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The Collective Trust Game: An Online Group Adaptation of the Trust Game Based on the HoneyComb Paradigm
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Beyond Trust: Plagiarism and Truth.

Bart Penders1

  • 1Care and Public Health Research Institute (Caphri), Department of Health, Ethics and Society (HES), Maastricht University, PO Box 616, NL-6200MD, Maastricht, The Netherlands. b.penders@maastrichtuniversity.nl.

Journal of Bioethical Inquiry
|December 14, 2017
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Summary
This summary is machine-generated.

Academic misconduct, like plagiarism, has varying moral implications depending on how science and knowledge are viewed. Understanding these differing perspectives is crucial for responsible research practices.

Keywords:
EpistemologyMisconductPlagiarismResponsible research behaviourTrustTruth

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Area of Science:

  • Philosophy of Science
  • Research Ethics

Background:

  • Academic misconduct, particularly plagiarism, distorts the science-knowledge relationship.
  • The nature of the science-knowledge relationship is debated across different philosophical viewpoints.

Purpose of the Study:

  • To critically discuss the moral status of plagiarism.
  • To analyze plagiarism within diverse epistemological frameworks.
  • To highlight the need for epistemological awareness in discussions of research misconduct.

Main Methods:

  • Philosophical analysis of academic misconduct.
  • Examination of plagiarism through positivist and constructivist lenses.
  • Critical discussion of epistemological positions in research ethics.

Main Results:

  • Plagiarism's impact differs based on epistemological stance: it affects trust (positivism) versus trust and knowledge content (constructivism).
  • Different views on science and knowledge lead to divergent understandings of plagiarism's severity.

Conclusions:

  • Discussions on research misconduct and responsible research must explicitly consider authors' epistemological views.
  • Integrating epistemological perspectives enhances the understanding and handling of academic dishonesty.
  • Responsible research conduct necessitates a clear stance on the science-knowledge relationship.