along the way, did (...) such cognizing units simultaneously have cognizers as parts? Expanding upon the multiscale integration view of the Free Energy Principle, this paper develops an account of reciprocal integration, demonstrating how some coupled biological cognizing systems, when certain constraints are met, can result in a cognizing unit that is in ways greater than the sum of its cognizing parts. Symbiosis between V. Fischeri bacteria and the bobtail squid is used to provide an illustration this account. A novel manner of conceptualizing biological cognizers as gradient is then suggested. Lastly it is argued that the reason why the notion of ontologically nested cognizers may be unintuitive stems from the fact that our folk-psychology notion of what a cognizer is has been deeply influenced by our folk-biological manner of understanding biological individuals as units of reproduction. (shrink)

Under the assumption that anticipatory models are required for anticipatory behavior, an important question arises about the different manners in which organisms acquire anticipatory models. This article aims to articulate four different non-exhaustive ways that anticipatory models might possibly be acquired over both phylogenetic and ontogenetic timescales and explore the relationships among them. To articulate these different model-acquisition mechanisms, four schematics will be introduced, each of which represents a particular acquisition structure that can be used for the purposes of comparison, (...) analysis, and hypothesis formulation. By bringing to the fore the differences and similarities between each of the four ways that anticipatory models are acquired, a more complete picture of both anticipatory behavior and its pervasive role in biological self-maintenance can be offered. In doing so, this article helps not only to shed light on how anticipatory behavior might arise in the wide range of organisms that it has been observed in but also to throw into relief the subtle and often still overlooked causal interplay between ontogenetic and phylogenetic plasticity. (shrink)

Action-based theories of cognition place primary emphasis upon the role that agent-environment coupling plays in the emergence of psychological states. Prima facie, mental imagery seems to present a problem for some of these theories because it is understood to be stimulus-absent and thus thought to be decoupled from the environment. However, mental imagery is much more multifaceted than this “naïve” view suggests. Focusing on a particular kind of imagery, comparative mental imagery generation, this paper demonstrates that although such imagery is (...) stimulus-absent, it is also stimulus-sensitive. Exhibiting stimulus-sensitivity is sufficient for a process to qualify as coupled to the environment. The notion of variant coupling is explicated as the coupling of a cognizer’s perceptual system to variant environmental information. By demarcating the categories of stimulus-absent and stimulus-sensitive cognition, and variant and invariant coupling, this paper expands the conceptual apparatus of action-based theories, suggesting not only a way to address the problem that comparative mental imagery generation presents, but perhaps a way to account for other forms of imagery too. (shrink)

Recently a number of scientists have proposed substantial changes to the practice of climate modeling, though they disagree over what those changes should be. We provide an overview and critical examination of three leading proposals: the unified approach, the hierarchy approach and the pluralist approach. The unified approach calls for an accelerated development of high-resolution models within a seamless prediction framework. The hierarchy approach calls for more attention to the development and systematic study of hierarchies of related models, with the (...) aim of advancing understanding. The pluralist approach calls for greater diversity in modeling efforts, including, on some of its variants, more attention to empirical modeling. After identifying some of the scientific and institutional challenges faced by these proposals, we consider their expected gains and costs, relative to a business-as-usual modeling scenario.We find the proposals to be complementary, having valuable synergies. But since resource limitations make it unlikely that all three will be pursued, we offer some reflections on more limited changes in climate modeling that seem well within reach and that can be expected to yield substantial benefits. (shrink)

The theoretical foundations of climate science have received little attention from philosophers thus far, despite a number of outstanding issues. We provide a brief, non-technical overview of several of these issues – related to theorizing about climates, climate change, internal variability and more – and attempt to make preliminary progress in addressing some of them. In doing so, we hope to open a new thread of discussion in the emerging area of philosophy of climate science, focused on theoretical foundations.

Humans have long wondered whether they can survive the death of their physical bodies. Some people now look to technology as a means by which this might occur, using terms such 'whole brain emulation', 'mind uploading', and 'substrate independent minds' to describe a set of hypothetical procedures for transferring or emulating the functioning of a human mind on a synthetic substrate. There has been much debate about the philosophical implications of such procedures for personal survival. Most participants to that debate (...) assume that the continuation of identity is an objective fact that can be revealed by scientific enquiry or rational debate. We bring into this debate a perspective that has so far been neglected: that personal identities are in large part social constructs. Consequently, to enable a particular identity to survive the transference process, it is not sufficient to settle age-old philosophical questions about the nature of identity. It is also necessary to maintain certain networks of interaction between the synthetic person and its social environment, and sustain a collective belief in the persistence of identity. We defend this position by using the example of the Dalai Lama in Tibetan Buddhist tradition and identify technological procedures that could increase the credibility of personal continuity between biological and artificial substrates. (shrink)

Intelligence in current AI research is measured according to designer-assigned tasks that lack any relevance for an agent itself. As such, tasks and their evaluation reveal a lot more about our intelligence than the possible intelligence of agents that we design and evaluate. As a possible first step in remedying this, this article introduces the notion of “self-concern,” a property of a complex system that describes its tendency to bring about states that are compatible with its continued self-maintenance. Self-concern, as (...) argued, is the foundation of the kind of basic intelligence found across all biological systems, because it reflects any such system's existential task of continued viability. This article aims to cautiously progress a few steps closer to a better understanding of some necessary organisational conditions that are central to self-concern in biological systems. By emulating these conditions in embodied AI, perhaps something like genuine self-concern can be implemented in machines, bringing AI one step closer to its original goal of emulating human-like intelligence. (shrink)

Basal cognition investigates cognition working upward from nonneuronal organisms. Because basal cognition is committed to empirically testable hypotheses, a methodological challenge arises: how can experiments avoid using zoocentric assumptions that ignore the ecological contexts that might elicit cognitively driven behavior in nonneuronal organisms? To meet this challenge, I articulate the principle of dynamic holism (PDH), a methodological principle for guiding research on nonneuronal cognition. I describe PDH’s relation to holistic research programs in human-focused cognitive science and psychology then present an (...) argument from analogy based on holistic developmental biology. Last, I examine two experiments exemplifying the need for PDH. (shrink)

Pausing to reflect feels like stagnant inactivity, but it’s crucial for our youths as increasingly more students come to higher education without having truly engaged in self-reflection.

How often have you heard someone refer to complaining as a “national pastime” in Singapore? Why do we complain and what do we get out of it? While the Oxford Dictionary defines "complain" as an expression of dissatisfaction or annoyance about something, the philosopher, Julian Baggini, defines the term in his book Complaint as “a refusal or inability to accept that things are not as they ought to be”. This suggests that complaining is not intrinsically harmful - its impact really (...) depends on how we use it. So, is Singapore’s complaint culture helping us or hurting us? (shrink)

The recent news of a 13-year-old Singaporean prodigy graduating from an Australian university has sparked discussion about Singapore’s approach to nurturing exceptional young talents, especially after it was revealed that the boy had been previously rejected by a local university because of his young age. Some have called for an increased flexibility to allow such young people to skip levels in Singapore - parents of intellectually advanced children often cite concerns that their children are disengaged and bored at school. The (...) fear is real - keeping these students at the same level as their peers could potentially squander their potential and impede their growth. Yet, on the flip side, accelerating their academic journey could potentially jeopardise their social and emotional development, which could negatively impact their ability to connect and work well with their peers in their adulthood. Nonetheless, this debate brings to light the need for more effective strategies to meaningfully engage students with diverse abilities and learning paces. (shrink)

Trustworthiness is typically regarded as a desirable feature of national identification systems (NISs); but the variegated nature of the trustor communities associated with such systems makes it difficult to see how a single system could be equally trustworthy to all actual and potential trustors. This worry is accentuated by common theoretical accounts of trustworthiness. According to such accounts, trustworthiness is relativized to particular individuals and particular areas of activity, such that one can be trustworthy with regard to some individuals in (...) respect of certain matters, but not trustworthy with regard to all trustors in respect of every matter. The present article challenges this relativistic approach to trustworthiness by outlining a new account of trustworthiness, dubbed the expectation-oriented account. This account allows for the possibility of an absolutist (or one-place) approach to trustworthiness. Such an account, we suggest, is the approach that best supports the effort to develop NISs. To be trustworthy, we suggest, is to minimize the error associated with trustor expectations in situations of social dependency (commonly referred to as trust situations), and to be trustworthy in an absolute sense is to assign equal value to all expectation-related errors in all trust situations. In addition to outlining the features of the expectation-oriented account, we describe some of the implications of this account for the design, development, and management of trustworthy NISs. (shrink)

Arguments for extended cognition and the extended mind are typically directed at human-centred forms of cognitive extension—forms of cognitive extension in which the cognitive/mental states/processes of a given human individual are subject to a form of extended or wide realization. The same is true of debates and discussions pertaining to the possibility of Web-extended minds and Internet-based forms of cognitive extension. In this case, the focus of attention concerns the extent to which the informational and technological elements of the online (...) environment form part of the machinery of the (individual) human mind. In this paper, we direct attention to a somewhat different form of cognitive extension. In particular, we suggest that the Web allows human individuals to be incorporated into the computational/cognitive routines of online systems. These forms of computational/cognitive extension highlight the potential of the Web and Internet to support bidirectional forms of computational/cognitive incorporation. The analysis of such bidirectional forms of incorporation broadens the scope of philosophical debates in this area, with potentially important implications for our understanding of the foundational notions of extended cognition and the extended mind. (shrink)

As educators, we often ask if our students are ready for the future, but how often do we ask ourselves if we educators are ready for the future?

The drive for human connection and to discover one’s identity is not limited to the online world: It is a universal human need that we all share. It is crucial to understand that problems we typically attribute to gaming platforms (like self-radicalisation) are not special tech problems or gaming problems. They can and do happen offline as well. What we are dealing with is essentially a human problem that so happens to occur on technological platforms.

Like all human activities, scientific research is infused with values. Scientific discovery can, for example, be valued as an end in itself. The phrase ethical values is an umbrella term for much of what people care about aside from knowledge for its own sake. Ethical values encompass reasons for caring about the harms caused by climate impacts or the injustice of how those harms are distributed. The closer that research gets to informing real-world actions, the more the design of that (...) research can be examined from the perspective of ethical values. Which societal challenges does the research aim to inform? From whose perspective does a policy analysis view potential outcomes? In this chapter we use a series of examples to illustrate how researchers’ choices regarding the treatment of uncertainties can have important consequences from the perspective of ethical values. Our aims in this chapter are: to familiarize readers with the key concept of coupled ethical–epistemic choices; to build capacity for recognizing such choices within the treatment of uncertainties; to encourage engagement with ethical values as a part of climate change research; and to offer some guidance on how to start doing so. (shrink)

Predictive processing theories are increasingly popular in philosophy of mind; such process theories often gain support from the Free Energy Principle (FEP)—a nor- mative principle for adaptive self-organized systems. Yet there is a current and much discussed debate about conflicting philosophical interpretations of FEP, e.g., repre- sentational versus non-representational. Here we argue that these different interpre- tations depend on implicit assumptions about what qualifies (or fails to qualify) as representational. We deploy the Free Energy Principle (FEP) instrumentally to dis- tinguish (...) four main notions of representation, which focus on organizational, struc- tural, content-related and functional aspects, respectively. The various ways that these different aspects matter in arriving at representational or non-representational interpretations of the Free Energy Principle are discussed. We also discuss how the Free Energy Principle may be seen as a unified view where terms that tradition- ally belong to different ontologies—e.g., notions of model and expectation versus notions of autopoiesis and synchronization—can be harmonized. However, rather than attempting to settle the representationalist versus non-representationalist debate and reveal something about what representations are simpliciter, this paper demon- strates how the Free Energy Principle may be used to reveal something about those partaking in the debate; namely, what our hidden assumptions about what represen- tations are—assumptions that act as sometimes antithetical starting points in this persistent philosophical debate. (shrink)

We may all be living on the same planet, but the personalised experience of online platforms creates numerous parallel worlds that fragments our communicative cultures - this problem quietly escapes our attention, and it is dividing us to such extent that it is becoming increasingly difficult for us to respectfully converse and collaborate with others. Seeing how these personalised bubbles are making our youths struggle to understand and work with others, my worry is that this problem will worsen with children (...) raised by AI. If we are not careful, we risk raising a generation of children with severely skewed perceptions of the world due to the personalised bubble AI creates around them. To have such skewed perceptions at such a critical stage of development, we may not be able to break them out of their bubbles when they are older. (shrink)

Forms of Artificial Intelligence (AI) are already being deployed into clinical settings and research into its future healthcare uses is accelerating. Despite this trajectory, more research is needed regarding the impacts on patients of increasing AI decision making. In particular, the impersonal nature of AI means that its deployment in highly sensitive contexts-of-use, such as in healthcare, raises issues associated with patients’ perceptions of (un) dignified treatment. We explore this issue through an experimental vignette study comparing individuals’ perceptions of being (...) treated in a dignified and respectful way in various healthcare decision contexts. Participants were subject to a 2 (human or AI decision maker) x 2 (positive or negative decision outcome) x 2 (diagnostic or resource allocation healthcare scenario) factorial design. We found evidence of a “human bias” (i.e., a preference for human over AI decision makers) and an “outcome bias” (i.e., a preference for positive over negative outcomes). However, we found that for perceptions of respectful and dignified interpersonal treatment, it matters more who makes the decisions in diagnostic cases and it matters more what the outcomes are for resource allocation cases. We also found that humans were consistently viewed as appropriate decision makers and AI was viewed as dehumanizing, and that participants perceived they were treated better when subject to diagnostic as opposed to resource allocation decisions. Thematic coding of open-ended text responses supported these results. We also outline the theoretical and practical implications of these findings. (shrink)

Serendipity is fundamental to science. This quirky and intriguing phenomenon permeates across scientific disciplines, including the medical sciences, psychological sciences, management and organizational sciences, innovation science, philosophy and library and information sciences. Why is it so ubiquitous? Because of what it facilitates and catalyzes: scientific discoveries from velcro to Viagra, innovation of all forms, unexpected encounters of useful information, novel and important ideas, and deep reflection on how we, as individuals, organizations, communities and societies can take leaps forwards by seizing (...) unexpected opportunities and ‘making our own luck.’. (shrink)

Humanities and social science majors are frequently misunderstood, in Singapore as in many other parts of the world. The value of their education is regularly questioned, and many employers are unaware of the value such majors can bring to the table. They prefer to hire graduates with more explicitly “practical” degrees for jobs that humanities and social sciences students could excel in. As a result, humanities and social sciences students are not typically considered for many organisations and roles, despite offering (...) relevant and useful skills. In this article, I describe how I engaged with local employers to open internship opportunities to humanities and social sciences students who would not previously have been considered. (shrink)

In my discussion with students, I found that many of them have high levels of anxiety when it comes to learning something outside their intended major. In this article, I explain how I supported my class remotely using the Telegram messaging app to keep a regular flow of communication and reassure students they were not alone in having queries.

Jonathan takes us through his experiences of being a mentor for UTOP (University Teaching Opportunities Programme), particularly how it enabled him to collaborate with his UTOP student mentees to design a learning activity in which students could think critically about AI-generated output.

In this research, an agent-based model was developed to study the propagation of physical climate shocks through supply chain networks. By combining supply chain and financial models, the study examines the effects of climate shocks on firms’ production capacities and their subsequent impacts on firm default risk. A comprehensive mathematical framework is presented for the simulation of physical risks, their subsequent up- and downstream impacts along the supply chain, and the translation of physical impacts into an increased level of default (...) risk. The results highlight the importance of supply chains as a transmission channel for physical climate risks and emphasize the effectiveness of implementing adaptation measures. Practical examples demonstrate the model’s behavior under different hypothetical climate scenarios and identify the sectors most vulnerable to increases in the frequency and intensity of climate events. Overall, this study provides insights into the transmission dynamics of climate shocks and emphasizes the need for resilience against climate events in supply chain networks. (shrink)

Assignment feedback is key to helping students improve and correct their understanding so they can build upon solid foundations of knowledge as their course progresses. Yet, I found that about 30% of students review their feedback. It is not because students are lazy but because they struggle to find the time and often have little immediate incentive to review feedback for something that has already been graded when they have other assignments to work on. Feedback is most effective when it (...) is shared with students while they are still working on the assignment. In this article, I share how regular quizzes as a tool to ensure students review their assignment feedback and address gaps in their understanding. (shrink)

Widespread global interest and adoption of deliberative democracy approaches to reinvigorate citi- zenship and policymaking 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, assist participants to deliberate productively, and (...) enable collective goals. By participating in facilitated deliberation, students can develop awareness, skills, and voice that empower them to engage with democracy, in school and beyond. 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 of expression and knowledge, and disagreement and these are discussed in the general context of inclusiveness. We highlight two facets of deliberative facilitation—technique and design—that are important for dealing with these challenges and increasing inclusion in school delib- eration and in democratic deliberation more generally. (shrink)

Trust is the foundation for learning, and we must not allow ignorance of this new technologies, like Generative AI, to disrupt the relationship between students and educators. As a first step, we need to actively engage with AI tools to better understand how they can help us in our work.

We are pleased to feature a video interview with Jonathan Sim, where he shares his ongoing journey of integrating artificial intelligence (AI) in his teaching, the challenges encountered along the way, and what educators can do to get their students to meaningfully engage with AI tools like ChatGPT to enhance their learning.

Ethical decision-making frameworks assist in identifying the issues at stake in a particular setting and thinking through, in a methodical manner, the ethical issues that require consideration as well as the values that need to be considered and promoted. Decisions made about the use, sharing, and re-use of big data are complex and laden with values. This paper sets out an Ethics Framework for Big Data in Health and Research developed by a working group convened by the Science, Health and (...) Policy-relevant Ethics in Singapore Initiative. It presents the aim and rationale for this framework supported by the underlying ethical concerns that relate to all health and research contexts. It also describes a set of substantive and procedural values that can be weighed up in addressing these concerns, and a step-by-step process for identifying, considering, and resolving the ethical issues arising from big data uses in health and research. This Framework is subsequently applied in the papers published in this Special Issue. These papers each address one of six domains where big data is currently employed: openness in big data and data repositories, precision medicine and big data, real-world data to generate evidence about healthcare interventions, AI-assisted decision-making in healthcare, public-private partnerships in healthcare and research, and cross-sectoral big data. (shrink)

With a diverse sample (N = 231 paired responses) of employees from various organizations in Pakistan, the authors tested for the main effects of perceived organizational politics and psychological capital on turnover intentions, job satisfaction, and supervisor-rated job performance. They also examined the moderating influence of psychological capital in the politics–outcomes relationships. Results provided good support for the proposed hypotheses. While perceived organizational politics was associated with all outcomes, psychological capital had a significant relationship with job satisfaction and supervisor-rated performance (...) only. As hypothesized, the negative relationship of perceived organizational politics with job satisfaction and supervisor-rated performance was weaker when psychological capital was high. However, the result for turnover intentions was counter to expectations where the politics–turnover intention relationship was stronger when psychological capital was high. (shrink)

Teaching interdisciplinary modules online can be an uphill battle but it offers important lessons in the art of motivating students to learn.

The flipped-classroom format is a type of blended learning where students are required to do preparatory work – such as watching lecture videos or completing assignments – before coming to a face-to-face class to work on more challenging problems with the facilitation of an instructor. However, one challenge of teaching flipped-classroom modules is that a big proportion of students often come to class unprepared. Either they do not watch the lecture videos or they skim through them before the tutorials. Thus, (...) they lack a proper understanding of the content and many are unable to participate in class activities. The tutorial ends up becoming a lecture where we go over the basic content instead of challenging the students to take their learning further. In this article, I explain explains how I designed learning activities to ensure students complete the preparation work necessary to get the most out of the flipped-classroom model. (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)

When I ask students how they feel about group projects, the response is often negative. This is usually a result of bad experiences with problematic group members, such as free riders who do not contribute or members who bulldoze their ideas through while disregarding their peers. After many semesters mediating disputes within such groups, I have found that issues often stem from concerns about “saving face”. This leads to a lack of much-needed communication. In this article, I offer three methods (...) to facilitate effective group work by improving participation and communication between student peers. (shrink)

A problematic trend I notice when conversing with students is how many of them struggle to remember what they did in modules from previous semesters. These discussions got me thinking about how to design learning activities that are unforgettable. Albert Einstein, among other figures credited with the quote, famously said that “education is what remains after one has forgotten what one has learned in school”. I want to ensure my students remember what they have learned from me, especially after all (...) the hard work they put into the course. In this article, I share teaching techniques designed to pique the emotions as a way to lodge key lessons more firmly in students’ memories. (shrink)

Jonathan discusses the learning issues he observed which prompted him to adopt this platform in his teaching, the implementation process, and his observations of his students’ response to this approach.

As a teacher in Singapore, I regularly encounter a classroom full of quiet students, reluctant to participate in class, to engage with the teacher when questioned, or even to volunteer for any project or initiative. Many teachers here are quick to conclude that Singapore students are passive or conformists. This observation is, in fact, not unique to students in Singapore, but also to the broader Asian region. Scholars like Cortazzi and Jin (1996) attributed such behaviour to the specific cultural values, (...) such as the importance of deference to the authority of a teacher, as reasons for such passivity and reticence. Liu and Littlewood (1997), on the other hand, argue that people from certain cultures prefer not to speak up so as to avoid entering into situations of uncertainty. I have found that as a teacher busily pre-occupied with preparing for classes, it is easy to forget how students perceive their learning experience, and I have been quite inclined to agree with the observations above. Fortunately, I have had the opportunity to be both a post-graduate student and a teacher. And this privileged position allows me to question some of my own assumptions as a teacher, thereby gaining deeper insights into the underlying reasons for the lack of participation here in Singapore. There is a lot more going on in the minds of Singapore students. Here, I would like to offer a new perspective on this matter. (shrink)

The National Center for Biomedical Ontology is a consortium that comprises leading informaticians, biologists, clinicians, and ontologists, funded by the National Institutes of Health (NIH) Roadmap, to develop innovative technology and methods that allow scientists to record, manage, and disseminate biomedical information and knowledge in machine-processable form. The goals of the Center are (1) to help unify the divergent and isolated efforts in ontology development by promoting high quality open-source, standards-based tools to create, manage, and use ontologies, (2) to create (...) new software tools so that scientists can use ontologies to annotate and analyze biomedical data, (3) to provide a national resource for the ongoing evaluation, integration, and evolution of biomedical ontologies and associated tools and theories in the context of driving biomedical projects (DBPs), and (4) to disseminate the tools and resources of the Center and to identify, evaluate, and communicate best practices of ontology development to the biomedical community. Through the research activities within the Center, collaborations with the DBPs, and interactions with the biomedical community, our goal is to help scientists to work more effectively in the e-science paradigm, enhancing experiment design, experiment execution, data analysis, information synthesis, hypothesis generation and testing, and understand human disease. (shrink)