Research ethics philosophical focuses on the relations and differences between ethics and research, between on one side an instrumental rationality, which rules sciences and technical innovation, and the ethical dimension of the human action. It gathers documents on research understood philosophically as, on one side, a possible way to renew life, thus on research as an ethics of utopias. Utopias offer a glimpse of an alternative to dominant system dissatisfaction, open the image of a world not yet in existence that is different from and better than the world we inhabit now.Research norms and values mean on the other hand concrete applications, in various fields, on ethics in research involving human beings. Setting research standards in empirical sciences and publication related research, finding rules and common praxis to reaffirm the anthropological ground of knowledge formation and erudition is a long path, a field in development, coextensive with that of ethics in higher education, and permeable to technological evolutions inside our societies.

Recent Submissions

  • Human Research Ethics Committees: Issues in Palliative Care Research

    Lee, Susan Fiona; Kristjanson, Linda (Research Online, 2003-01-01)
    Palliative care research is fraught with many difficulties. There are challenges associated with conducting research with vulnerable patients and families, difficulties with obtaining informed consent, and methodological complexities. Thoughtful construction of research protocols may overcome many of these problems. However, researchers may be powerless to overcome the discomfort of members of human research ethics committees (HRECs) who disallow access to palliative care patients and families. The notion of conducting research with this group is often perceived as abhorrent by those who do not practice in palliative care. This is because of a persistent idea that dying people and their families are so burdened by the dying process and so vulnerable to exploitation that they should not be approached to be involved in research. This over-protectiveness regarding palliative care research often distorts the proper gate-keeping role of HRECs and health-care professionals. This article draws on the authors’ experiences of presenting applications to HRECs over the last 20 years. It explores the responsibilities of HRECs, the responsibilities of palliative care researchers and the rights of patients and families. HRECs and health professionals who endeavour to undertake palliative care research are encouraged to reflect and re-examine the role of ethics committees.
  • Historic Lessons: Gender Inequity in Middle and High School

    Behan-Homer, Kathryn (SIT Digital Collections, 2015-08-01)
    What happens in our classrooms shapes the thoughts and lives the students within them, not simply through the explicit curriculum, but also through what we do and do not address, our interpersonal relations, and our own unintended biases. This research focuses on the ways in which gender inequity and its relationship to production relations are reinforced in a rural school at the 6-12th grade level. In this case study, interviews, surveys, and extensive observations were used to analyze the ways in which social and historic inequality is reinforced or challenged within the school. Research is focused on lesson contents, student behavior and classroom management, and interpersonal interactions- specifically teacher-to-student, teacher-to-teacher, and administrator-teacher. Subjects were interviewed on their thoughts on the need or lack of need for equitable practices within the school, as well as their interpretation of equity and equity practices. Additionally, subjects were surveyed on their perceptions of student behavior and participation within their classroom, as well as their perceptions of equity in the school environment in terms of physical artifacts, educational materials, and teaching methods. This research informs how educators may inadvertently uphold inequitable social practices, and teach students unintended lessons about gender hierarchies. The research also compares the inequities seen in the classroom to historic inequities as they arise from class-based societies, and concludes that the current economic system is at the root of inequitable practices in education, as well as in the broader world.
  • Supporting Professionalism in Educational Development in Irish Higher Education

    N/A; OKeeffe, Muireann (Dublin Institute of Technology, 2012-12-10)
    <p>Higher education, in Ireland and globally, is undergoing profound change influenced by a variety of factors. In conjunction with these changes many initiatives to improve teaching and learning and the quality of graduates in higher education have been introduced in recent years. The changes and expansions in the sector has enabled growth of new roles in higher education described as ‘<em>third space’ </em>professionals by Whitchurch (2008).<em> </em></p> <p>This paper describes the struggle of those in third space professions, such as academic development, to establish a professional identity in higher education. The benefits of these contemporary roles to higher education are discussed, while the circumstantial challenges presented to third space professionals in building collaborative relationships between academics and administration both internally and externally to the institution are acknowledged.</p> <p>Finally the professional futures of academic developers are considered. This paper urges investigation into professional values of academic developers and the key strategies that might develop and sustain a community of academic developer professionals in Ireland. Also these approaches must acknowledge the dynamic and complex nature of higher education and academic development in order to survive into the future.</p>
  • Reasonable Risks In Clinical Research: A Critique and a Proposal for the Integrative Approach

    London, Alex John (Research Showcase @ CMU, 2006-06-01)
    Before participants can be enrolled in a clinical trial, an institutional review board (IRB) must determine that the risks that the research poses to participants are ‘reasonable.’ This paper examines the two dominant frameworks for assessing research risks and argues that each approach suffers from significant shortcomings. It then considers what issues must be addressed in order to construct a framework for risk assessment that (a) is grounded in a compelling normative foundation and (b) might provide more operationally precise guidance to the deliberations of various stakeholders. The paper concludes by sketching the outlines of what is referred to as the ‘Integrative Approach’ to risk assessment and by highlighting some of the ways in which this approach may be more promising than current alternatives.
  • Is There Gender Bias in Nursing Research?

    Polit, Denise F.; Beck, Cheryl Tatano (2016-01-08)
  • Are the Clinical Effects of Homoeopathy Placebo Effects? Comparative Study of Placebo-Controlled Trials of Homoeopathy and Allopathy

    Shang, Aijing; Huwiler-Muntener, Karin; Nartey, Linda; Juni, Peter; Dorig, Stephan; Sterne, Jonathan A.C.; Pewsner, Daniel; Egger, Matthias (2016-01-08)
  • The Altruistic Medical Researcher: Gone and Forgotten?

    von Schroeder, Herbert P. (2016-01-08)
  • Peer Review and the Philosophy of Science

    Hagley, Michael T. and Absher, John R. (2016-01-08)
  • The West Gets the Point

    Hsu, Dora T.; Diehl, David L. (2016-01-08)
  • Scientific Misconduct as a Dilemma for Nursing

    Hawley, Donna J.; Jeffers, Jeanette M. (2016-01-08)
  • The Tainted Legacy of Hans Reiter

    Panush, Richard S.; Paraschiv, Diana; Dorff, Elliot N. (2016-01-09)
  • The Commercialization of Research

    Fitzpatrick, Joyce J. (2016-01-09)

View more