Social Psychology and the Paradox of Revolution

According to the gunman theory, many revolutions do not take place, in spite of the fact that the majority stands to gain if they can put an end to the oppression exercised over it, since a gunman can see to it that egoistic individuals have no incentive to take part in revolution. Champions of the idea that there is a paradox of revolution go further: Even if individuals care about the common good, they will not take action. This is wrong. If they care about the common good, revolution will take place. This is good news. The bad news is, however, that those conditions we find in social psychological literature, which are helpful to the revolutionary cause, tend to be undermined by the oppressive system when it is well-functioning

What Should We Agree on about the Repugnant Conclusion?

The Repugnant Conclusion served an important purpose in catalyzing and inspiring the pioneering stage of population ethics research. We believe, however, that the Repugnant Conclusion now receives too much focus. Avoiding the Repugnant Conclusion should no longer be the central goal driving population ethics research, despite its importance to the fundamental accomplishments of the existing literature

PENGARUH METODE ECOLA (EXTENDING CONCEPTH TRHOUGH LANGUAGE ACTIVITIES) DALAM PEMBELAJARAN MEMBACA KRITIS TAJUK RENCANA

Penelitian ini bertujuan untuk memperoleh gambaran secara objektif tentang ada tidaknya perbedaan yang signifikan antara kemampuan siswa dalam membaca kritis tajuk rencana atau teks editorial kelas eksperimen dengan menggunakan metode ECOLAdan kelas kontrol dengan metode ceramah. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 16 Bandung ajaran tahun 2015/2016. Sampel dalam penelitian ini adalah dua kelas yang dipilih secara purposive sampling, yakni pertimbangan dalam mengambil sampel tersebut, disebabkan kelas VIII G dan VIII H memiliki rata-rata nilai yang hampir sama dalam pembelajaran bahasa Indonesia dilihat dari Ujian Tengah Semester. Kelas yang digunakan adalah kelas VIII H sebagai kelas eksperimen dan kelas VIII G sebagai kelas kontrol. Penelitian ini menggunakan metode eksperimen kuasi dengan desain penelitian Nonequivalent Control Group Design. Pada desain ini dilakukan tes awal dan tes akhir di kelas eksperimen dan kelas kontrol. Pengolahan data dilakukan uji realibilitas antar penimbang, uji normalitas, homogenitas, dan hipotesis. Berdasarkan hasil penelitian, didapatkan bahwa nilai rata-rata kelas eksperimen lebih tinggi daripada nilai rata-rata kelas kontrol. Rata-rata nilai tes awal kelas eksperimen yaitu 63 dan nilai rata-rata tes akhir 82. Sedangkan rata-rata nilai tes awal kontrol yaitu 54 dan rata-rata nilai tes akhir 66. Berdasarkan perolehan nilai tersebut didapatkan perbedaan nilai rata-rata kelas eksperimen 19 dan perbedaan nilai rata-rata kelas kontrol yaitu 13. Berdasarkan hasil pengujian hipotesis diperoleh nilaithitung= 5,01>ttabel = 1,99866, maka Ho ditolak dan Ha diterima. Hal ini menunjukkan bahwa metode ECOLA berpengaruh dan dapat digunakan dalam pembelajaran membaca kritis tajuk rencana. ;--- This research aims toget the objective informationwhether there is a significance differences or not between students’ abilityin editorial critical reading text in an experimental class using ECOLA methodwith a control class using lecture method. The population of the research are all students of VIII grade class of16 Junior High School of Bandung in 2015/2016 school year.The sample are two classes of students which are selected through purposive sampling, consideringG and H class have a same average scoresin Indonesia Language subject,taken from Mid-Semester Test score. The H class was the experimental classand the G class control. The research utilizes a quasi-experimental methodwithNonequivalent Control Group Designwith a pre and a post-test. Reliability test was employed between counselor, normalcy test, homogenates, andhypothesis. The result shows that the average score of experimental classis higher than the control class. The experimental class’ average pre-test score was 63 the post-test was 82 whilethe control class’ average pre-test score was 54 andpost-test score was 66. The difference between pre and post-test of experimental class was 19 and control class was 13. Hypothesis test result shows thatthitung = 5,01>ttabel= 1,99866, then Hois rejectedand Hais accepted. It concludes thatECOLAis influential and implementable in editorial critical reading

Why should we respect the privacy of donors of biological material?

Why should we respect the privacy of donors of biological material? The question is answered in the present article in general philosophical terms from the point of view of an ethics of honour, a libertarian theory of rights, a view of respect for privacy based on the idea that autonomy is of value in itself, and utilitarianism respectively. For different reasons the ethics of honour and the idea of the value of autonomy are set to one side. It surfaces that the moral rights theory and utilitarianism present conflicting answers to the question. The main thrust of the argument is that there is no way of finding an overlapping consensus, so politicians have to take decisions that are bound to be controversial in that they can be questioned on reasonable philosophical grounds.TissEU. Tiss.EU stands for ‘Evaluation of Legislation and Related Guidelines on the Procurement, Storage and Transfer of Human Tissues and Cells in the European Union—an Evidence- Based Impact Analysis.’ The project has been funded by the European Commission as part of the 7th Framework Programm

Social Psychologoy and the Paradox of Revolution

According to the gunman theory many revolutions do not take place, in spite of the fact that the majority stands to gain if they can put an end to the oppression exercised over it, since a gunman can see to it that egoistic individuals have no incentive to take part in the revolution. Champions of the idea that there is a paradox of revolution go further: Even if individuals care about the common good, they will not take action. This is wrong. If they care about the common good revolution will take place. This is good news. The bad news is, however, that those conditions, as we find them in social psychological literature, that are helpful to the revolutionary cause tend to get undermined by the oppressive system when it is well functioning