'No-platforming'-the practice of denying someone the opportunity to express their opinion at certain venues because of the perceived abhorrent or misguided nature of their view(s)-is a hot topic. Several philosophers have advanced epistemic reasons for using the policy in certain cases. Here we introduce epistemic considerations against no-platforming that are relevant for the reflection on the cases at issue. We then contend that three recent epistemic arguments in favor of no-platforming fail to factor these considerations in and, as a result, offer neither a conclusive justification nor strong epistemic support for no-platforming in any of the relevant cases. Moreover, we argue that, taken together, our epistemic considerations against no-platforming and the three arguments for the policy suggest that no-platforming poses an epistemic dilemma (i.e., a difficult choice situation involving two equally undesirable options). While advocates and opponents of no-platforming alike have so far overlooked this dilemma, it should be addressed not only to prevent that actual no-platforming decisions create more epistemic harm than good, but also to put us into a better position to justify the policy when it is indeed warranted.
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http://dx.doi.org/10.1007/s11229-021-03111-w | DOI Listing |
Philos Med
October 2024
Institute of History and Ethics in Medicine, Department of Preclinical Medicine, TUM School of Medicine and Health, Technical University of Munich, Munich, Germany; Bioethics Program, FLACSO Argentina, Buenos Aires, Argentina.
Acta Psychol (Amst)
January 2025
School of Information and Artificial Intelligence, Wuhu Institute of Technology, Wuhu 241006, China. Electronic address:
Cognitive engagement is essential for meaningful learning and is marked by interdependence and periodicity. However, the dynamic process and temporal aspects of cognitive engagement in collaborative learning have not been fully explored. This study investigates the cognitive engagement processes of different performance groups in online collaborative learning by analyzing discourse data from three activities.
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January 2025
Institute of Anatomy, Faculty of Medicine, University of Zurich, Zurich, Switzerland.
Peru is among Latin American countries with the largest Indigenous population, yet ethnical health disparities persist, particularly in the Amazon region which comprises 60% of the national territory. Healthcare models that include Indigenous medicine and traditional healers present an important avenue for addressing such inequalities, as they increase cultural adequacy of services, healthcare access, and acknowledge Indigenous Rights for their perspectives to be represented in public healthcare. Understanding the underlying epistemologies of Indigenous medicine is a prerequisite for this purpose.
View Article and Find Full Text PDFBr J Sociol
January 2025
Department of Sociology, Brown University, Providence, Rhode Island, USA.
W. E. B.
View Article and Find Full Text PDFInt J Ment Health Nurs
February 2025
School of Health Sciences, University of Nottingham, Nottingham, UK.
This paper examines the potential of poetry as a resource within mental health nurse pre-registration education. There has long been a debate as to whether the art or the science of nursing should be foregrounded within pre-registration education, especially in the UK within recent years as the latest Nursing and Midwifery Council's standards of pre-registration education appear to have shifted the focus towards the acquisition of skills, giving less consideration to the holistic transformatory process of education. The paper uses the conceptualisation of education by Beista, who proposes that education can be considered in relation to the three domains of qualification, socialisation and subjectification.
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