Notion Of Evidence Research Articles

“Life Is Too Short Not To Speak the Truth”: Framing Accountable Community Collaboration Within HIV/AIDS Archival Work

This poster shares findings from semi-structured interviews with 25 archivists and curators working with LGBTQIA+ archival materials and collections within institutional and community settings. Focusing specifically on collections that include HIV/AIDS-related material, this project explores how practitioners build, curate, and sustain these collections against the backdrop of the epidemic’s memory and the ongoing realities of the virus within culture. This poster reports directly on findings related to the role of community accountability within the work of these practitioners. The poster identifies how such work informs and is informed by questions of archival ethics, embodied identity, and notions of evidence and truth relating to archival documentation. The poster highlights how practitioners understand the care and consideration it takes to build meaningful relationships with LGBTQIA+ community partners and how such actions can conflict with the traditional methods of archival facilitation. Example conflicts relate to questions of institutional production metrics, extraction-based preservation, and objectivist orientations to describe and access those identities within the collection. The poster provides practical and theoretical interventions for archivists working with or planning to work with LGBTQIA+ communities to ensure more accountable work. It emphasizes how event-based framing, such as the HIV/AIDS epidemic, can advance and hinder this endeavor. The poster highlights potential areas for further exploration related to other historically marginalized populations within archives whose presence in archival collections might benefit from community collaboration in nuancing archival work around such moments.

Safe testing

Abstract We develop the theory of hypothesis testing based on the e-value, a notion of evidence that, unlike the p-value, allows for effortlessly combining results from several studies in the common scenario where the decision to perform a new study may depend on previous outcomes. Tests based on e-values are safe, i.e. they preserve type-I error guarantees, under such optional continuation. We define growth rate optimality (GRO) as an analogue of power in an optional continuation context, and we show how to construct GRO e-variables for general testing problems with composite null and alternative, emphasizing models with nuisance parameters. GRO e-values take the form of Bayes factors with special priors. We illustrate the theory using several classic examples including a 1-sample safe t-test and the 2×2 contingency table. Sharing Fisherian, Neymanian, and Jeffreys–Bayesian interpretations, e-values may provide a methodology acceptable to adherents of all three schools.

Creative Thinking about God and Respect for Christian Identity

In the article I refer to the philosophy of William Hasker and his proposal to reconcile respect for the basic dogmas of Christianity with the contemporary standards of knowledge and the needs of people today.
 In the first part I analyse Hasker’s view on the idea of Christian philosophy. Since he assumes the truthfulness of the main doctrines of Christianity, he is not opposed to being referred to as a Christian philosopher, but neither is he enthusiastic about this name. This attitude is the result of his conviction that the state of absolute neutrality is not possible in philosophy and that regardless of the views accepted as true by a given thinker the requirement for good philosophy is fairness and evaluating all perspectives and beliefs for their internal coherence and their correspondence with the evidence. Therefore, Hasker first tries very carefully to reconstruct positions different from his own and to track down various difficulties in them, especially contradictions. In my opinion, however, the objection of self-contradiction is ineffective when applied to philosophical positions which, as a rule, use vague concepts. The same applies to the claim that these positions are contradictory to evidence, because one of such vague notions is also the notion of evidence. That is why philosophical claims have the extraordinary ability to persist in life or unexpectedly revive after being considered definitively dead. It does not follow from this that one cannot convincingly justify one’s position using less formal criteria. 
 In the second part I focus on the rhetorical device used by Hasker to make his concept of God more attractive. He suggests that we should shape our concept of God based on our idea of a great man, i.e. one who educates children to live independently and is able to effectively and fairly manage large groups of people. Leaving aside the accusation of anthropomorphism, the question arises about the epistemic value of this image, which is not universal, changes over time and depends on the conditions in which people live. The content of this image proposed by Hasker isn’t also consistent with the idea of the God of Christian orthodoxy, which is dominated by traditional rather than open theism. This is where the problem of linking creative thinking and respect for Christian identity arises. Regardless of the opinion that open theism has among traditional theists, Hasker supports the concept of a strong Christian identity determined by a universally recognized creed. I propose to treat this identity a little more flexibly.

Pragmatism in Evidence-Based Practice - Not to the Extreme, Please.

Over the years, I have written many articles on the subject of evidence-based practice (EBP). At times, the writing has been entirely derogatory; at others, it has been a bit more forgiving. In attempting to crystalize my notion of evidence in practice, I have concluded that pragmatism is a central driver of the process and that such pragmatism may attempt to whitewash the problem of bias in order to make findings useful for clinicians. To further clarify my position, the ideas of pragmatism, EBP, and bias are considered here.

Investigating Cases by Undercover or Real Identity Investigators and Collaborators

"Evidence is the main nerve of the criminal process. They shed light on nebulous issues in the criminal process'', said professor Ioan Tanoviceanu (1913; Boţic, 2016, p. 132). Today, the notion has kept the same metaphorical meaning, as the entire activity of judicial bodies is based on the notion of evidence. The activity of the judicial bodies starts from the moment of initiation of the criminal process. The existence of the criminal process, seen as a report of criminal procedural law, is in turn conditioned by the birth of the legal report of substantive criminal law (Florea et al., 2019; Florea & Galeş, 2020). As is known, the material criminal conflictual report arises from the violation of substantive law norms, or more simply from the commission of a crime (Damian et al., 2021). The purpose of the entire activity of the judicial bodies, especially in the criminal prosecution phase, is to reconstruct the criminal course of action (iter criminis) and to decide on the merits of the case as a result of the administration of the evidence obtained legally and in good faith (Apostu, 2016; Apostu & Petrescu, 2017). Only in such conditions can the "satisfaction" of fairness be offered, which increases the confidence of litigants in the justice system and finally in the educational role of the criminal process (Mateuţ, 2019, p. 28).

Unhomeliness—Afterlife and Testimony

ABSTRACT The article considers the unhomeliness of blackness by interrogating aspects of the controversial 2019 Dallas Country District Court case in which Judge Tammy Kemp ruled the jury to consider the state’s “ castle doctrine” and “mistake of fact” in the trial of Dallas police officer, Amber Guyger, who claimed to shoot Botham Jean, an unarmed black man in his own apartment, by mistake. In doing so, the article places together the notion of afterlife as conceptualized separately by Walter Benjamin and Saidiya Hartman to raise the role of testimony as a fundamentally anti-black structural dilemma rooted beyond legal theory and notions of evidence.

Anti-exceptionalism and methodological pluralism in logic

According to methodological anti-exceptionalism, logic follows a scientific methodology. There has been some discussion about which methodology logic has. Authors such as Priest, Hjortland and Williamson have argued that logic can be characterized by an abductive methodology. We choose the logical theory that behaves better under a set of epistemic criteria (such as fit to data, simplicity, fruitfulness, or consistency). In this paper, I analyze some important discussions in the philosophy of logic (intuitionism versus classical logic, semantic paradoxes, and the meaning of conditionals), and I show that they presuppose different methodologies, involving different notions of evidence and different epistemic values. I argue that, rather than having a specific methodology such as abductivism, logic can be characterized by methodological pluralism. This position can also be seen as the application of scientific pluralism to the realm of logic.

Methods of misleading the court or other authorized body

The article considers and substantiates the need to establish the method of committing a criminal offense as a central element of forensic characteristics. The works of leading domestic and foreign scientists who have studied the concept of the method of criminal offense, its meaning and relationship with other elements of forensic characterization are analyzed and studied. The concept of the method of committing a criminal offense has been comprehensively studied. It is established that most criminologists include a certain system of actions in the method of committing a criminal offense, which includes actions to prepare, commit and conceal. The need to develop a classification of methods of committing knowingly false methods of misleading the court or other authorized body, which will allow the investigator to establish as yet unknown elements of forensic characteristics, identify investigative situations during the investigation, timely assess the testimony and other evidence.
 The analysis of Article 384 of the Criminal Code of Ukraine was carried out and, depending on the method of action and its content, the following methods of misleading the court or other authorized body were identified:
 
 Providing knowingly false testimony.
 Compilation and / or submission of knowingly false expert opinion.
 Submission of knowingly unreliable or forged evidence.
 Compilation and / or submission of a knowingly false report of the appraiser.
 Compilation and / or submission of knowingly false translation.
 
 The article will consider in detail the methods identified by the author to provide knowingly false testimony, which include actions to prepare, commit and conceal. The ways of making a knowingly false expert opinion depending on the structure of this document are highlighted. The notion of evidence is analyzed and the ways of presenting knowingly unreliable or forged evidence are established. Depending on the procedure of property and property rights valuation, the author identifies ways to prepare, commit and conceal the preparation and submission of a knowingly false appraiser's report. Methods of knowingly incorrect translation are identified.

What makes a testimony believable? Spanish students’ conceptions about historical interpretation and the aims of history in secondary education

Epistemic beliefs about history can have a profound impact on the way students understand and approach this discipline in the classroom. During the last decades, significant efforts have been made in order to conceptualise different epistemic stances, which can be linked with historical thinking concepts such as the use of evidence. Recent research indicates that epistemic beliefs in history are not only connected to an understanding about the nature of the discipline and the debate about objectivity, but also to the conception of evidence and interpretation in history. This study makes use of a qualitative design in order to examine the conceptions and ideas regarding history of 107 fourth-year secondary education students from three different regions in Spain. Participants were asked to discuss and analyse recent and contrasting interpretations of sources linked to the Spanish transition to democracy (1975-1982), a recent and controversial period. Information was obtained using a structured questionnaire, and responses were transcribed, codified and qualitatively analysed using emerging categories with ATLAS.ti. Results indicate that a majority of students argued that all testimonies can be equally valid in history, even if they show different interpretations or contradictory visions. Only a reduced number of participants focused on the notion of evidence as a determining factor that can indicate whether a testimony is believable, in line with a criterialist epistemic stance. Spontaneous and implicit references to the notions of objectivity and subjectivity in history were also analysed. Results also show diverse conceptions about the aims of history: many secondary education students explicitly indicated that history can be a useful tool to avoid the mistakes of the past, and argued that it should not be imitated. Some participants argued that history can help understand our present, while only a minority of students explicitly argued that each particular historical context should always be taken into account before drawing any lesson from the past. Finally, a discussion is provided about the possibility of examining students’ epistemic beliefs by allowing them to address history first- hand. The study concludes that some of the conceptual shortfalls that were detected in secondary education students could be addressed by fostering historical thinking and understanding, and by allowing students to work with sources and testimonies.

Can agroecology and CRISPR mix? The politics of complementarity and moving toward technology sovereignty

Can gene editing and agroecology be complementary? Various formulations of this question now animate debates over the future of food systems, including in the UN Committee on World Food Security and at the UN Food Systems Summit. Previous analyses have discussed the risks of gene editing for agroecosystems, smallholders, and the concentration of wealth by and for agro-industry. This paper takes a different approach, unpacking the epistemic, socioeconomic, and ontological politics inherent in complementarity. I ask: How is complementarity understood? Who is asking and defining this question? What are the politics of entertaining the debate at all? I sketch the epistemic foundations of science and technology that organize different notions of evidence used in agroecology and genetic engineering. On this base, I offer 8 angles on the compatibility question, exploring the historical contradictions that complementarity discourses reveal and the contemporary work they do. I work through questions of (1) technological neutrality, (2) “root cause” problems, (3) working with nature, (4) encoding racism, and dilemmas of (5) ownership and (6) access. These questions, I argue, require a reckoning with (7) ontologies of coloniality-modernity, which help us get underneath—and beyond—the complementarity question. Finally, I offer (8) a framework for thinking about and working toward technology sovereignty.

Negotiating boundaries: reflections on the ethics of arts-based and artistic research in care contexts

ABSTRACT Background Arts-based practice and research in care has increased significantly. There is a need to examine the ethical issues arising from this complex phenomenon, conceptualised as boundary work. Method To support interdisciplinary understanding in artistic and arts-based work, we collaboratively explored three arts-based research projects implemented in diverse care and healthcare contexts. The ethical issues related to boundary work were negotiated through reciprocal, in-depth reflection. Results Arts-based and artistic research allows embodied, sensitive, and sensible encounters to emerge, in which the boundaries between artistic agency, professional positions, and even notions of evidence may be challenged. The notion of vulnerability emerges as a central ethical feature of boundary work. Conclusions Articulating ethical concerns in artistic-pedagogic boundary work and research can promote a more nuanced understanding of power relations in cross-sectoral practices. It may help develop services that support the agency and holistic well-being of individuals and communities.

Prototyping systems design-informed behavioral public policy: Learning-by-doing for methodology development

The practice of public policy is increasingly recognized as benefitting from expertise from other diverse applied fields, including behavioral science’s insight into cognitive barriers to action, and human-centered systems design’s contributions to gaining user insight and engagement in the form of participatory design and co-creation, as well as newer experiments to increase the use of prototyping in public policy to surface and address critical issues before interventions are formally enacted, or even fully formulated. However, individual methodologies and practices taught within the disciplines of public policy, behavioral science, and human-centered systems design are not necessarily well integrated; not only do each reflect different disciplinary traditions of thought leadership and notions of what “good” looks like, but their very modes of inquiry—a combination of analytic induction and synthetic abduction that result in starkly different notions of evidence, data, and proof of efficacy—may cause tensions that are difficult for practitioners to fully recognize and articulate, let alone manage. At best, this can result in misaligned expectations on the part of individual collaborators; at worst, unhealthy skepticism or a sense of hierarchical one-upmanship can diminish or outright negate the vast, and genuinely exciting, potential of this collaborative work. Given that public policy, behavioral science, and human-centered systems design are equally oriented toward practice, rather than only theory generation, solving this tension promises to contribute significant value to both the future development of successful policy and the education of aspiring policymakers. However, this will continue to be a challenge if, as is often the case, these specializations are taught separately, in which a lack of cross-pollination affords students (and, for that matter, their respective faculty) limited insight into how other fields may conceive of and approach policy challenges. As a means to generatively develop a hybrid disciplinary approach, leaders from the behavioral public policy firm ideas42 along with systems and behavioral design faculty from the Institute of ID (ID) at the Illinois Institute of Technology are collaborating to simultaneously develop systems-level behavioral design solutions within the public policy arena of charitable giving, while also prototyping a hybrid process that leverages and evolves methodologies from these individual disciplines to inform a new methodological and pedagogical approach. Lessons from the research project are positioned to go beyond bringing new awareness and exposure to practitioners from adjacent disciplines, instead aspiring to systematize new boundary objects such as frameworks and other structures that can contribute to the increased ease of exchange of knowledge, skills, and approaches across and within multi-disciplinary teams and students. Fed by insights gleaned through an intentionally reflexive process over the course of the project, this paper will present findings and reflections to further the exploration and codification of this hybrid methodological approach.

The connections and disconnections between teacher education policy and research: reframing evidence

ABSTRACT This paper examines the connections and disconnections between teacher education policy and research, and considers future opportunities for teacher education research by rethinking the notion of evidence as it is conceptualised in current policy debates. Historically, teacher education was positioned as a training issue, then as a learning issue, and more recently it has been framed as a policy problem requiring significant reform. By analysing the influences on current teacher education policy, this paper argues that we are now in a second stage of the ‘teacher education as a policy problem’ phase. Teacher education is now a politically constructed and ideological policy problem and the associated discourses of evidence are contributing to disconnections between teacher education research and policy. Drawing on findings from a large-scale longitudinal study investigating the effectiveness of teacher education that highlighted the complex and non-linear processes of learning teaching and doing teaching, I argue that singular thinking about the purpose of teacher education as only preparing teachers must be problematised. I suggest that calls for evidence, that are so prevalent in current policy, must be interrogated and reframed if compelling and convincing connections between teacher education policy and research are to be realised.

К вопросу об очевидности в феноменологии Гус­серля: данность и горизонт

The article deals with the initial context of introduction and subsequent transformation of the concept of evidence in Husserlian phenomenology. It shows that the initial context is composed of the basic differences drawn in the theory of meaning of Logical Investi­gations. These differences include the difference between experience, meaning and object as well as the correlative differences between meaning-intention and meaning-fulfillment, on the one hand, and meaning and fulfilling sense, on the other. The proposed analysis of these distinctions allows the author to explicate the two main interpretations of the notion of evidence: the strict and the lax meaning. The second section reveals the distinction be­tween the horizon and the givenness. This distinction plays a key role in the treatment of evidence in transcendental phenomenology as a mere result of a methodical interpretation of the differences drawn in the theory of meaning and the theory of evidence in Logical Investigations. It is demonstrated that these differences imply key methodical intuitions of Husserlian phenomenology. In conclusion, the naïve origins of the principle of evi­dence in phenomenology are thematized.

From Perception to Action

This paper re-examines the well-known problem of how it is possible to have an “intuition of absences” in Sartre’s example of Pierre. I argue that this problem is symptomatic of an overly theoretical interpretation of Sartre’s use of intentionality. First, I review Husserl’s notion of evidence within his phenomenology. Next, I introduce Sartre’s Pierre example and highlight some difficulties with interpreting it as a problem of perception. By focusing on Sartre’s notion of the project, I argue instead that the problem is better understood at the level of action. In support of this interpretation, I conclude with a brief comparison to the early work of Paul Ricoeur. By borrowing some of Ricoeur’s phenomenological vocabulary tailored to action, I reinterpret Sartre’s example as a practical problem.

The evidence approach to paraconsistency versus the paraconsistent approach to evidence

In this paper, we analyze the epistemic approach to paraconsistency. This approach is advanced as an alternative to dialetheism on what concerns interpreting paraconsistency and contradictions; instead of having to accept that there are true contradictions (as dialetheists argue), it is suggested that we may understand such situations as involving only conflicting evidence, which restricts contradictions to a notion of evidence weaker than truth. In this paper, we first distinguish two conflicting programs entangled in the proposal: (1) interpreting paraconsistency in general through the notion of evidence, and (2) modeling reasoning with evidence by using paraconsistent logic. The first part of the program, we argue, does not succeed, on the grounds that it does not lead to a uniform proposal to the understanding of paraconsistency, and fails to engage with dialetheism in a legitimate dispute about interpretation of paraconsistency. Also, when seen through the lights of the second kind of approach, a ‘logic as modeling’ approach, weaknesses of dealing with evidence through paraconsistency come to light, basically because evidence does not seem to suggest the need of a paraconsistent treatment. As a result, one can neither approach paraconsistency in general through evidence, nor approach evidence with the use of paraconsistent logics.

Manipulative evidence and medical interventions: some qualifications.

The notion of causal evidence in medicine has been the subject of wide philosophical debate in recent years. The notion of evidence has been discussed mostly in connection with Evidence Based Medicine and, more in general, with the assessment of causal nexus in medical, and especially research contexts. "Manipulative evidence" is one of the notions of causal evidence that has stimulated much debate. It has been defined in slightly different ways, attributed different relevance, and recently placed at the core of Gillies' "action-related theory of causality", a view specifically meant to address causation in medicine. While in general sympathetic to Gillies' account, and totally convinced of the relevance of manipulative evidence and different sorts of interventions in the biomedical sciences, we believe that some further qualifications are needed to allow the notion of manipulative evidence to better express features of medical practice. In particular, we provide some qualification of the role of "interventional evidence" proposed by Gillies, suggesting a distinction between "interventional evidence" and "evidence for interventions". A case study from research on rare diseases is analyzed in depth and a multifaceted notion of manipulative evidence put forward that allows better understanding of what manipulations in medical contexts amount to and what their targets are.

Evidence and its Proof: Designing a Test of Evidence

This main aim of this paper is to design a method to detect what things can be considered “evident”. The beginning of the study is dedicated to understand how “evidence” was understood in the Aristotelian and Thomist tradition, until the days of the New School of Natural Law. After this historical approach, we take seriously, with a systematically analysis, the notion of evidence and its classes. This help us to discover ten characteristics that can be found in evident things (like ideas, first principles, notions, proofs, etc.). With these characteristics, the way to design a test of evidence is easily open. In Chapter IV we define two kind of tests: a negative one, that shows that some argument is not evident, and a positive test, that indicates that some idea, principle, proof, etc. seems to be evident. We finish this work with some considerations about how this dual-test can work in Law.

Minimal abductive solutions with explicit justification

AbstractAbductive problems and their solutions are presented by means of justification logic. We introduce additional meta-constructions in order to generate and compare different solutions to the same abductive problem. Our approach has three advantages: (i) it makes structurally explicit the solution to an abductive problem (as it has a syntactic nature); (ii) it gives a precise meaning to the notion of evidence; (iii) it provides clear definitions and procedures for the comparison of solutions that can be adapted to different needs.

Fotografije "Sonderkomanda" kao neposlušni akt viđenja

In his book Images in Spite of All: Four Photographs from Auschwitz, Didi-Huberman indicates that the four photographs in question were taken as a counterweight or in spite of something. They show the activities of the Sonderkommando, whose task was to escort other Jews into gas chambers, as well as to dispose and burn the corpses that were left behind. In the dual role of the victim and the perpetrator, members of this unit, in spite of the ban and the danger they were in, had created four photographs showing their own activities inside the camp. Throughout the work, different modes of being in spite of characteristic of the aforementioned photographs are separated and explained with regard to whether they relate to the need for, production or reception of photographs. They were created in spite of, but also based on, the inconceivability of the situation they portray (photographs as evidence), in spite of the prohibition of photographs (obstacle in production) and in spite of the representational framework or representability of humans obstacle in reception. Inconceivability brings us to the notions of evidence, truth, but also power, representability, prohibition and rules. Based on the representability of the photographs and the notion of cultural memory, we considered the possibilities of the photographs representing Judith Butler's disobedient act of seeing. It will be shown that an emergence in spite of as Didi-Huberman would say, or a disobedient act of seeing in Judith Butler's words, is readable more through the way the images are made, than through what they depict. Unlike the usual "allowed" war photographs, they are specific proofs of the prohibition against which they are made.