University of Windsor, Ontario: Open Journal Systems
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Preface to Volume 9
No full textIn this Volume, we are pleased to present papers written by 1) Joshua Brand, winner of the Don MacNiven Student Essay Prize for the best essay submitted by a graduate student to the 2023 Conference of the Canadian Society for the Study of Practical Ethics/Société canadienne pour l’étude de l’éthique appliquée (CSSPE/SCEEA), which met at Congress/Congrès 2023, May 27-June 2, York University, 2) Philip MacEwen, Co-Editor of the CJPP and a Founding Member of the CSSPE/SCEEA, and 3) Maureen Muldoon who sits on the Executive of the CSSPE/SCEEA and the CJPP’s Editorial Board
Why Practical Ethics Should be Interested in Cognitive Science
No full textPractical ethics can greatly benefit from the work in cognitive science. Cognitive science boasts substantial research and data on how people think, reason, and process information, as well as on the nature of the mind. I argue that cognitive science research and data are invaluable to investigating how people conduct themselves as they plod through practical moral problems. I discuss three reasons why practical ethics should be interested in cognitive science: cognitive science :(i) helps us to better understand how people reason and offers theories about underlying mental processes; (ii) offers substantive discussion on normative accounts of reason and rationality; and (iii) provides insight into the nature of the human mind which may ground morality qua a human enterprise
A Sorry State of Affairs: Chinese Arrivants, Indigenous Hosts, and Settler Colonial Apologies
No full textWe make and give gestures of apology every day, Canadians doubly so. Yet, grand acts of apology for more serious and sustained matters, such as historical and contemporary injustice against those with the least amount of social power, require far more ethical consideration and transformation than simply saying, “I am sorry.” Since the early 2000s, several political parties of the Canadian government have taken up the trend of making a spectacle out of national apologies to historically oppressed groups. Engaging with the concept of the settler colonial triad to theorize the histories of early Chinese arrivants’ experience, this work departs from the 2006 House of Commons apology made to Chinese Canadians on behalf of former PM Stephen Harper and explores the paradoxical operations behind state-sanctioned apologies, including the use of benevolence and hospitality as crisis management tactics resultant of Canada’s settler colonial configuration. Within this contradictory relation, those who identify as Chinese Canadian may find themselves questioning their belonging, given the historically- fraught social strategies used for the making of Canadian subjecthood. State-sanctioned apologies function to consolidate settler colonial reality and constitute a return to normalcy, which is why critical race scholars and scholars of settler colonial studies must look beyond unilateral relationships with the state
Evidence, Testimony, and Trust: How the COVID-19 Pandemic is Exacerbating the Crisis of Trust in Science
No full textIn this paper, I consider an example of fast science produced in the early stages of the pandemic and the lasting effects of the study on public safety and trust in science. Due to pressures intrinsic to contemporary science and from the pandemic to produce research on COVID quickly, studies on COVID-19 that did not meet rigorous scientific standards were used to form public health policies and recommendations. I argue that the fast science produced for COVID-19, which caused many public health policies and recommendations to change throughout the pandemic, confuses the publics and erodes their trust in science
Ethics, Justice, and the Impact of COVID-19 on the Courts in Canada
No full textCanadian courts have struggled with delay for decades. The advent of the COVID-19 pandemic added to an already difficult situation. Courts were required to take swift action, which they did. Despite this, they have faced criticism concerning the approach taken. I will argue that this criticism is not warranted and has more to do with the perceptions of the courts’ past performance than it has to do with their response to the pandemic. Regardless, the systemic delay in Canadian courts has become an issue of ethics which overshadows any success they have had in the current pandemic
Care Worker Migration and the Responsibility for Rectifying Injustice
No full textContemporary patterns of care worker migration have given rise to structural injustices for both the states from which such workers tend to migrate and the care workers themselves. In this paper, I critically examine an account of assigning rectificatory responsibility for these injustices offered by Eckenwiler and suggest that, though there is considerable insight to be gleaned from the account, its acute focus on two particular sorts of responsibility-generating relationships limits is efficacy. In response, I propose a model of assigning rectificatory responsibility that focuses on the opportunities or aid that all sorts of relationships to injustice generate
The Responsive Diversity Worker: Emotional Labour in Academia
No full textOften in academia, women and minorities are held to a higher standard in how they present themselves (caring, empathetic) and how they manage the emotions of colleagues and students. The emotional labour that is expected of them is well documented. In this paper, I develop a new concept to address the emotional labour of diversity workers: Responsive Diversity Work. I summarize Carla Fehr’s view of the epistemic diversity worker, develop a theory of emotional labour, and explain how the responsive diversity worker, in virtue of the unfair emotional labour expected of her, is at great risk of mental health issues
53 / 5,000 Translation results Translation result Mauvais arguments et arguments objectivement mauvais
No full textMany have argued that it is impossible to determine criteria to identify good arguments. In this contribution, we argue that it is at least possible to identify features of objectively bad arguments. Going beyond Blair and Johnson’s ARS criteria, which state that reasons must be acceptable, relevant, and sufficient, we develop a list of eight criteria with instructions for how to apply them to assess arguments. We conclude by presenting data from two empirical studies that show how frequently students violate these criteria in lab conditions and “in the wild.”Beaucoup ont fait valoir qu\u27il est impossible de déterminer des critères pour identifier les bons arguments. Dans cette contribution, nous soutenons qu\u27il est au moins possible d\u27identifier les caractéristiques des arguments objectivement mauvais. Allant au-delà des critères APS de Blair et Johnson qui stipulent que les raisons doivent être acceptables, pertinentes et suffisantes, nous développons une liste de huit critères avec des instructions sur la façon de les appliquer dans l\u27évaluation des arguments. Nous concluons en présentant les données de deux études empiriques qui montrent à quelle fréquence les étudiants violent ces critères dans des conditions de laboratoire et « dans la nature »
Le Musée universitaire (MAUM): Lieu de Formation Académique et Humaine via une Approche Écosystémique Expérientielle
No full textLe Musée acadien de l’Université de Moncton (MAUM) est gratuit pour toute personne étudiante, pourtant il reste sous-visité par cette population. J’ai décidé d’y amener les personnes inscrites au cours ‘Loisir et culture’. Les données recueillies ont permis, via notre musée universitaire, d’évaluer le processus pédagogique mis en place qui comporte un travail approfondi sur les musées. Je présente ici comment le musée est valorisé dans le cadre des activités pédagogiques mettant l’accent sur les bénéfices retirés par les personnes étudiantes. Je souligne l’impact identitaire sur certaines jeunes personnes acadiennes et leur nouveau regard sur la richesse de leur patrimoine culturel, à travers les exercices et leurs commentaires. Le Musée acadien offre une grande variété de situations d’apprentissage autour desquelles des activités pédagogiques peuvent être organisées, comme : la muséographie, les œuvres exposées, la gestion des collections, les réserves, la communication, la promotion ainsi que des collaborations externes. Une approche transversale et écosystémique permet de joindre l’intérêt de chaque personne quel que soit sa formation de base. Elle invite les jeunes à la découverte du monde culturel et à l’ouverture vers l’autre, amenant ainsi à une meilleure compréhension de l’importance de l’inclusion et du vivre ensemble