Ethics in Scientific Research: an Examination of Ethical Principles and Emerging Topics

Total Page:16

File Type:pdf, Size:1020Kb

Ethics in Scientific Research: an Examination of Ethical Principles and Emerging Topics Ethics in Scientific Research An Examination of Ethical Principles and Emerging Topics Cortney Weinbaum, Eric Landree, Marjory S. Blumenthal, Tepring Piquado, Carlos Ignacio Gutierrez C O R P O R A T I O N For more information on this publication, visit www.rand.org/t/RR2912 Library of Congress Cataloging-in-Publication Data is available for this publication. ISBN: 978-1-9774-0269-1 Published by the RAND Corporation, Santa Monica, Calif. © Copyright 2019 RAND Corporation R® is a registered trademark. Limited Print and Electronic Distribution Rights This document and trademark(s) contained herein are protected by law. This representation of RAND intellectual property is provided for noncommercial use only. Unauthorized posting of this publication online is prohibited. Permission is given to duplicate this document for personal use only, as long as it is unaltered and complete. Permission is required from RAND to reproduce, or reuse in another form, any of its research documents for commercial use. For information on reprint and linking permissions, please visit www.rand.org/pubs/permissions. The RAND Corporation is a research organization that develops solutions to public policy challenges to help make communities throughout the world safer and more secure, healthier and more prosperous. RAND is nonprofit, nonpartisan, and committed to the public interest. RAND’s publications do not necessarily reflect the opinions of its research clients and sponsors. Support RAND Make a tax-deductible charitable contribution at www.rand.org/giving/contribute www.rand.org Preface The goal of this project was to provide researchers, government officials, and others who create, modify, and enforce ethics in scientific research around the world with an understanding of how ethics are created, monitored, and enforced across scientific disciplines and across international borders. The research had two motivations: (1) to inform researchers and sponsors who engage in research in emerging scientific disci- plines and who may face new ethical challenges, and (2) to inform research sponsors— including government officials—who wish to encourage ethical research without unin- tentionally encouraging researchers to pursue their research in other jurisdictions. While this report is intended for audiences with scientific expertise, it is also intended to be useful to scientists from various disciplines who have differing exper- tise from other disciplines and for citizen scientists and amateur researchers who lack formal scientific training. Therefore, it should be accessible to informed readers from a variety of backgrounds and experiences. This research was sponsored by the Intelligence Advanced Research Projects Activity (IARPA) and conducted within the Cyber and Intelligence Policy Center of the RAND National Defense Research Institute, a federally funded research and development center (FFRDC) sponsored by the Office of the Secretary of Defense, the Joint Staff, the Unified Combatant Commands, the Navy, the Marine Corps, the defense agencies, and the defense Intelligence Community. All of the data collection and analysis described in this report took place in 2018. For more information on the RAND Cyber and Intelligence Policy Center, see www.rand.org/nsrd/ndri/centers/intel or contact the center director (contact informa- tion is provided on the webpage). iii Contents Preface ................................................................................................. iii Figure, Table, and Boxes ...........................................................................vii Summary ............................................................................................. ix Acknowledgments ..................................................................................xiii Abbreviations ........................................................................................xv CHAPTER ONE Introduction ........................................................................................... 1 Why We Did This Research .......................................................................... 1 Research Methodology ................................................................................ 1 How This Report Could Be Used ................................................................... 2 The Difference Between Ethics and Law ........................................................... 3 CHAPTER TWO Ethical Principles for Scientific Research ........................................................ 5 Duty to Society ......................................................................................... 5 Beneficence ............................................................................................10 Conflict of Interest ...................................................................................15 Informed Consent ....................................................................................19 Integrity ............................................................................................... 22 Nondiscrimination .................................................................................. 23 Nonexploitation ..................................................................................... 26 Privacy and Confidentiality ..........................................................................29 Professional Competence .............................................................................32 Professional Discipline ...............................................................................37 CHAPTER THREE International Landscape of Ethics ...............................................................41 The Seminal Influence of the Declaration of Helsinki .......................................... 42 The Convention on Biological Diversity and Its Derivatives ................................... 43 v vi Ethics in Scientific Research: An Examination of Ethical Principles and Emerging Topics The Precautionary Principle ........................................................................ 44 Regional Differences ..................................................................................45 Ethics “Dumping” ....................................................................................49 International Standards Development ..............................................................51 Concluding Observations ............................................................................51 CHAPTER FOUR Monitoring and Enforcing Ethics ................................................................55 CHAPTER FIVE Emerging Ethics Topics ............................................................................61 Bystander Risk .........................................................................................61 Big Data ................................................................................................63 Open Science ..........................................................................................65 Citizen Science ........................................................................................67 CHAPTER SIX Conclusions ...........................................................................................69 APPENDIX A. Methodology .....................................................................................71 B. Codebook ......................................................................................... 77 C. Interview Informed Consent and Protocol .................................................81 D. List of Interview Participants ..................................................................83 E. Bibliography of Literature .....................................................................85 F. Bibliography of Codes of Conduct ............................................................93 References ............................................................................................95 Figure, Tables, and Boxes Figure A.1. Documents Reviewed by Publication Year ...........................................72 Tables S.1. Ethical Principles for Scientific Research .............................................. x S.2. Categories of Ethical Principles ........................................................ xi 2.1. Ethical Principles for Scientific Research .............................................. 6 2.2. Categories of Ethical Principles ......................................................... 7 2.3. Informed Consent Versus Beneficence and Duty to Society .......................21 2.4. Considerations for Research Methods .................................................35 4.1. Codified Ethics in Hard Law and Soft Law ......................................... 56 A.2. Documents Reviewed, by Discipline ..................................................73 A.3. Literature Review Results ...............................................................74 Boxes 2.1. The Uppsala Code and the Pugwash Tradition ......................................11 2.2. Broad Privacy Policy Affecting Research and Beyond ..............................32 3.1. Convention on Biological Diversity and Its Supplements .......................... 44 3.2. Informed Consent Around the World ................................................ 46 3.3. The European Charter of Fundamental Rights ......................................47 A.1. List of Scientific Disciplines Examined ...............................................72 vii Summary Scientific research
Recommended publications
  • Retracing Augustine's Ethics: Lying, Necessity, and the Image Of
    Valparaiso University ValpoScholar Christ College Faculty Publications Christ College (Honors College) 12-1-2016 Retracing Augustine’s Ethics: Lying, Necessity, and the Image of God Matthew Puffer Valparaiso University, [email protected] Follow this and additional works at: https://scholar.valpo.edu/cc_fac_pub Recommended Citation Puffer, M. (2016). "Retracing Augustine’s ethics: Lying, necessity, and the image of God." Journal of Religious Ethics, 44(4), 685–720. https://doi.org/10.1111/jore.12159 This Article is brought to you for free and open access by the Christ College (Honors College) at ValpoScholar. It has been accepted for inclusion in Christ College Faculty Publications by an authorized administrator of ValpoScholar. For more information, please contact a ValpoScholar staff member at [email protected]. RETRACING AUGUSTINE’S ETHICS Lying, Necessity, and the Image of God Matthew Puffer ABSTRACT Augustine’s exposition of the image of God in Book 15 of On The Trinity (De Trinitate) sheds light on multiple issues that arise in scholarly interpretations of Augustine’s account of lying. This essay argues against interpretations that pos- it a uniform account of lying in Augustine—with the same constitutive features, and insisting both that it is never necessary to tell a lie and that lying is abso- lutely prohibited. Such interpretations regularly employ intertextual reading strategies that elide distinctions and developments in Augustine’sethicsoflying. Instead, I show how looking at texts written prior and subsequent to the texts usually consulted suggests a trajectory in Augustine’s thought, beginning with an understanding of lies as morally culpable but potentially necessary, and cul- minating in a vision of lying as the fundamental evil and the origin of every sin.
    [Show full text]
  • The Problem of Evil in Augustine's Confessions
    University of South Florida Scholar Commons Graduate Theses and Dissertations Graduate School 2011 The rP oblem of Evil in Augustine's Confessions Edward Matusek University of South Florida, [email protected] Follow this and additional works at: http://scholarcommons.usf.edu/etd Part of the American Studies Commons, and the Philosophy Commons Scholar Commons Citation Matusek, Edward, "The rP oblem of Evil in Augustine's Confessions" (2011). Graduate Theses and Dissertations. http://scholarcommons.usf.edu/etd/3733 This Dissertation is brought to you for free and open access by the Graduate School at Scholar Commons. It has been accepted for inclusion in Graduate Theses and Dissertations by an authorized administrator of Scholar Commons. For more information, please contact [email protected]. The Problem of Evil in Augustine’s Confessions by Edward A. Matusek A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy Department of Philosophy College of Arts and Sciences University of South Florida Major Professor: Thomas Williams, Ph.D. Roger Ariew, Ph.D. Joanne Waugh, Ph.D. Charles B. Guignon, Ph.D. Date of Approval: November 14, 2011 Keywords: theodicy, privation, metaphysical evil, Manichaeism, Neo-Platonism Copyright © 2011, Edward A. Matusek i TABLE OF CONTENTS Abstract iii Chapter One: Introduction to Augustine’s Confessions and the Present Study 1 Purpose and Background of the Study 2 Literary and Historical Considerations of Confessions 4 Relevance of the Study for Various
    [Show full text]
  • Scientific Communities in the Developing World Scientific Communities in the Developing World
    Scientific Communities in the Developing World Scientific Communities in the Developing World Edited by jacques Caillard V.V. Krishna Roland Waast Sage Publications New Delhiflhousand Oaks/London Copyright @) Jacques Gaillard, V.V. Krishna and Roland Waast, 1997. All rights reserved. No part of this book may be reproduced or utilized in any form or by any means, electronic or mechanical, including photocopying, recording or by any information storage or retrieval system, without permission in writing from the publisher. First published in 1997 by Sage Publications India Pvt Ltd M-32, Greater Kailash Market I New Delhi 110 048 Sage Publications Inc Sage Publications Ltd 2455 Teller Road 6 Bonhill Street Thousand Oaks, California 91320 London EC2A 4PU Published by Tejeshwar Singh for Sage Publications India Pvt Ltd, phototypeset by Pagewell Photosetters, Pondicherry and printed at Chaman Enterprises, Delhi. Library of Congress Cataloging-in-Publication Data Scientific communities in the developing world I edited by Jacques Gaillard, V.V. Krishna, Roland Waast. p. cm. Includes bibliographical references and index. 1. Science-Developing countries--History. 2. Science-Social aspect- Developing countries--History. I. Gaillard, Jacques, 1951- . 11. Krishna, V.V. 111. Waast, Roland, 1940- . Q127.2.S44 306.4'5'091724--dc20 1996 9617807 ISBN: 81-7036565-1 (India-hb) &8039-9330-7 (US-hb) Sage Production Editor: Sumitra Srinivasan Contents List of Tables List of Figures Preface 1. Introduction: Scientific Communities in the Developing World Jacques Gaillard, V.V. Krishna and Roland Waast Part 1: Scientific Communities in Africa 2. Sisyphus or the Scientific Communities of Algeria Ali El Kenz and Roland Waast 3.
    [Show full text]
  • Life with Augustine
    Life with Augustine ...a course in his spirit and guidance for daily living By Edmond A. Maher ii Life with Augustine © 2002 Augustinian Press Australia Sydney, Australia. Acknowledgements: The author wishes to acknowledge and thank the following people: ► the Augustinian Province of Our Mother of Good Counsel, Australia, for support- ing this project, with special mention of Pat Fahey osa, Kevin Burman osa, Pat Codd osa and Peter Jones osa ► Laurence Mooney osa for assistance in editing ► Michael Morahan osa for formatting this 2nd Edition ► John Coles, Peter Gagan, Dr. Frank McGrath fms (Brisbane CEO), Benet Fonck ofm, Peter Keogh sfo for sharing their vast experience in adult education ► John Rotelle osa, for granting us permission to use his English translation of Tarcisius van Bavel’s work Augustine (full bibliography within) and for his scholarly advice Megan Atkins for her formatting suggestions in the 1st Edition, that have carried over into this the 2nd ► those generous people who have completed the 1st Edition and suggested valuable improvements, especially Kath Neehouse and friends at Villanova College, Brisbane Foreword 1 Dear Participant Saint Augustine of Hippo is a figure in our history who has appealed to the curiosity and imagination of many generations. He is well known for being both sinner and saint, for being a bishop yet also a fellow pilgrim on the journey to God. One of the most popular and attractive persons across many centuries, his influence on the church has continued to our current day. He is also renowned for his influ- ence in philosophy and psychology and even (in an indirect way) art, music and architecture.
    [Show full text]
  • The Role of Social Context in the Production of Scientific Knowledge
    University of Tennessee, Knoxville TRACE: Tennessee Research and Creative Exchange Supervised Undergraduate Student Research Chancellor’s Honors Program Projects and Creative Work 5-2015 The Role of Social Context in the Production of Scientific Knowledge Kristen Lynn Beard [email protected] Follow this and additional works at: https://trace.tennessee.edu/utk_chanhonoproj Part of the Philosophy of Science Commons Recommended Citation Beard, Kristen Lynn, "The Role of Social Context in the Production of Scientific nowledgeK " (2015). Chancellor’s Honors Program Projects. https://trace.tennessee.edu/utk_chanhonoproj/1852 This Dissertation/Thesis is brought to you for free and open access by the Supervised Undergraduate Student Research and Creative Work at TRACE: Tennessee Research and Creative Exchange. It has been accepted for inclusion in Chancellor’s Honors Program Projects by an authorized administrator of TRACE: Tennessee Research and Creative Exchange. For more information, please contact [email protected]. The Role of Social Context in the Production of Scientific Knowledge Kristen Lynn Beard The University of Tennessee, Knoxville Chancellor’s Honors Program Department of Philosophy Undergraduate Thesis Submitted December 8, 2014 Thesis Advisor: Dr. Nora Berenstain Beard 1 Model 1: The Influence of Social Context on the Scientific Method Beard 2 Introduction: Scientific Knowledge as Both Social and Rational A person may believe that a certain theory is true and explain that he does so, for instance, because it is the best explanation he has of the facts or because it gives him the most satisfying world picture. This does not make him irrational, but I take it to be part of empiricism to disdain such reasons.
    [Show full text]
  • Bringing Science and Scientists to Life in Post-Secondary Science Education
    Sci & Educ DOI 10.1007/s11191-010-9310-7 The Story Behind the Science: Bringing Science and Scientists to Life in Post-Secondary Science Education Michael P. Clough Ó Springer Science+Business Media B.V. 2010 Abstract With funding from the United States National Science Foundation, 30 histor- ical short stories designed to teach science content and draw students’ attention to the nature of science (NOS) have been created for post-secondary introductory astronomy, biology, chemistry, geology, and physics courses. The project rationale, story development and structure, and freely available stories at the project website are presented. 1 Introduction The phrase ‘‘nature of science’’ (NOS) has been used for some time, particularly in the science education community, in referring to what science is, how science works, the epistemological and ontological foundations underlying science, the culture of science, and how society both influences and reacts to scientific activities (Clough 2006). Accurately understanding the NOS is crucial for science literacy (AAAS 1989; Matthews 1994; McComas and Olson 1998; NRC 1996) and can perhaps play an important role in enticing students to further their science education. Matthews (1994), McComas et al. (1998) and others have argued that knowledge of scientists and how science works will enhance students’ understanding of science as a human endeavor; increase interest in science and science classes; improve student learning of science content; and promote better social decision-making. Morris Shamos (1995) claimed that understanding the NOS is the most important component of scientific literacy because that knowledge, accurate or not, is what citizens use when assessing public issues involving science and technology.
    [Show full text]
  • Vietnamese Existential Philosophy: a Critical Reappraisal
    VIETNAMESE EXISTENTIAL PHILOSOPHY: A CRITICAL REAPPRAISAL A Dissertation Submitted to the Temple University Graduate Board In Partial Fulfillment of the Requirements for the Degree of Doctor of Philosophy By Hi ền Thu Lươ ng May, 2009 i © Copyright 2009 by Hi ền Thu Lươ ng ii ABSTRACT Title: Vietnamese Existential Philosophy: A Critical Reappraisal Lươ ng Thu Hi ền Degree: Doctor of Philosophy Temple University, 2009 Doctoral Advisory Committee Chair: Lewis R. Gordon In this study I present a new understanding of Vietnamese existentialism during the period 1954-1975, the period between the Geneva Accords and the fall of Saigon in 1975. The prevailing view within Vietnam sees Vietnamese existentialism during this period as a morally bankrupt philosophy that is a mere imitation of European versions of existentialism. I argue to the contrary that while Vietnamese existential philosophy and European existentialism share some themes, Vietnamese existentialism during this period is rooted in the particularities of Vietnamese traditional culture and social structures and in the lived experience of Vietnamese people over Vietnam’s 1000-year history of occupation and oppression by foreign forces. I also argue that Vietnamese existentialism is a profoundly moral philosophy, committed to justice in the social and political spheres. Heavily influenced by Vietnamese Buddhism, Vietnamese existential philosophy, I argue, places emphasis on the concept of a non-substantial, relational, and social self and a harmonious and constitutive relation between the self and other. The Vietnamese philosophers argue that oppressions of the mind must be liberated and that social structures that result in violence must be changed. Consistent with these ends Vietnamese existentialism proposes a multi-perspective iii ontology, a dialectical view of human thought, and a method of meditation that releases the mind to be able to understand both the nature of reality as it is and the means to live a moral, politically engaged life.
    [Show full text]
  • How Science Works
    PB 1 How science works The Scientific Method is traditionally presented in the first chapter of science text- books as a simple recipe for performing scientific investigations. Though many use- ful points are embodied in this method, it can easily be misinterpreted as linear and “cookbook”: pull a problem off the shelf, throw in an observation, mix in a few ques- tions, sprinkle on a hypothesis, put the whole mixture into a 350° experiment—and voila, 50 minutes later you’ll be pulling a conclusion out of the oven! That might work if science were like Hamburger Helper®, but science is complex and cannot be re- duced to a single, prepackaged recipe. The linear, stepwise representation of the process of science is simplified, but it does get at least one thing right. It captures the core logic of science: testing ideas with evidence. However, this version of the scientific method is so simplified and rigid that it fails to accurately portray how real science works. It more accurately describes how science is summarized after the fact—in textbooks and journal articles—than how sci- ence is actually done. The simplified, linear scientific method implies that scientific studies follow an unvarying, linear recipe. But in reality, in their work, scientists engage in many different activities in many different sequences. Scientific investigations often involve repeating the same steps many times to account for new information and ideas. The simplified, linear scientific method implies that science is done by individual scientists working through these steps in isolation. But in reality, science depends on interactions within the scientific community.
    [Show full text]
  • PDF Download Starting with Science Strategies for Introducing Young Children to Inquiry 1St Edition Ebook
    STARTING WITH SCIENCE STRATEGIES FOR INTRODUCING YOUNG CHILDREN TO INQUIRY 1ST EDITION PDF, EPUB, EBOOK Marcia Talhelm Edson | 9781571108074 | | | | | Starting with Science Strategies for Introducing Young Children to Inquiry 1st edition PDF Book The presentation of the material is as good as the material utilizing star trek analogies, ancient wisdom and literature and so much more. Using Multivariate Statistics. Michael Gramling examines the impact of policy on practice in early childhood education. Part of a series on. Schauble and colleagues , for example, found that fifth grade students designed better experiments after instruction about the purpose of experimentation. For example, some suggest that learning about NoS enables children to understand the tentative and developmental NoS and science as a human activity, which makes science more interesting for children to learn Abd-El-Khalick a ; Driver et al. Research on teaching and learning of nature of science. The authors begin with theory in a cultural context as a foundation. What makes professional development effective? Frequently, the term NoS is utilised when considering matters about science. This book is a documentary account of a young intern who worked in the Reggio system in Italy and how she brought this pedagogy home to her school in St. Taking Science to School answers such questions as:. The content of the inquiries in science in the professional development programme was based on the different strands of the primary science curriculum, namely Living Things, Energy and Forces, Materials and Environmental Awareness and Care DES Exit interview. Begin to address the necessity of understanding other usually peer positions before they can discuss or comment on those positions.
    [Show full text]
  • Kirsten Ainley Virtue Ethics
    Kirsten Ainley Virtue Ethics Book section Original citation: Originally published in Oxford Research Encyclopedia of International Studies. Oxford University Press and the International Studies Association. © 2017 OUP/ISA This version available at: http://eprints.lse.ac.uk/69534/ Available in LSE Research Online: March 2017 This is a draft of a chapter that has been accepted for publication by Oxford University Press in the forthcoming book Oxford Research Encyclopedia of International Studies edited by Oxford University Press and the International Studies Association due for publication in 2017. LSE has developed LSE Research Online so that users may access research output of the School. Copyright © and Moral Rights for the papers on this site are retained by the individual authors and/or other copyright owners. Users may download and/or print one copy of any article(s) in LSE Research Online to facilitate their private study or for non-commercial research. You may not engage in further distribution of the material or use it for any profit-making activities or any commercial gain. You may freely distribute the URL (http://eprints.lse.ac.uk) of the LSE Research Online website. This document is the author’s submitted version of the book section. There may be differences between this version and the published version. You are advised to consult the publisher’s version if you wish to cite from it. Virtue Ethics Kirsten Ainley London School of Economics [email protected] For publication in the Oxford Research Encyclopaedia of International Studies (Oxford University Press and the International Studies Association) 2017.
    [Show full text]
  • Annotated Bibliography of Journals for Educational Scholarship
    AAMC-Regional Groups on Educational Affairs (GEA) Medical Education Scholarship, Research and Evaluation Section Annotated Bibliography of Journals for Educational Scholarship Revised July 2019 Coordinated by: SGEA (Southern Group on Educational Affairs) in collaboration with NEGEA, WGEA and CGEA. Compiled by: Andrea Berry, MPA University of Central Florida College of Medicine Compiling Authors: Lisa Coplit, MD Frank H. Netter MD School of Medicine Alice Fornari, EdD, RD Hofstra North Shore-LIJ University School of Medicine Larrie Greenberg, MD George Washington University School of Medicine Keith Metzger, PhD Hofstra North Shore-LIJ University School of Medicine Susan Pasquale, PhD, MT-BC, NMT University of Massachusetts Medical School Janine Shapiro, MD University of Rochester Medical Center Laura Willett, MD, FACP Robert Wood Johnson Medical School Nagaswami Vasan, PhD UMDNJ-Robert Wood Johnson Medical School DR-ED E-list Librarian Coordinators Pamela Herring, MLIS, D-AHIP, Harriet F. Ginsburg Health Sciences Library, University of Central Florida College of Medicine Judy M. Spak, MLS, Harvey Cushing/John Hay Whitney Medical Library, Yale School of Medicine For questions/suggestions contact Andrea Berry at [email protected]. THANKS! Contents Academic Emergency Medicine 5 Academic Emergency Medicine Education & Training 5 Academic Medicine 6 Academic Pathology - Supports Open Access 7 Academic Pediatrics 7 Academic Psychiatry - Supports Open Access 8 Academic Radiology - Supports Open Access 9 Advances in Health Sciences Education
    [Show full text]
  • Dr. Christine Daigle (Brock University) Books 8. Rethinking the Human
    LIST OF PUBLICATIONS – Dr. Christine Daigle (Brock University) Books 8. Rethinking the Human: Posthuman Vulnerability and its Ethical Potential. (in preparation). 7. Nietzsche as Phenomenologist. (submitted and under review at Edinburgh University Press). 6. Posthumanisms Through Deleuze. Christine Daigle and Terrance McDonald (eds.) (submitted and under review at Indiana University Press). 5. Nietzsche and Phenomenology: Power, Life, Subjectivity. Élodie Boublil and Christine Daigle (eds.), Studies in Continental Thought Series, Indiana University Press, 2013. 4. Jean-Paul Sartre. London: Routledge. Critical Thinkers Series, 2009. 3. Beauvoir and Sartre: The Riddle of Influence. Christine Daigle and Jacob Golomb (eds.). Bloomington: Indiana University Press, 2009. 2. Existentialist Thinkers and Ethics. Christine Daigle (ed.). Kingston and Montreal: McGill/Queen’s University Press, 2006. 1. Le nihilisme est-il un humanisme? Étude sur Nietzsche et Sartre. Sainte-Foy: Presses de L’Université Laval, 2005. Chapters in books 21. “Fascism and the Entangled Subject, or How to Resist Fascist Toxicity.” In Rosi Braidotti, Simone Bignall, Christine Daigle, Rick Dolphijn, Zeynep Gambetti, Woosung Kang, John Protevi, and Gregory J. Seigworth. How to Live the Anti- Fascist Life and Endure the Pain. New York: Columbia University Press (forthcoming 2020). 20. “Simone de Beauvoir.” Handbook of Phenomenology. Burt C. Hopkins and Claudio Majolino (eds.), London: Routledge (forthcoming 2020). 19. “Unweaving the Threads of Influence: Beauvoir and Sartre.” A Companion to Simone de Beauvoir. Nancy Bauer and Laura Hengehold (eds.), Oxford: Wiley- Blackwell, 2017, 260-270. 18. “Trans-subjectivity/Trans-objectivity.” Feminist Phenomenology Futures. Helen Fielding and Dorothea Olkowski (eds.), Bloomington: Indiana University Press, 2017, 183-199. 17. “Beauvoir and the Meaning of Life: Literature and Philosophy as Human Engagement in the World.” Feminist Philosophies of Life.
    [Show full text]