萨顿的新人文主义及其意义

萨顿提出的新人文主义观,分析批判了科学与人文的分裂对立,指出科学人性化是科学与人文融合的方法,其人性化的科学现有利于我们今天深度解读、审视医学的人性化,张扬价值理性,在实践中克服目前医学异化的倾向,开掘医学和人文融合的路径,实现医学人性化的真正回归。     

Blame,desert and compatibilist capacity: a diachronic account of moderateness in regards to reasons-responsiveness

This paper argues that John Fischer and Mark Ravizza's compatibilist theory of moral responsibility cannot justify reactive attitudes like blame and desert-based practices like retributive punishment. The problem with their account, I argue, is that their analysis of moderateness in regards to reasons-responsiveness has the wrong normative features. However, I propose an alternative account of what it means for a mechanism to be moderately reasons-responsive which addresses this deficiency. In a nut shell, while Fischer and Ravizza test for moderate reasons-responsiveness by checking how a mechanism behaves in a given time slice across other possible worlds, on my account we should ask how that mechanism behaves in this world over a span of time – specifically, whether it responds to reasons sufficiently often. My diachronic account is intended as a drop-in replacement for Fischer and Ravizza's synchronic account.     

医疗机器人的伦理风险与治理探析——基于“医−患−机”分析框架

基于“医−患−机”分析框架,医疗机器人的不断发展面临主体资质复杂、责任认定困难等责任伦理风险,医患关系重构、医患信任危机等医患伦理风险,数据质量与数据隐私等数据伦理风险,算法安全与算法偏见等算法伦理风险以及医疗资源分配正义风险。医疗机器人的伦理治理要以医学伦理和机器人伦理准则为依据,建立多元伦理治理体制,推动学术共同体的构建,探索自愿型、调节型与管制型等伦理治理工具的组合运用,加快医疗机器人伦理治理的法治化发展。

     

What is the Accordion Effect?

In "Action and Responsibility,' Joel Feinberg pointed to an important idea to which he gave the label "the accordion effect.' Feinberg's discussion of this idea is of interest on its own, but it is also of interest because of its interaction with his critique, in his "Causing Voluntary Actions,' of a much discussed view of H. L. A. Hart and A. M. Honoré that Feinberg labels the "voluntary intervention principle.' In this essay I reflect on what the accordion effect is supposed by Feinberg to be, on differences between Feinberg's understanding of this idea and that of Donald Davidson, and on the interaction between Feinberg's discussion of the accordion effect and his critique of the voluntary intervention principle.     

Private-Sector Research Ethics: Marketing or Good Conflicts Management? The 2005 John J. Conley Lecture on Medical Ethics

Pharmaceutical companies are major sponsors of biomedical research. Most scholars and policymakers focus their attention on government and academic oversight activities, however. In this article, I consider the role of pharmaceutical companies’ internal ethics statements in guiding decisions about corporate research and development (R&D). I review materials from drug company websites and contributions from the business and medical ethics literature that address ethical responsibilities of businesses in general and pharmaceutical companies in particular. I discuss positive and negative uses of pharmaceutical companies’ ethics materials and describe shortcomings in the companies’ existing ethics programs. To guide employees and reassure outsiders, companies must add rigor, independence, and transparency to their R&D ethics programs.     

Rearing practices and impulsivity/hyperactivity symptoms in relation to inflated responsibility and obsessive‐compulsive symptoms

Smári, J., Rúrik Martinsson, D., & Einarsson, H. (2010). Rearing practices and impulsivity/hyperactivity symptoms in relation to inflated responsibility and obsessive‐compulsive symptoms. Scandinavian Journal of Psychology, 51, 392–397. The aim of the study was to investigate potential precursors of inflated responsibility (responsibility attitudes) and obsessive‐compulsive (OCD) symptoms. It was argued that both parental overprotection and impulsivity, separately and in interaction with each other, contribute to inflated responsibility and OCD symptoms. In a large sample of young adults (N = 570), self‐report measures of OCD symptoms (OCI‐R), responsibility attitudes (RAS), anxiety/depression (HADS), rearing practices (EMBU), present and past impulsivity/hyperactivity symptoms (IMP/HY) were administered. Overprotection as well as IMP/HY were found to predict OCD symptoms as well as inflated responsibility. Finally, a significant interaction was found between IMP/HY and overprotection with regard to both OCD symptoms and inflated responsibility. This effect reflected that IMP/HY was more strongly related to OCD symptoms and responsibility in people who had not been overprotected than in people who had been. Conversely overprotection was related to OCD symptoms and responsibility in people low but not in people high in IMP/HY. The results seem to indicate that the inadequacy between offer and need for parental control may play a role in the development of OCD symptoms.     

人与自然和谐的道德基础——古代"天人合一"思想的现代生态伦理启示

人与自然的和谐有着道德基础。古代的“天人合一”思想为我们从道德的视角研究人与自然的和谐,以及建构现代生态伦理观提供了一定的帮助。从道德的意义上,人与自然的和谐中人是道德主体,承担着全部道德责任,其行为是道德评价的对象。人对自然的适应与改造、尊重与利用是辩证的统一。     

Autonomy,Reciprocity, and Responsibility: Darwall and Levinas on the Second Person

Abstract

Stephen Darwall’s The Second‐Person Standpoint converges with Emmanuel Levinas’s concern about the role of the second‐person relationship in ethics. This paper contrasts their methodologies (regressive analysis of presuppositions versus phenomenology) to explain Darwall’s narrower view of ethical experience in terms of expressed reactive attitudes. It delineates Darwall’s overall justificatory strategy and the centrality of autonomy and reciprocity within it, in contrast to Levinas’s emphasis on the experience of responsibility. Asymmetrical responsibility plays a more foundational role as a critical counterpoint to ‘mean‐spirited’ reciprocity than Darwall’s laudable distinction between accountability and revenge, and responsibility even founds this distinction. The experience of being summoned to asymmetrical responsibility amplifies the meaning of ‘authority’, which is a presupposition for Darwall. Finally, asymmetrical responsibility helps develop decentred reasoning, invites risk beyond the boundaries of reciprocity at moments when autonomy appears endangered, reconciles respect and care at the experiential level, and presses to extend the scope of moral obligation.     

Increasing Students' Scientific Creativity: The “Learn to Think” Intervention Program

The “Learn to Think” (LTT) Intervention Program was developed for raising thinking abilities of primary and secondary school students. It has been implemented in more than 300 schools, and more than 200,000 students took part in the experiment over a 10‐year span. Several longitudinal intervention studies showed that LTT could promote the development of students' thinking ability, learning motivation, and learning strategy as well as raise academic performance in primary schools. This article describes a study of the influence and the delayed effects of LTT on the scientific creativity of secondary school students. One hundred and seven students were selected from a secondary school, 54 of them participated in the LTT every 2 weeks and the rest had not. The intervention lasted 2 years, and the delayed effect was explored half a year after terminating the intervention. The Scientific Creativity Test for Secondary School Students was used four times from pre‐test to delayed post‐test. The results indicated that the LTT did promote the development of scientific creativity of secondary school students, and the effects on the scientific creativity were not necessarily immediate, but tended to be long‐lasting.     

Effect of Color Coding on Visually Oriented Tests With Students of Different Cognitive Styles

The purpose of this study was to examine the effects that differentially coded (black and white and color) illustrations had on students (N = 117) who were classified as field dependent, field neutral, or field independent as a result of their performance on the visually oriented Group Embedded Figures Test (Witkin, Olt-man, Rashin, & Karp, 1971). Students were randomly assigned to two instructional treatments complemented by illustrations (black and white and colored). After receiving their respective treatments, students reviewed two visually oriented criterion tests. Two-way analyses of variance conducted on achievement scores indicated that field independents scored significantly higher than did field dependents on both visual tests, and differences between field-dependent and field-independent learners who received the color-coded treatments on the visual identification test were insignificant. Results indicate that field dependency is an important instructional variable and that for some types of learning objectives the process of color coding instructional materials may reduce achievement differences attributed to differences in cognitive style.