Intellectual Responsibilities Research Articles

Penguatan Solidaritas Lintas Daerah Dalam Merajut Harmoni Kebangsaan Bagi Mahasiswa

This service aims to strengthen diversity awareness for students, especially those from Bone and Luwu districts in Makassar. This activity has a strong motivation considering the tendency of Bone and Luwu students to be involved in regional conflict cases some time ago. The method used is to provide insight strengthening in the form of discussion. The activity participants came from two student communities, namely Bone students and Luwu students. This activity took place in October 2022 offline at the IPMIBAR secretariat. The material presented includes national worldviews, and students' social and intellectual responsibilities, as well as the role of students in caring for national solidarity. This activity is expected to be a trigger for social and intellectual awareness for regional communities in caring for national solidarity. With this activity the service team also hopes to minimize conflicts that often occur among students

SELF REGULATED LEARNING DALAM BELAJAR AL-QUR’AN PADA REMAJA DI SIDOMULYO TUMBANG TAHAI PALANGKA RAYA

The aim of this study was to descript Self Regulated Learning (SRL) of teenagers in Sidomulyo, Tumbang Tahai Village, Palangka Raya in learning the Qur'an independently. This research is based on phenomena that occur in the field, researchers see that some teenagers in Sidomulyo pay less attention to their intellectual responsibilities, especially in learning the Qur'an. This study uses a qualitative approach with data collection techniques using observations and interviews. The data were analyzed to obtain the findings of the research. The subjects in this study were teenagers in Sidomulyo who were enthusiastic in learning the Qur'an. The results of this study found that the majority of adolescents in Sidomulyo had low self-regulated learning (SRL), but there were some adolescents who had high SRL. Self-Regulated Learning (SRL) in adolescents in learning the Qur'an independently is influenced by several supporting and inhibiting factors. The supporting factors are; 1) self-efficacy, 2) self-motivation, and 3) family social support. While the inhibiting factors that affect Self Regulated Learning (SRL) in learning the Al-Qur'an independently in adolescents in Sidomulyo are; 1) lack of family support, 2) Busy work.

The built heritage as a resource for architectural education: documentation of the vernacular settlements and architecture in Oman

PurposeThrough a project of cooperation between the Ministry of Heritage and Tourism (MHT) and Sultan Qaboos University (SQU), a team including faculty members, technicians and students from the SQU department of civil and architectural engineering (CAE), was involved in the project of documentation, survey and the development of management plans of four (4) Omani Vernacular settlements (Harat). Such an experience was meant to initiate students from different levels in undergraduate programs of civil and architectural engineering to the fieldwork and professional practice in the field of built heritage studies. The present research aims to explore the effect of such an experience on the learning process and skills acquired by the involved students.Design/methodology/approachThe research was undertaken with students of CAE undergraduate programs at SQU. The documentation method has been implemented in 4 different settlements with the same students. A questionnaire has been administered to the participating students after their graduation to collect their feedback regarding the benefits of this experience on their education and skills development. The data was complemented by active observation and semi-directive interviews with some students randomly selected among the respondents to the questionnaire.FindingsThe outcome of each documentation campaign as well as the results of the questionnaires administered revealed that this experience has raised students' awareness about the importance of studying the built heritage and safeguarding it. The research has shown that important soft skills, such as team-working, leadership and communication, have been consolidated. It has also revealed that this experience was an opportunity for students to discover the variety of options within the profession of architecture and its intellectual and ethical responsibilities. Such aspects are hardly grasped when taught within a “classical” teaching/learning setting.Research limitations/implicationsThe main limitations of this research were the hard working conditions during the summer in Oman and the direct interaction of the students with the buildings. Even cautious, such interaction represents a risk for an already fragile heritage.Practical implicationsThe paper includes a detailed description of the architectural documentation tools and methods used in the case studies. These tools and methods can easily be applicable, with slight adaptations, in other architectural documentation projects involving undergraduate students. The documentation methodology and the generated corpus of 3D digital models can be used in other documentation projects and further studies such as architectural typologies, bioclimatic properties, natural ventilation patterns, daylight performance, etc.Originality/valueThis paper reports on the outcomes of the first experience of its kind in Oman and the Gulf region, where undergraduate students (predominantly females) were involved in an interdisciplinary project for the documentation of important vernacular settlements and their buildings. The added value of this research is that its methodology can be a reference for professors of Architecture and related specialties aiming to integrate research and field work with education.

PENDIDIKAN BERWAWASAN GLOBAL DAN BERBASIS AGAMA

Education is the guidance or help given by adults to the development of children to achieve their maturity with the aim that the child is capable enough to perform his own life duties do not depend on another person. Islamic education should be directed to the needs and changes of globalization era society. A global insightful education is an educational process designed to prepare students with the basic intellectual skills and responsibilities to enter a competitive life and with a degree of interdependence between nations. The current globalization in Islamic education can create a paradox or a symptom of counter morality, the conflict of two moral visions in a dianetral basis. The main challenges of globalization are: the advancement of science and technology, democracy, and the cultural field.

INABILITY AND OBLIGATION IN INTELLECTUAL EVALUATION

ABSTRACTIf moral responsibilities prescribe how agents ought to behave, are there also intellectual responsibilities prescribing what agents ought to believe? Many theorists have argued that there cannot be intellectual responsibilities because they would require the ability to control whether one believes, whereas it is impossible to control whether one believes. This argument appeals to an “ought implies can” principle for intellectual responsibilities. The present paper tests for the presence of intellectual responsibilities in social cognition. Four experiments show that intellectual responsibilities are attributed to believe things and that these responsibilities can exceed what agents are able to believe. Furthermore, the results show that agents are sometimes considered responsible for failing to form true beliefs on the basis of good evidence, and that this effect does not depend on the seriousness of the consequences for failing to form a belief. These findings clarify when and how responsibilities for belief are attributed, falsify a conceptual entailment between ability and responsibility in the intellectual domain, and emphasize the importance of objective truth in intellectual evaluations.

Inability and Obligation in Intellectual Evaluation

If moral responsibilities prescribe how agents ought to behave, are there also intellectual responsibilities prescribing what agents ought to believe? Many theorists have argued that there cannot be intellectual responsibilities because they would require the ability to control whether one believes, whereas it is impossible to control whether one believes. This argument appeals to an “ought implies can” principle for intellectual responsibilities. The present paper tests for the presence of intellectual responsibilities in social cognition. Four experiments show that intellectual responsibilities are attributed to believe things and that these responsibilities can exceed what agents are able to believe. Furthermore, the results show that agents are sometimes considered responsible for failing to form true beliefs on the basis of good evidence, and that this effect does not depend on the seriousness of the consequences for failing to form a belief. These findings clarify when and how responsibilities for belief are attributed, falsify a conceptual entailment between ability and responsibility in the intellectual domain, and emphasize the importance of objective truth in intellectual evaluations.

Dealing with maps: the identification of intellectual responsibilities and the application of relator codes

Treatment of information about those responsible for the intellectual content of work is one of the most complicated tasks in the bibliographic description of cartographic material. There are particular characteristics that make it difficult to apply some general rules laid down by technical cataloguing manuals for recording this information. The classic situation typified by the monographs — "an author and an editor" or "multiple authors and an editor" — differs from the large quantity of cartographic resources which have various contributors, with distinct functions, who contribute to the production of the resource. Field work, compilation of information and its standardization or homogenization, drawing, engraving or printing are some of the tasks often recorded on the maps associated with different individuals or organizations. In such cases, the problem is to select the person who should be considered as the principal author, determining with this choice the main entry of the record, and who should be chosen as co-authors or secondary authors. It is often difficult to know whether or not the functions performed by each one, or even by only one individual, deserve the epithet of "author" of the map.In cartographic material a great variety of situations and many aspects can be taken into account, which allows evaluating the different solutions to problems that complicate documental treatment. Therefore, maps, loose or forming homogeneous groups, the nature of represented information, the time and institutional context in which they are produced and published, as well as whether they are printed or digital or manuscripts, influence the procedure for giving the authorial statement.Modern maps (produced using digital tools), although they confront librarians with problems about the determination of access points, may be easier to treat than those created prior to the nineteenth century. However, this is not a rule: old maps are not always more difficult to treat than contemporary cartography.

Homage to Christian Delacampagne

Homage to Christian Delacampagne David A. Bell (bio) Christian Delacampagne was an unusual—and unusually fortunate— appointment for Johns Hopkins. Most of our faculty have spent nearly all their professional lives toiling away within academia on a relatively narrow range of subjects. Christian certainly had all the academic credentials one could want, not to mention an enviably long and varied teaching experience. But he had spent most of his career as a journalist and diplomat, and had published prolifically on a range of subjects that most academics would find impossibly dazzling. I remember very well an eminent intellectual historian telling me, as we were preparing to hire Christian in 2002, that we were taking a very big risk in doing so. Well, I don’t think this was the case. But even if it had been, there is no doubt but that the risk paid off handsomely. Christian certainly brought to Johns Hopkins all the erudition and scholarly heft that our department of Romance Languages and Literatures could want. But he also brought the experience and perspective of a true intellectual —an intellectuel engagé. It was experience and perspective that proved all the more valuable for someone with Christian’s interests, centered as they were so firmly in the world of the great intellectuels engagés of the twentieth century. When he taught and talked about men and women like Sartre, or de Beauvoir, or Camus, one understood immediately that it was not a mere academic exercise for him—that he was vitally and viscerally connected to what they had tried to do, and to the world in which they lived. I don’t think we ever felt this point quite so strongly as during the conference on Jean-Paul Sartre that [End Page 689] Christian organized at Johns Hopkins. It was the first major conference marking the Sartre centennial, and even more important than the glittering range of speakers that Christian managed to draw here were the passionate—actually, sometimes angry—discussions that followed their talks. Nothing showed better the extent to which so many of the issues around Sartre were still relevant—toujours d’actualité. And this is a key point about Christian Delacampagne as an intellectual. What was particularly wonderful about having him as a colleague and professor here was this absolute commitment to working on things that he thought mattered—that mattered in the world. If you look at the range of his writings, on everything from slavery to racism to religion to modern art, what united them always was Christian’s sense of having his say on things that were genuinely important, and of doing so without concession to fashion or prevailing ideology. For me, as a historian of France, it was impossible not to see him as a living reminder of the intellectuels engagés of the post-war period—and beyond that, as a lineal descendant of the philosophes of the Enlightenment. As an example of how well Christian fit this role, let me finish by talking briefly about a piece of writing that he was working on during his last months at Johns Hopkins. It was his article “The Redeker Affair,” published in Commentary magazine in January 2007, on the travails of his old friend Robert Redeker, who had been driven into hiding after publishing an article critical of Islam in Le Figaro. Christian’s own essay was directed less against the extremists who had threatened Redeker’s life than against the French intellectual and political establishment for not giving full support to him, and to the principle of freedom of speech that Christian saw at stake in the affair. The article was a classic J’accuse—a biting, angry denunciation of what Christian saw as moral and intellectual cowardice in the face of intimidation, intolerance and bigotry. Christian believed it was vital to explain to an American audience why the French establishments had, in his view, abdicated their moral and intellectual responsibilities, and I saw how hard he worked revising drafts of the article, even as he received the dreadful diagnosis of the disease that would soon overcome him. I know that Christian had friends and colleagues who disagreed with this...

Our present complaint: American medicine, then and now

Charles E. Rosenberg, one of the world's most influential historians of medicine, presents a fascinating analysis of the current tensions in American medicine. Situating these tensions within their historical and social contexts, Rosenberg investigates the fundamental characteristics of medicine: how we think about disease, how the medical profession thinks about itself and its moral and intellectual responsibilities, and what prospective patients-all of us-expect from medicine and the medical profession. He explores the nature and definition of disease and how ideas of disease causation reflect social values and cultural negotiations. His analyses of alternative medicine and bioethics consider the historically specific ways in which we define and seek to control what is appropriately medical. At a time when clinical care and biomedical research generate as much angst as they offer cures, this volume provides valuable insight into how the practice of medicine has evolved, where it is going, and how lessons from history can improve its prognosis.

AN ETHICS FOR WORKING UP?: Japanese Corporate Scandals and Rethinking Lessons about Fieldwork

ABSTRACT Almost forty years after Laura Nader's initial rallying call for anthropologists to “study up,” research on power holders and elite individuals and institutions still constitutes only a small fraction of ethnographic work. In addition, many of the methodological and ethical issues specific to studying up remain under-examined. Most discussions of methodological and ethical dilemmas in anthropology to date have assumed a power differential that favors the anthropologist. What happens when the power vector points in the other direction? Through the retelling of dilemmas faced when dealing with a very powerful and prominent field subject, I set the stage for a broader examination of the often taken-for-granted ethical and methodological norms of contemporary anthropological fieldwork. While pulling apart the intertwined narratives of a corporate scandal and a corporate-sponsored women's soccer team, I attend to the ways that studies of those in power often de-center commonly held assumptions within anthropology about the primacy of participant observation, the importance of rapport, the question of for whom we write, and the need to protect subjects’ anonymity. Underscoring the analytical utility of attending to the process of ethnography, rather than just its products, this essay aims to raise some questions about the ethical and intellectual responsibilities of anthropologists, specifically those questions that arise when one studies up.

The human cost and intellectual poverty of high performance schooling: radical philosophy, John Macmurray and the remaking of person‐centred education

In order to address some of the key underlying issues currently distorting dominant approaches to schooling it is necessary to acknowledge and engage with our broad intellectual and cultural responsibilities currently shunned by contemporary policy. Philosophy has a key role to play here, in terms of both deconstruction and recommendation. Drawing on the Scottish philosopher John Macmurray, this article argues for the need to situate our work within an historical context that requires judgement about matters of significance and purpose, not mere efficiency and effectiveness. It further argues for the provision of a convincing account of the relational nature of the self that will, in turn, provide the basis of a framework for organisational and communal analysis. The particular framework offered names the dangers of a new totalitarianism exemplified by high performance models of schooling currently preoccupying contemporary practice, advocacy and aspiration. In seeking to reclaim the centrality of human being and becoming in any future education policy it also proposes a person‐centred alternative that transforms and transcends the hegemony of insistent instrumentalism in favour of an inclusive, creative community as a more fitting aspiration for education in a democratic society.

Intellectual Freedom and Editorial Responsibilities Within the Context of Controversial Research

The primary purpose of this article is to explore the limits that an agent, such as the government or the American Psychological Association, may place on one's right to pursue a program of research or to share the findings of a research project. The primary argument that evolves here is that researchers' rights to pursue an interesting hypothesis, and their freedom of expression, are conditional. The author examines the potential pragmatic and epistemological barriers to a program of research and the responsibilities that researchers bear to address epistemological and nonepistemological matters while reviewing the implications of their work.

On the relations between philosophy and economics

For over two centuries since the first emergence of modern political economy, right down to the early decade of the 20th century, there were leading or important economists, who were also leading or important philosophers: Locke, Hume, Smith, J.S. Mill, Jevons, and Sidgwick and the Keynes's are a few obvious examples. The essential philosophical and methodological problems of the subject could be, and were, authoritatively addressed. And inspite of profound and lasting methodological disagreements, a relatively broad, workable, mainstream consensus, particularly in the Anglophone world, was more or less adequately maintained among the comparatively very small number cultivating the subject. The state of affairs has been profoundly shattered, roughly in the last two-thirds of this century.The huge increase in numbers has brought the rise of departmental barriers, accompanied by a narrow ‘professionalism’ among mainstream economists, which rejects philosophical and methodological clarity as outside their intellectual responsibilities. A second part of this paper will discuss what kinds of philosophical-methodological problems economists should address.

Abnegating Ethical and Intellectual Responsibilities

Abnegating Ethical and Intellectual Responsibilities