A blog from the Centre for Research Ethics & Bioethics (CRB)

Month: April 2023

Taking care of the legacy: curating responsible research and innovation practice

Responsible research and innovation, or RRI as it is often called in EU-project language, is both scholarship and practice. Over the last decade, the Human Brain Project Building has used structured and strategic approaches to embed responsible research and innovation practices across the project. The efforts to curate the legacy of this work includes the development an online Ethics & Society toolkit. But how does that work? And what does a toolkit need in order to ensure it has a role to play?

A recent paper by Lise Bitsch and Bernd Stahl in Frontiers in Research Metrics and Analytics explores whether this kind of toolkit can help embed the legacy of RRI activities in a large research project. According to them, a toolkit has the potential to play an important role in preserving RRI legacy. But they also point out that that potential can only be realised if we have organisational structures and funding in place to make sure that this legacy is retained. Because as all resources, it needs to be maintained, shared, used, and curated. To play a role in the long-term.

Even though this particular toolkit is designed to integrate insights and practises of responsible research and innovation in the Human Brain Project, there are lessons to be learned for other efforts to ensure acceptability, desirability and sustainability of processes and outcomes of research and innovation activities. The Human Brain Project is a ten-year European Flagship project that has gone through several phases. Bernd Stahl is the ethics director of the Human Brain Project, and Lise Bitsch has led the project’s responsible research and innovation work stream for the past three years. And there is a lot to be learned. For projects who are considering developing similar tools, they describe the process of designing and developing the toolkit.

But there are parts of the RRI-legacy that cannot fit in a toolkit. The impact of the ethical, social and reflective work in the Human Brain Project is visible in governance structures, how the project is managing and handling data, in its publications and communications. The authors are part of those structures.

In addition to the Ethics & Society toolkit, the work has been published in journals, shared on the Ethics Dialogues blog (where a first version of this post was published) and the HBP Society Twitter handle, offering more opportunities to engage and discuss in the EBRAINS community Ethics & Society space. The capacity building efforts carried out for the project and EBRAINS research infrastructure have been developed into an online ethics & society training resource, and the work with gender and diversity has resulted in a toolkit for equality, diversity and inclusion in project themes and teams.

Read the paper by Bernd Carsten Stahl and Lise Bitsch: Building a responsible innovation toolkit as project legacy.

(A first version of this post was originally published on the Ethics Dialogues blog, March 13, 2023)

Josepine Fernow

Written by…

Josepine Fernow, science communications project manager and coordinator at the Centre for Research Ethics & Bioethics, develops communications strategy for European research projects

Bernd Carsten Stahl and Lise Bitsch: Building a responsible innovation toolkit as project legacy, Frontiers in Research Metrics and Analytics, 13 March 2023, Sec. Research Policy and Strategic Management, Volume 8 – 2023, https://doi.org/10.3389/frma.2023.1112106

Part of international collaborations

Does the severity of an illness qualify the moral motivation to act?

I have to admit that I had a little trouble cracking the code in the article which I will now try to summarize briefly. I hope that the title I have chosen is not already a misunderstanding. Moral philosophy is not easy, but the subject of the article is urgent so I still want to try.

Illness is generally perceived as something bad, as an evil. If we are to speak in terms of value, we can say that illness has negative value. Individual cases of illness usually create a moral motivation in us to mitigate the ill person’s negative condition. How strong this motivation is depends on several factors, but the severity of the disease is a relevant factor. The motivation to act typically increases with the severity of the disease.

This of course comes as no surprise. The motivation to alleviate a person’s cold is not very strong because a cold is not a severe condition. A runny nose is nothing to complain about. But in the face of more severe conditions such as blood poisoning, diabetes and cancer, the moral drive to act increases. “This condition is very severe” we say and feel that it is very important to act.

So what is the problem that motivates the article? If I am interpreting the authors correctly, the problem is that it is not so easy to convert this obvious use of language into a rule to follow. I recently bought a kettle that came with this warning: “Do not fill the kettle with an excessive amount of water.” The warning is, in a way, self-evident. Of course, you should not fill the kettle with an excessive amount of water! The motivation to pour should have stopped before the water level got excessively high. Even though the language is perfectly obvious, the rule is not as obvious, because when is the water level excessively high? When should we stop pouring?

The problem with the word “severity” is similar, or at least that is my interpretation. “Severity” is an obvious linguistic tool when we discuss illness and the need to do something about it. But at the same time, it is difficult to define the term as a description of when conditions are (more or less) severe and when it is (more or less) motivated to do something about them. Some philosophers have therefore criticized the use of “severity” in discussions about, for example, priority setting in healthcare. The situation would become somewhat paradoxical, since an obviously relevant concept would be excluded because it is unclear how it can be transformed into a description that can be followed as if it were a simple rule.

If I understand the article correctly, the authors want to defend the concept of severity by showing that severity qualifies our moral motivation to act when someone is ill. They do this by describing six other concepts that it is more generally accepted should qualify how morally important it is to do something about a condition, including the concepts of need and lack of well-being. None of the six concepts coincides completely with the concept of severity, but when we try to assess how they affect the need to act, we will often simultaneously assess the severity. And when we assess the severity of an illness, we will often at the same time assess how the illness affects well-being, for example.

The authors’ conclusion is that the concept of severity is a morally relevant concept that should be considered in future discussions, as severity qualifies the moral motivation to act. However, I may have misunderstood the reasoning, so if you want to be on the safe side, you can read the article here: Severity as a moral qualifier of malady.

I want to end the post with a personal side note: I am inclined to say that the philosophical difficulty in defining the concept of severity (when we talk about disease) is similar to the difficulty in defining the concept of excess (when we talk about water levels). What makes these concepts so useful is their great pliability. It is difficult to say what “severe disease” or “excessively high water level” is, because it depends on so much. Pliable words like these are like tracking dogs that sensitively move through the terrain in all possible relevant directions. But if we try to reconstruct the tracking dog’s sensitivity in general intellectual terms, without access to the dog’s sense of smell, experiences and instincts, we run into great difficulties.

Should these philosophical difficulties motivate us to get rid of the dog? Of course not! Just as we learn incredibly much from following a tracking dog, we learn incredibly much from following the words “severe disease,” even if the journey is arduous. This underlines the authors’ conclusion: severity should be considered a morally significant concept that continues to deserve our attention.

Pär Segerdahl

Written by…

Pär Segerdahl, Associate Professor at the Centre for Research Ethics & Bioethics and editor of the Ethics Blog.

Solberg, C.T., Barra, M., Sandman, L. et al. Severity as a moral qualifier of malady. BMC Medical Ethics 24, 25 (2023). https://doi.org/10.1186/s12910-023-00903-2

This post in Swedish

We like challenging questions

The significance of the academic seminar

Ever since I was a doctoral student in philosophy, I have experienced the seminar, usually held once a week, as the heart of the academic environment. Why is the seminar so important?

If we are to stick to the etymology of the word, we should use a different image than that of the heart. The seminar is the nursery where seeds germinate and seedlings grow strong in a favourable environment, to then be planted out. That image fits well with doctoral education. The seminar is the place where doctoral students get training in presenting and discussing their scientific work. They get the opportunity to present their studies and texts and receive constructive criticism from senior researchers and from other doctoral students. In this way, their theses will be as brilliant as possible and they can practice the academic forms of giving and receiving constructive criticism, of defending their positions and changing their minds.

But there are also other seedlings in the academy than doctoral students and thesis drafts. Even senior researchers’ studies and texts are originally seedlings. Even these need to grow before they can be planted in scientific journals or at book publishers. The seminar never ceases to be a nursery. I dare say that the seminar is just as important for established researchers as it is for doctoral students.

The seminar is also the weekly event where something finally happens together with others. Academics often work in a certain solitude, especially when writing. Colleagues who may not have met since the last seminar reunite and continue the conversation in the familiar seminar room. Is the seminar like a recurring dance arrangement for lonely academics? Yes, the seminar probably also resembles an academic dance palace. In addition, sometimes you can invite presenters to the seminar, maybe even stars, then the event will be really brilliant.

The seminar is not least one of every academic institution’s most important places for discussion where colleagues meet regularly and learn to understand each other. Despite working from different theoretical, methodological and linguistic starting points. The academy is not homogenous, but is full of theories, methods and languages, even within the same discipline. If we do not meet every week and continue the conversation together, we soon become strangers who do not understand each other.

All these images reveal essential aspects of the academic seminar: the image of nursery as well as the image of the dance palace and the image of the place of discussion. Yet they do not reveal the significance of the seminar that I experience most strongly. I must return to the image of the heart, of the life-sustaining centre. I want to say that the seminar is the place where an academic subject becomes alive and real. The subject can be philosophy or literature, mathematics or neuroscience, law or economy. What can such strange subjects mean in the heart of a human being? At the seminar, living philosophers, literary scholars, mathematicians, lawyers or economists meet each other. At the seminar, they bring their academic subjects to life, for themselves and for younger researchers in the making. Each seminar pumps new reality into the subject, which would otherwise be pale and abstract. At the seminar you can see, hear and even smell what philosophy and other academic subjects really are. They never become more real than in the seminar.

I think we could go on forever looking for different meanings of the academic seminar.

Pär Segerdahl

Written by…

Pär Segerdahl, Associate Professor at the Centre for Research Ethics & Bioethics and editor of the Ethics Blog.

This post in Swedish

We care about education