Research Ethics (konwersatorium) - 2018/2019

Course description
General information
Lecturer:dr hab. Ewa Lekka-Kowalik prof. KUL
Organising unit:Faculty of Philosophy - Instytut Filozofii
Number of hours (week/semester): 2/30
Language of instruction:English
Course objective
C1: providing students with good knowledge on aims, problems and methods of research ethics as well as its institutional forms and basic documents of important institutions;
C2: developing typical case-studies when ethical issues are involved in research;
C3: equipping students with skills of discovering and interpreting ethical problems arising within a concrete research project, of evaluating research projects from an ethical point of view and developing arguments for that evaluation as well as of analyzing relevant documents
C4: developing the attitude of sensitivity for the morals aspect of science and for arising conflicts of values, the courage to formulate and defend judgments on this aspect of science as well as the civil responsibility for the direction of techno-scientific progress.
Prerequisites
knowledge of general ethics and of ethical theories
Learning outcomes
Knowledge: understands the ethical dimension of scientific research and role of philosophy in determining ethical and axiological problems in scientific inquiry, possesses sufficient knowledge of general methodology of sciences, knows main controversies in research ethics and illustrating case-studies, knows tools for carrying on research on a particular problem: K_W01, K_W03, K_W06, K_W07, K_W08

skills: A student is able to find, select and analyze information for varius sources, develops her knowledge, is able to analyse philosophical texts and institutional documents, find and criticize their argumentation and determine consequences of particular ethical and philosophical view, is able to determine a research problem, discern and criticize possible solutions, is able to formulate research hypotheses: KU_1, KU_2, KU_3, KU_4, KU_5, KU_6, KU_7, KU_9, KU_10, KU_13, KU_14

social competences: A student sees the need to develop her knowledge and skills, feels responsible for philosophy and its place in society, sees social and moral dimension of scientific inquiry, develops both critical and open attitude towards philosophical issues and arguments: KK_01, KK_02, KK_03, KK_04, KK_05, KK_06, KK_08
Teaching method
presentations (students), moderated discussion, problem-solving
Course content description
1. The contemporary environment for doing science
2. What is research ethic and why it matters
3. Research Ethics: a map of issues and institutions
4. Cases:
- Publication practices, authorship, plagiarism
- Privacy, confidentiality and big data
- Research misconduct
- HUman and animal research participants
- human relationships in a research setting
- Science and politics – researcher as an expert
- Ethical issues in research funding
- Competing/conflicting interests and commitments
- Researcher in society
- good science - responsible science
Forms of assessment
C - pass (signature):
knowledge: A student possesses some knowledge on problems discussed during the class; understands key concepts involved in debates over the relationship between science, vales and society;
skills: A student able to analyze required readings (prepared a presentation), to sum up issues discussed during classes, to make some criticism of arguments presented (participated in class discussions), to find additional information on discussed issues;
social competences: A student engages in discussions, is able to discern important ethical and social problems in debates over the relationship between science, society and values, sees and argues for the necessity to take personal responsibility for science and its place in society.
CM: credit with mark:
3 (satisfactory)
Knowledge: A student regularly attends classes, has some knowledge on debates in research ethics and is able to indicate at least some its philosophical underpinnings , understands key concepts and controversies involved in that debate; sees problems concerning the development of science and its influence on societies
Skills: A student is able to find and analyze problems in research ethics, to find common information necessary to prepare a paper; is able to find a topic and submits a paper; yet the paper has unclear structure and argumentation; no original ideas; many linguistic mistakes;
Social competences: A student cooperates with other students in discussions but provide no original remarks, sees the moraldimension of research and necessity of taking responsibility for the scientific progress but does not know institutional forms and documents of research ethics
4 good:
Knowledge: A student attends classes, has very good knowledge of key concepts and problems of debatesmoral dimensions of research, is able to present and to criticize main views in those debates as well as indicate their philosophical underpinnings; sees problems concerning the techno-scientific progress;
Skills: A student is able to find original information; is able to find an original topic for a paper, submits a paper on an important issue; the paper is clearly written, and has a good structure - clear thesis, good analysis of key concepts and argumentation; only minor linguistic mistakes; is able to indicate institutions and documents dealing with discussed issues;
Social competences: A student is able to find and analyze new controversies in debates on moral dimansion of research, eagerly engages in discussions on social and ethical consequences of the techno-scientific progress, formulates original remarks; accepts personal responsibility for ethics of research;
5 very good:
Knowledge: A student possess extensive knowledge of concepts as well as historical and current issues in debates in research ethics, knows institutional forms of dealing with those issues; knows and sees weaknesses and merits of views involved in those debates;
Skills: A student is able to find in traditional and digital sources original and topical information concernig debates on research ethics, is able to find new controversies, prepares a paper which fulfils basic requirements of scientific article
Social competences: A student looks for new controversies and formulates solutions, accepts personal responsibility for ethical issues in scientific progress
Required reading list
Basic readings:
ALLEA, Ethics Education in Science (access via the Internet)
Carrier, M.,Howard, D., Kourany (Eds), The Challenge of the Social and the Pressure of Practice: Science and Values Revisited, Pittsburgh: University of Pittsburgh Press, 2008 (ch. 10 and 11)
Davis, M., „The New world of Research Ethics: A Preliminary Map”, The International Journal of Applied Philosophy, vol 5, No 1, 1990, 1-10
European Science Foundation, \"Fostering Research Integrityin Europe\", 2010 (internet access)
S. Haack, „The Integrity of Science. What it Means, Why it Matter, Revista International de Filosofia (Spain), Vol. XII, pp. 5-26, 2007;
Resnick, D.B., What is Ethics in Research & Why is it Important (Internet access)
https://ori.hhs.gov/rcr-casebook-stories-about-researchers-worth-discussing
https://ec.europa.eu/research/science-society/document_library/pdf_06/textbook-on-ethics-report_en.pdf
More readings will be given for particular topics.

Additional readings
Elliott, D. and Stern, J.E. (eds.) Research Ethics: A Reader, University Press of New England, Hanover 1997
Horner J, Minifie FD., Research ethics I: Responsible conduct of research (RCR)--historical and contemporary issues pertaining to human and animal experimentation, J Speech Lang Hear Res. 2011 Feb;54(1):S303-29
Horner J, Minifie FD, Research ethics II: Mentoring, collaboration, peer review, and data management and ownership, J Speech Lang Hear Res. 2011 Feb;54(1):S330-45.
Horner J, Minifie FD, Research ethics III: Publication practices and authorship, conflicts of interest, and research misconduct, J Speech Lang Hear Res. 2011 Feb;54(1):S346-62.
Hudson, M., „Think globally, act locally : collective consent and the ethics of knowledge production”
Kaiser, M., „The integrity of science – Lost in translation?”, Best Practice & Research Clinical Gastroenterology, 28 (2014) 339–347
Longino, H., \"Science and common Good\", Philosophy of Science, 69, 2002, 560–568
Pimple KD (2002), „Six Domains of Research Ethics: A Heuristic Framework for the Responsible Conduct of Research”, Science and Engineering Ethics 8(2):191-205.
Resnick, D.B., The Price of Truth. How Money Affects the Norms of Science, Oxford University Press (USA), 2007
Scott, P., „the Ethical Implications of the New Reseach Paragidm”, Science and Engineering Ethics, 9(1), 2003, 73-84
Scott, P., „Ethics ‘in’ and ‘for’ Higher Education”, Higher Education in Europe, Vol . XXIX, No. 4, Dec. 2004, 439-450
Steneck NH (2006): Fostering Integrity in Research: Definitions, Current Knowledge, and Future Directions. Science and Engineering Ethics 12:53-74.
Ziman, J., „\'Postacademic Science\': Constructing Knowledge with Networks and Norms, Science Studies, 9(1), 1996, 67-80
Ziman, J., Non-instrumental roles of science, Science and Engineering Ethics, 9 (1), 2003, 17-27
M.M. Żydowo (ed.), Ethical Problems in the Rapid Advancement of Science, Warszawa: Polish Academy of Sciences, 2005
Field of study: Filozofia (stacjonarne doktoranckie)
Course listing in the Schedule of Courses:
Year/semester:Year I - Semester 2
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year I - Semester 2
Number of ECTS credits: 2
Form of assessment: Credit
Year/semester:Year II - Semester 4
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year II - Semester 4
Number of ECTS credits: 2
Form of assessment: Credit
Year/semester:Year III - Semester 6
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year III - Semester 6
Number of ECTS credits: 2
Form of assessment: Credit
Year/semester:Year IV - Semester 8
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year IV - Semester 8
Number of ECTS credits: 2
Form of assessment: Credit
Field of study: Philosophy
Course listing in the Schedule of Courses:
Year/semester:Year I - Semester 2
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year I - Semester 2
Number of ECTS credits: 2
Form of assessment: Credit
Year/semester:Year II - Semester 4
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year II - Semester 4
Number of ECTS credits: 2
Form of assessment: Credit
Year/semester:Year III - Semester 6
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year III - Semester 6
Number of ECTS credits: 2
Form of assessment: Credit
Year/semester:Year IV - Semester 8
Number of ECTS credits: 2
Form of assessment: Grade
Year/semester:Year IV - Semester 8
Number of ECTS credits: 2
Form of assessment: Credit