In this paper a new resolution to the gamer’s dilemma is presented. The first part of the paper is devoted to strictly formulating the dilemma, and the second to establishing its resolution. The proposed resolution, the grave resolution, aims to resolve not only the gamer’s dilemma, but also a wider set of analogous paradoxes – which together make up the paradox of treating wrongdoing lightly.

Most people agree that murder is wrong. Yet, within computer games virtual murder scarcely raises an eyebrow. In one respect this is hardly surprising, as no one is actually murdered within a computer game. A virtual murder, some might argue, is no more unethical than taking a pawn in a game of chess. However, if no actual children are abused in acts of virtual paedophilia (life-like simulations of the actual practice), does that mean we should disregard these acts with the (...) same abandon we do virtual murder? In this paper I shall outline several arguments which attempt to permit virtual murder, whilst prohibiting virtual paedophilia. (shrink)

Montefiore and Formosa (Ethics Inf Technol 24:31, 2022) provide a useful way of narrowing the Gamer’s Dilemma to cases where virtual murder seems morally permissible, but not virtual child molestation. They then resist the dilemma by theorising that the intuitions supporting it are not moral. In this paper, I consider this theory to determine whether the dilemma has been successfully resisted. I offer reason to think that, when considering certain variations of the dilemma, Montefiore and Formosa’s theory may not be (...) the most likely theory available to us. (shrink)

The Gamer’s Dilemma (Luck, 2009a) is a paradox concerning the moral permissibility of two types of acts performed within computer games. Some attempt to resolve the dilemma by finding a relevant difference between these two acts (Bartel, 2012; Patridge, 2013; Young, 2016; Nader, 2020; Kjeldgaard-Christiansen, 2020; and Milne & Ivankovic, 2021), or to dissolve the dilemma by arguing that the permissibility of these acts is not as they seem (Ali, 2015; Ramirez, 2020). More recently some have attempted to resist the (...) dilemma by undermining the intuitions supporting it (Montefiore & Formosa, 2022; Formosa et al., 2023). The purpose of this paper is to consider what might follow from such resistance. (shrink)

One response to the existential threat posed by a super-intelligent AI is to design it to be friendly to us. Some have argued that even if this were possible, the resulting AI would treat us as we do our pets. Sparrow (AI & Soc. https://doi.org/10.1007/s00146-023-01698-x, 2023) argues that this would be a bad outcome, for such an AI would dominate us—resulting in our freedom being diminished (Pettit in Just freedom: A moral compass for a complex world. WW Norton & Company, (...) 2014). In this paper, I consider whether this would be such a bad outcome. (shrink)

One response to the existential threat posed by a super-intelligent AI is to design it to be friendly to us. Some have argued that even if this were possible, the resulting AI would treat us as we do our pets. Sparrow (AI & Soc. https://doi.org/10.1007/s00146-023-01698-x, 2023) argues that this would be a bad outcome, for such an AI would dominate us—resulting in our freedom being diminished (Pettit in Just freedom: A moral compass for a complex world. WW Norton & Company, (...) 2014). In this paper, I consider whether this would be such a bad outcome. (shrink)

In this paper I will evaluate Ali’s dissolution of the gamer’s dilemma. To this end the dilemma will be summarized and Ali’s dissolution formulated. I conclude that Ali has not dissolved the dilemma (at least not fully).

In this paper we consider whether Christopher Bartel has resolved the gamer’s dilemma. The gamer’s dilemma highlights a discrepancy in our moral judgements about the permissibility of performing certain actions in computer games. Many gamers have the intuition that virtual murder is permissible in computer games, whereas virtual paedophilia is not. Yet finding a relevant moral distinction to ground such intuitions can be difficult. Bartel suggests a relevant moral distinction may turn on the notion that virtual paedophilia harms women in (...) a way that virtual murder does not. We argue that this distinction is only in a position to provide a partial solution to the dilemma. (shrink)

The increased incidences of academic misconduct in universities are compromising the reputation of higher education in Australia and increasing the work of academics responsible for the delivery of quality learning outcomes to students. Confronted with increasing instances of academic dishonesty in university classrooms, universities play a pivotal role in ensuring their academic staff are well-equipped with academic integrity knowledge. It is therefore important to understand academic staff perspectives about the training their workplaces could provide them on academic integrity. Specifically, this (...) qualitative case study explores the opinions and perceptions of sessional or casual university academic staff on what content they would like to know about academic integrity, and how this knowledge could best be delivered to them. The study found that participants were genuinely interested in furthering their understanding of academic integrity issues, particularly in the areas of contract cheating, effective use of plagiarism detection tools, and developing a toolkit of skills that they could use to detect and deter plagiarism. In terms of the delivery of academic integrity training programs, webinars and orientation sessions were suggested as effective delivery mechanisms. Imparting knowledge about the content areas through the identified delivery mechanisms could enhance teaching faculty’s understanding of student academic dishonesty and how to curb this behaviour proactively. (shrink)

Generalisation in evaluative conditioning occurs when the valence acquired by a conditional stimulus (CS), after repeated pairing with an unconditional stimulus (US), spreads to stimuli that are similar to the CS (generalisation stimuli, GS). CS evaluations can be updated via CS instructions that conflict with prior conditioning (negative conditioning + positive instruction). We examined whether CS instructions can update GS evaluations after conditioning. We used alien stimuli where one alien (CSp) from a fictional group was paired with pleasant US images (...) and another alien (CSu) from a different group was paired with unpleasant US images. The other members from the two groups were used as GSs. After conditioning, participants received negative CSp instructions and positive CSu instructions. In Experiment 1, explicit and implicit GS evaluations were measured before and after the instructions. In Experiment 2, we used a between-participants design where one group received positive/negative CS instructions while a control group received neutral instructions. In both experiments, the positive/negative CS instructions caused a reversal of explicit GS evaluations and an elimination of implicit GS evaluations. The findings suggest that generalised evaluations can change after CS instructions which may have implications for interventions aimed at reducing negative group attitudes. (shrink)

Coghlan and Cox (Between death and suffering: Resolving the gamer’s dilemma. Ethics and Information Technology) offer a new resolution to the Gamer’s Dilemma (Luck, The Gamer’s Dilemma. Ethics and Information Technology). They argue that, while it is fitting for a person committing virtual child molestation to feel self-repugnance, it is not fitting for a person committing virtual murder to feel the same, and the fittingness of this feeling indicates each act’s moral permissibility. The aim of this paper is to determine (...) whether this resolution – the repugnant resolution – successfully resolves the Gamer’s Dilemma. We argue that it does not. (shrink)

In his book, The Last Word, Thomas Nagel expresses the hope that there exists no God. Guy Kahane, in his paper ‘Should We Want God to Exist?’, attempts to defend Nagel from an argument that concludes such a hope may be impermissible. In this paper we present a new defense for the hope that God does not exist.

In a recent paper, Sparrow and Flenady (AI Soc 40:5285–5296, 2025) argue that the use of GenAI in tertiary education should be resisted. Sparrow and Flenady give many reasons for such resistance, but they say that ‘[t]he most important reason to resist the use of AI in universities is that its outputs are fundamentally bullshit…’. In this paper, we take issue with this claim. We argue that (a) GenAI cannot bullshit, and (b) bullshit is often compatible with the goals of (...) tertiary education. The upshot is that we need to look at other considerations besides whether the outputs of GenAI are bullshit to determine whether and how to integrate GenAI into university education. (shrink)

Purpose This paper aims to evaluate a potential resolution to the gamer’s dilemma that arises from Gary Young’s metaethical theory of constructive ecumenical expressivism (CEE). Design/methodology/approach In this paper, the gamer’s dilemma is reformulated as a paradox and the potential resolution is evaluated in light of this new formulation. Findings The author argues that this resolution does resolve the dilemma, but CEE itself has limited appeal. Originality/value This paper contributes to the growing scholarship dedicated to resolving the gamer’s dilemma.

Neste artigo, discute-se a leitura e o ensino de literatura no Ensino Médio brasileiro a partir da concepção de Antonio Candido sobre o direito à literatura. O pensamento de Candido é relacionado às diretrizes da Base Nacional Comum Curricular (BNCC), documento que orienta o currículo do Ensino Médio e estabelece competências e habilidades voltadas à democratização da educação. A BNCC reconhece a importância da literatura como linguagem artística que amplia a visão de mundo e contribui para a formação crítica e (...) criativa dos estudantes. Nela, a leitura literária é central, sendo articulada aos campos artístico-literário e de práticas de estudo e pesquisa, que promovem tanto o contato estético com as obras quanto o desenvolvimento da autonomia intelectual e da curiosidade científica. Apesar dos avanços tecnológicos e do maior acesso aos textos digitais e às produções periféricas, persistem desigualdades sociais e educacionais que dificultam o acesso efetivo à leitura crítica. Dados recentes apontam baixos índices de proficiência em língua portuguesa entre estudantes do Ensino Médio, revelando a urgência de políticas públicas consistentes para o incentivo à leitura literária. Assim, as autoras defendem que garantir o direito à literatura é também garantir uma educação emancipadora, capaz de formar cidadãos sensíveis, críticos e conscientes de seu papel social. _Palavras-chave:_ direito à literatura; leitura; Ensino Médio; BNCC. (shrink)

Artificial moral patients (or AMPs) are those things successfully made to resemble moral patients, but are not. They are artificial both in the sense that they are made by us (artefacts), and that they are not a real instance of what they are made to resemble (artifice). ChatGPT, sex dolls, social robots, and non-player characters are all examples of AMPs. As these technologies start to resemble humans with greater accuracy the question as to how we should treat them becomes increasingly (...) important. We consider whether work on the Gamer's Dilemma, a puzzle concerning virtual wrongdoings, may provide a useful framework for addressing this question. (shrink)

Sometimes actions that are (morally) impermissible in the actual world also seem impermissible in virtual worlds. For example, rape is impermissible in the actual world, and it also seems impermissible to direct a videogame character to rape another in a virtual world. But sometimes actions that are impermissible in the actual world seem permissible in virtual worlds. For example, stealing is impermissible in the actual world, but it may seem permissible to direct your video game character to steal another character’s (...) possessions in a virtual world. This asymmetry has complicated the task of finding the line between permissible and impermissible gameplay. So, how should we play video games while this line remains unclear? Is there a way of playing games that ensures our actions are permissible? In this paper we consider a promising moral principle that might guarantee permissible gameplay. (shrink)

This paper is about the workplace surveillance of a particular class of employees: professionals. Professionals have professional obligations. We identify four different ways in which employers' use of workplace surveillance can make it difficult for professionals to fulfil professional obligations. We argue that when employers proceed in these ways they violate the principle of unhindered professionalism, which states that employers ought not to significantly hinder the ability of their professional employees to fulfil professional obligations. We finish up by identifying several (...) constraints on morally permissible uses of workplace surveillance of professionals that follow from the principle of unhindered professionalism. (shrink)

PurposeThe purpose of this paper is to outline a case where people's intuitions regarding the ethical status of an action performed in a massively multiplayer online role‐playing game are divided, and provide an argument to resolve this division.Design/methodology/approachThis paper takes a philosophical approach, from the analytical tradition. It details the main arguments for each side and provides counter‐arguments in order to indicate the salient points.FindingsThe paper argues that, of the three arguments for the morality of particular virtual action outlined in (...) this paper, none are satisfactory. An argument for the immorality of the action in questions based upon the fairness/sportsmanship distinction is offered.Originality/valueThe development of case‐based ethical studies, which draw upon current and controversial events within popular virtual environments, are useful in the construction of a deeper understanding of moral action within such spaces. (shrink)

Extremism often carries “an unmissable and inescapable negative connotation” (Cassam 2021, p.34) and has become “an increasingly convenient insult” (Berger 2018, p.2). But what exactly is wrong with being an extremist? One answer is that the wrongness of being an extremist comes, at least in part, from the extremeness of their beliefs. I assess two arguments, offered by Clarke (2019) and Coady (2024), which reject this view and go further by suggesting that being an extremist is never, in itself, wrong. (...) Drawing on two contrasting accounts of what it means for a belief to be extreme (the edge and outlier accounts) I reconstruct Clarke and Coady’s arguments and explore their implications. I conclude that, although their defence of extremism overreaches, there are nonetheless reasons to challenge the idea that holding extreme beliefs is wrong. (shrink)

The last two decades have seen exponential growth in the number of US and Canadian health humanities programs. As an evolving field, there is significant variation across the structures and educational content of health humanities programs. This study was designed to solicit views from self-identified North American health humanities educators from academic programs. The primary aim was to garner broad perspectives on what distinguishes health humanities academic programs from other academic programs and what content programs should deliver to students. The (...) goal was to distill defining features and parameters of a high-quality health humanities educational program, inquiring in particular about knowledge, skills, and values. Using Participatory Action Research methods, we conducted 14 focus group interviews composed of 89 participants. During phase one analysis, we applied 199 codes to interview transcripts, from which we identified 41 themes across seven domains: (1) Knowledge, (2) Education/Pedagogy, (3) Methodologic Approaches, (4) Skills, (5) Values, (6) Disciplinarity, and (7) Institutional Limitations/External Restrictions. Phase two analysis discerned that these themes inform five overarching themes that cross domains and educational levels: (1) Interdisciplinarity, (2) Internal Inquiry, (3) External Examination, (4) Praxis, and (5) Transformative Education. Our findings suggest that even though health humanities may have neither canonical knowledge bases nor universal methodologies, overarching themes speak to a consensus of field-level priorities that transcend programmatic variation. Further research is needed to improve tools and standards to aid in the growth, assessment, and evaluation of health humanities educational programs. (shrink)

Norms provide a valuable mechanism for establishing coherent cooperative behaviour in decentralised systems in which there is no central authority. One of the most influential formulations of norm emergence was proposed by Axelrod (Am Political Sci Rev 80(4):1095–1111, 1986). This paper provides an empirical analysis of aspects of Axelrod’s approach, by exploring some of the key assumptions made in previous evaluations of the model. We explore the dynamics of norm emergence and the occurrence of norm collapse when applying the model (...) over extended durations. It is this phenomenon of norm collapse that can motivate the emergence of a central authority to enforce laws and so preserve the norms, rather than relying on individuals to punish defection. Our findings identify characteristics that significantly influence norm establishment using Axelrod’s formulation, but are likely to be of importance for norm establishment more generally. Moreover, Axelrod’s model suffers from significant limitations in assuming that private strategies of individuals are available to others, and that agents are omniscient in being aware of all norm violations and punishments. Because this is an unreasonable expectation, the approach does not lend itself to modelling real-world systems such as online networks or electronic markets. In response, the paper proposes alternatives to Axelrod’s model, by replacing the evolutionary approach, enabling agents to learn, and by restricting the metapunishment of agents to cases where the original defection is observed, in order to be able to apply the model to real-world domains. This work can also help explain the formation of a “social contract” to legitimate enforcement by a central authority. (shrink)

During evaluative conditioning, a neutral conditional stimulus becomes pleasant or unpleasant after pairings with a positive/negative unconditional stimulus. Measures of US expectancy are...

In evaluative conditioning, a neutral conditional stimulus (CS) acquires the valence of a pleasant or unpleasant unconditional stimulus (US) after the CS and US are paired (acquisition). Valence acquired by the CS can generalise to other stimuli from the same category. Presenting the CS alone can reduce evaluative conditioning (extinction), but evaluations can return after the US is presented alone (reinstatement). The current research investigated whether extinction and reinstatement generalise to other category members (generalisation stimuli, GS). In Experiment 1, evaluations (...) generalised in acquisition after conditioning with one category exemplar, but GS evaluations were unaffected by extinction and reinstatement. In Experiment 2, we aimed to enhance generalisation by presenting multiple category exemplars during conditioning. This strengthened the generalisation of evaluations in extinction but not reinstatement. In Experiment 3, conditioning with multiple exemplars caused explicit and implicit evaluations (measured using an affective priming task) to generalise in acquisition but not in extinction or reinstatement. The acquisition and extinction of US expectancy generalised in all experiments, but the reinstatement generalised in Experiment 3 only. Overall, we found partial evidence of evaluative generalisation during extinction (but not reinstatement) and demonstrated that the extinction and reinstatement of US expectancy generalises in evaluative conditioning. (shrink)

Case study as a teaching and research tool has an extensive history in health and social sciences. Despite its suitability for many of the research questions that face nurses, nurses have not fully embraced case study as a comprehensive approach for research. The vagaries of the real‐life clinical setting can confound methodologically purist researchers. Case study provides a milieu in which nurse researchers can respond to these vagaries and move towards a paradigmatic openness. In this paper, we argue that case (...) study offers, as yet, under‐explored and under‐utilised potential as a bridge across the traditional research paradigms. We argue that case study has broad research application and epistemological, ontological and methodological flexibility. When used as a research approach, case study is both the process and end product of research. It provides a delineated boundary for inquiry, and a structural process within which any methods appropriate to investigating a research area can be applied. (shrink)

Philosophers have made numerous and varied attempts to analyse the concept of a miracle. To the end, an assortment of necessary and sufficient conditions for the truth an instantiation of a miracle have been offered. In this paper we discuss one of the most common of these conditions - the violation restriction. This restriction holds that all miracles involve a violation of a law of nature.

In this paper, a candidate necessary condition of a miracle is introduced: the direct restriction. The direct restriction holds that all miraculous effects have direct non-natural causes.

Spirituality has been a part of nursing for many centuries and represents an essential value for people, including nurses and patients. Cumulative evidence points to the positive contribution of spiritually on health and wellbeing. However, there is little clarity about what spirituality means. The literature reveals that nurses have ascribed a diversity of interpretations to spirituality. However, no studies have investigated how registered nurses construct their understanding of spirituality using a critical discourse analysis approach. Therefore, the aim of this study (...) was to uncover how registered nurses construct their understanding of spirituality using a critical discourse analysis approach. Twenty registered nurses from a non‐denominational public hospital and a faith‐based private hospital were interviewed about their understanding of spirituality and practice of spiritual care. A critical discourse analysis approach was used in the examination of the interview texts to uncover underlying social and power features. Links were made between the linguistic features the registered nurses used in their interviews and the broader social context of the study. Three discourses emerged from the interview texts. These include constructing spirituality through personal religious beliefs discourse, holistic discourse and empathetic care discourse. The findings of this study have implications for nurse education and policy makers. (shrink)

Miracles and the problem of evil are two prominent areas of research within philosophy of religion. On occasion these areas converge, with God’s goodness being brought into question by the claim that either there is a lack of miracles, or there are immoral miracles. In this paper I shall highlight a second manner in which miracles and the problem of evil relate. Namely, I shall give reason as to why what is considered to be miraculous may be dependent upon a (...) particular response to the problem of natural evil. To establish this claim, I shall focus upon Aquinas’s definition of a miracle and a particular free-will defence, the Luciferous defence. (shrink)

In this paper I shall assess Clarke’s assertion that all definitions of miracles that purport to satisfy the criterion of religious inclusiveness should substitute the term ‘supernatural’ for ‘non-natural’. In addition, I shall attempt to strengthen Clarke’s conception of the supernatural by offering an analysis of what it means for something to be ‘above’ nature. Lastly, I shall offer a new argument as to why Clarke’s intention-based definition of miracles is necessarily less religiously inclusive than Mumford’s causation-based definition.

Normally, we would accuse anyone who holds inconsistent beliefs of irrationality. However, Keenan apologists may claim that in some circumstances it does seem perfectly rational to hold inconsistent beliefs. And we are not alone in this assertion. A small band of philosophers, led most notably by Graham Priest, have also championed this cause, the cause of paraconsistency.

In his book The Concept of Miracle and his paper ‘For the Possibility of Miracles’ Swinburne claims that there are no logical difficulties in supposing that there could be strong historical evidence for the occurrence of miracles. This claim is based on three assertions; two of which I demonstrate are only true contingently. In this paper I identify several logical difficulties regarding the possibility of attaining historical evidence for the occurrence of miracles. On the strength of these logical difficulties I (...) hope to demonstrate that there is sufficient reason to doubt Swinburne’s central claim. (shrink)