A virtue epistemology of the Internet: Search engines, intellectual virtues and education

This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to use the Internet in an epistemically virtuous way? Using the work of Jason Baehr, it starts by outlining nine intellectual or epistemic virtues: curiosity, intellectual autonomy, intellectual humility, attentiveness, intellectual carefulness, intellectual thoroughness, open-mindedness, intellectual courage and intellectual tenacity. It then explores how we should deploy these virtues and avoid the corresponding vices when interacting with the Internet, particularly search engines. Whilst an epistemically virtuous use of the Internet will not guarantee that one will acquire true beliefs, understanding or even knowledge, it will strongly improve one’s information-seeking behaviours. The paper ends with arguing that teaching and assessing online intellectual virtues should be part of school and university curricula, perhaps embedded in critical thinking courses, or even better, as individual units

Public or private economies of knowledge: The economics of diffusion and appropriation of bioinformatics tools

The past three decades have witnessed a period of great turbulence in the economies of biological knowledge, during which there has been great uncertainty as to how and where boundaries could be drawn between public or private knowledge especially with regard to the explosive growth in biological databases and their related bioinformatic tools. This paper will focus on some of the key software tools developed in relation to bio-databases. It will argue that bioinformatic tools are particularly economically unstable, and that there is a continuing tension and competition between their public and private modes of production, appropriation, distribution, and use. The paper adopts an ?instituted economic process? approach, and in this paper will elaborate on processes of making knowledge public in the creation of ?public goods?. The question is one of continuously creating and sustaining new institutions of the commons. We believe this critical to an understanding of the division and interdependency between public and private economies of knowledge

Developing Pre-Service Teachers’ Evidence-Based Argumentation skills on Socio-Scientific Issues

We report on a study of the effect of meta-level awareness on the use of evidence in discourse. The participants were 66 pre-service teachers who were engaged in a dialogic activity. Meta-level awareness regarding the use of evidence in discourse was heightened by having same-side peers collaborating in arguing on the computer against successive pairs of peers on the opposing side of an issue on the topic of Climate Change and by engaging in explicit reflective activities on the use of evidence. Participants showed significant advances both in their skill of producing evidence-based arguments and counterarguments and regarding the accuracy of the evidence used. Advances were also observed at the meta-level, reflecting at least implicit understanding that using evidence is an important goal of argumentation. Another group of pre-service teachers, who studied about the role of evidence in science in the context of regular curriculum and served as a control condition, did not exhibit comparable advances in the use of evidence in argumentation. Educational implications are discussed

Managing in Uncertainty : Complexity and the paradoxes of everyday organizational life

© 2015 Chris Mowles. All rights reserved.The reality of everyday organizational life is that it is filled with uncertainty, contradictions and paradoxes. Yet leaders and managers are expected to act as though they can predict the future and bring about the impossible: that they can transform themselves and their colleagues, design different cultures, choose the values for their organization, be innovative, control conflict and have inspiring visions. Whilst managers will have had lots of experiences of being in charge, they probably realise that they are not always in control. So how might we frame a much more realistic account of what’s possible for managers to achieve? Many managers are implicitly aware of their messy reality, but they rarely spend much time reflecting on what it is that they are actually doing. Drawing on insights from the complexity sciences, process sociology and pragmatic philosophy, Chris Mowles engages directly with some principal contradictions of organizational life concerning innovation, culture change, conflict and leadership. Mowles argues that if managers proceed from the expectation that organizational life as inherently uncertain, and interactions between people are complex and often paradoxical, they start noticing different things and create possibilities for acting in different ways. Managing in Uncertainty will be of interest to practitioners, advanced students and researchers looking at management and organizational studies from a critical perspective

Open Data, Grey Data, and Stewardship: Universities at the Privacy Frontier

As universities recognize the inherent value in the data they collect and hold, they encounter unforeseen challenges in stewarding those data in ways that balance accountability, transparency, and protection of privacy, academic freedom, and intellectual property. Two parallel developments in academic data collection are converging: (1) open access requirements, whereby researchers must provide access to their data as a condition of obtaining grant funding or publishing results in journals; and (2) the vast accumulation of 'grey data' about individuals in their daily activities of research, teaching, learning, services, and administration. The boundaries between research and grey data are blurring, making it more difficult to assess the risks and responsibilities associated with any data collection. Many sets of data, both research and grey, fall outside privacy regulations such as HIPAA, FERPA, and PII. Universities are exploiting these data for research, learning analytics, faculty evaluation, strategic decisions, and other sensitive matters. Commercial entities are besieging universities with requests for access to data or for partnerships to mine them. The privacy frontier facing research universities spans open access practices, uses and misuses of data, public records requests, cyber risk, and curating data for privacy protection. This paper explores the competing values inherent in data stewardship and makes recommendations for practice, drawing on the pioneering work of the University of California in privacy and information security, data governance, and cyber risk.Comment: Final published version, Sept 30, 201

Enriching Discourse on Public Domains

Is there one public domain, or are there many public domains? The scholarly literature predominantly assumes there is only one, for references abound to “the public domain” in the singular. Yet, even a cursory review of this literature reveals that scholars sometimes define this term differently. So if there is only one public domain, but many definitions, perhaps one objective of scholarly discourse about the public domain should be to seek consensus on the one “true” definition.Professor James Boyle has provocatively suggested that there are many public domains, and has urged scholars to develop a rich vocabulary for distinguishing among them. He points out that the word “property” has multiple meanings, and discourse about property proceeds without confusion because legal professionals have learned to discern which meaning is intended from the textual context. Boyle urges intellectual property scholars to develop a similarly nuanced public domain vocabulary so that it will be possible to distinguish among its several meanings as well.This essay considers the potential benefits of accepting the existence of multiple public domains and ways in which discourse about public domains might be enriched thereby. Part II provides a synopsis of thirteen conceptions of the public domain found in the law review literature, explaining each, generally by reviewing the explication of it offered by its principal proponent or discoverer. Part III organizes the definitions by recognizing that they cluster around three main foci: 1) the legal status of information resources, 2) freedoms to use information resources, even if protected by IP rights, and 3) accessibility of information resources. Although it is common to think of information resources as either IP-protected or public domain, and as either publicly accessible or not, Part III shows that the public domain literature views these concepts not as binary opposites, but rather as points along a continuum. Part IV discusses the advantages and disadvantages of recognizing multiple public domains and recommends the use of adjectives to clarify discourse about the many public domains. The constitutional public domain, for instance, is distinct from the privatizable (although not yet, privatized) public domain. This Part differentiates among conceptions of public domains that should be accepted and those that perhaps should not. The principal advantage of recognizing multiple public domains is that it illuminates a range of important social values served by these domains and a plethora of strategies for preserving them and the values they serve

Enriching Discourse on Public Domains

Studying microvascular responses to iontophoresis of vasoconstricting drugs contributes to a better understanding of the regulatory mechanisms of cutaneous vessels, but measuring these responses with laser-Doppler flowmetry at basal blood flow conditions is technically challenging. This study aimed to investigate whether the measurement of cutaneous vasoconstrictor responses to noradrenaline (NA) and phenylephrine (PE), delivered by iontophoresis, is facilitated by predilatation of the microvascular bed using local heating. We used different drug delivery rates (100 s x 0.12 mA, 200 s x 0.06 mA, 300 s x 0.04 mA) to investigate whether predilatation affects the local drug dynamics by an increased removal of drugs from the skin. In a predilatated vascular bed, iontophoresis of NA and PE resulted in a significant decrease in perfusion from the thermal plateau (p andlt; 0.001). The decrease was 25-33%, depending on drug delivery rate. In unheated skin, a significant vasoconstriction was observed (p andlt; 0.001), with 17% and 14% decrease from baseline for NA and PE, respectively. These results indicate that predilatating the cutaneous vascular bed by local heating facilitates measurement of vasoconstriction with laser-Doppler flowmetry and does not seem to significantly affect the result by an increased removal of drugs from the skin.Original Publication: Joakim Henricson, Yashma Baiat and Folke Sjöberg, Local Heating as a Predilatation Method for Measurement of Vasoconstrictor Responses with Laser-Doppler Flowmetry, 2011, MICROCIRCULATION, (18), 3, 214-220. http://dx.doi.org/10.1111/j.1549-8719.2010.00079.x Copyright: Wiley http://eu.wiley.com/WileyCDA/Brand/id-35.html</p

Exploring Current Practice of Using Technology to Support Collaborative Argumentation in Science Classrooms

The purpose of this qualitative study was to explore how middle school science teachers enact the practice of using technology to support collaborative argumentation in their science classroom. This study employed qualitative case study and drew on data sources of interviews and observations. This study identified two themes. Six teachers regarded scientific argumentation as an important science practice, but five of them integrated this practice into their science class without formally introducing it. All teachers integrated different forms of technology to engage students in scientific argumentation. In this study, the findings suggested there is a need to provide professional development for teachers to learn about scientific argumentation. The findings can be used as a basis for the design and development of professional development training experiences for in-servic

ANALYTIC AND CONTINENTAL PHILOSOPHY, SCIENCE, AND GLOBAL PHILOSOPHY

Although there is no consensus on what distinguishes analytic from Continental philosophy, I focus in this paper on one source of disagreement that seems to run fairly deep in dividing these traditions in recent times, namely, disagreement about the relation of natural science to philosophy. I consider some of the exchanges about science that have taken place between analytic and Continental philosophers, especially in connection with the philosophy of mind. In discussing the relation of natural science to philosophy I employ an analysis of the origins of natural science that has been developed by a number of Continental philosophers. Awareness and investigation of interactions between analytic and Continental philosophers on science, it is argued, might help to foster further constructive engagement between the traditions. In the last section of the paper I briefly discuss the place of natural science in relation to global philosophy on the basis of what we can learn from analytic/Continental exchanges