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In this article, we develop and defend an account of the normative significance of nonhuman animal agency. In particular, we examine how animals' agency interests impact upon the moral permissibility of our interactions with them. First, we defend the claim that nonhuman animals sometimes have rights to self-determination. However, unlike typical adult humans, nonhuman animals cannot exercise this right through the giving or withholding of consent. This combination of claims generates a puzzle about the permissibility of our interactions with nonhuman animals. If animals sometimes have rights to self-determination, but lack the capacity to consent, then when, if ever, is it permissible for us to touch them, hold them, bathe them, or confine them? In the second half of the article, we develop a solution to this puzzle. We argue that while we cannot obtain animals' consent, they can engage in authoritative communications of will through acts of \"assent\" and \"dissent.\"

Even though Kant’s theory of cognition ( Erkenntnis ) is central to his Critique of Pure Reason , it has rarely been asked what exactly Kant means by the term “cognition”. Against the widespread assumption that cognition (in the most relevant sense of that term) can be identified with knowledge or if not, that knowledge is at least a species of cognition, we argue that the concepts of cognition and knowledge in Kant are not only distinct, but even disjunct. To show this, we first (I) investigate Kant’s explicit characterizations of the nature of cognition. As it turns out, he introduces several different notions that must be carefully distinguished before identifying the one that is central to his project in the first Critique . We then (II) consider the basic features of Kant’s conception of knowledge, indicating both how it involves assent and objective justification and how it relates to our contemporary conception. Next (III), we compare and contrast Kant’s understanding of cognition and his conception of knowledge in a way that allows us to present their fundamental differences and connections. We argue that while cognition, in the most relevant sense, is a species of representation that differs from other representations in that it involves the conceptual determination of a sensibly given object, knowledge (for Kant) is a kind of assent to a judgment that requires consciousness of a sufficient epistemic ground. Finally (IV), by appreciating the differences between cognition and knowledge, we explain several of the implications this conception of cognition has for some of Kant’s main claims in the Critique of Pure Reason as a whole. Among other things, we show how Kant can deny cognition of specific things in themselves while allowing philosophical knowledge about things in themselves in general (e.g. that they exist, are not in space and time, etc.).

Young children have rights; they are agents and active constructors of their social worlds. Despite well-established theoretical foundations, the ‘methods’ and ‘ethics’ of qualitative research to elicit young children’s voice require further exploration to ensure young children are central to our research endeavors. This systematic review examined studies that sought to capture young children’s (3–6 years) voice in Early Childhood Education and Care settings. Fifty-eight studies met the inclusion criteria. Interview was found to be the most common strategy; this is often coupled with other child-friendly methods. Findings suggest that young children are increasingly listened to; however, there appears to be a need to further promote children’s agency and the inclusion of assent-seeking as an ongoing process. Gaps in methods supporting the inclusion of children with additional needs and Indigenous children are also evident. In addition, advancing non-permanent methods of meaning making to support children’s participation appears ripe for methodological innovation.

This article considers the role of emotion in John Henry Newman's Grammar of Assent by distinguishing five different ways (or ‘models’) in which the emotions play a positive epistemic role in relation to cognition. The most important of these, the Cognitive-Emotion Model, offers a new account of Newman's crucial idea of real assent, one that stresses the primary role of the emotions in real assent rather than imagination. This model helps to explain the nature of real assent by highlighting Newman's portrayal of an emotional way of knowing an object that is personal or individual, incommunicable, vivid, and motive. In this study of the relations between emotion and cognition I hope to highlight unexplored aspects of the nature of real assent and the importance of the role of emotion in it and hope to show how Newman's epistemology offers a rich framework for exploring the positive epistemic contributions of the emotions.

Background Seeking assent from children for participation in medical research is an ethical imperative of numerous institutions globally. However, none of these organizations provide specific guidance on the criteria or process to be used when obtaining assent. The primary objective of this scoping review was to determine the descriptions of assent discussed in the literature and the reported criteria used for seeking assent for research participation in pre-adolescent children. Methods Medline and Embase databases were searched until November 2020 using the term “assent” in the title or abstract. Inclusion criteria were (1) studies enrolling children which specifically described operationalization of the assent process and (2) studies of the assent process which provided a description of assent. Data collected included participant information, patient criteria for seeking assent, guidelines referenced, description of assent reported, how assent was obtained and assent information presented, and reported assent rate. For qualitative articles focusing on the assent process, important themes were identified. Results A total of 116 articles were included of which 79 (68.9%) operationalized assent and 57 studies (%) described the assent process. The most commonly reported criterion used to determine the ability of a child to assent was age (35.4%, 28/79). The reported minimal age for obtaining pediatric assent varied considerably across and within jurisdictions (5–13 years; median 7.5 years, IQR 7.0, 9.75). Cognitive ability was reported as a criterion for obtaining assent in 5.1% (4/79) of studies. Assent rates were only reported in 17.7% (14/79) of citations and ranged from 32.0 to 100%. Analysis of the 57 studies describing the assent process identified several themes, including age thresholds, assessment of capacity, variable knowledge of pediatric assent and parental roles. Conclusion We found significant variation in criteria used for assessment of patient capacity, delivery of information used to obtain assent and documentation of the assent process. While we acknowledge that individual children, settings and jurisdictions may require different approaches to obtaining assent, there should be agreement on important principles to be followed with resulting common guidance on assessing capacity, delivering information and documentation of the assent process for publication.

En este trabajo se parte del hallazgo platónico del φαινομένην ἕδραν conla intención de defender la posibilidad de distinguir entre grados de conocimiento sinnecesidad por ello de aceptar la esperanza metafísica de Platón del conocimiento deuna supuesta verdad en sí, sino asumiendo por el contrario la tesis kantiana de quedicha distinción debe entenderse sin necesidad de abandonar el límite fenoménico:distinguiendo los distintos grados de conocimiento en función del modo como seproduce el asentimiento. Desde el análisis de la Fürwahrhalten de Kant comentaremosla aleteiología de Heidegger como un intento de profundizar en esta cuestión, yconcluiremos presentando esta vía como solución para evitar el crecimiento actual delas sombras de las colectividades. This paper starts from the Platonic finding of φαινομένην ἕδραν with the intention of defending the possibility of distinguishing between degrees of knowledge without the need to accept Plato's metaphysical hope of knowledge of a supposed truth in itself, but assuming on the contrary the Kantian thesis that said distinction must be understood without the need to abandon the phenomenal limit: distinguishing the different degrees of knowledge based on the way in which assent is produced. From the analysis of Kant's Fürwahrhalten we will comment on Heidegger's aleteiology as an attempt to delve into this question, and we will conclude by presenting this aleteiology as a solution to avoid the current growth of the shadows of collectivities.

The enrolment of children and adolescents in health research requires that attention to be paid to specific assent and consent requirements such as the age range for seeking assent; conditions for parental consent (and waivers); the age group required to provide written assent; content of assent forms; if separate assent and parental consent forms should be used, consent from emancipated young adults; reconsent at the age of adulthood when a waiver of assent requirements may be appropriate and the conditions for waiving assent requirements. There is however very little available information for researchers and ethics committees on how to navigate these different issues. To provide guidance to research initiatives, the SickleInAfrica consortium conducted a thematic analysis of a sample of research ethics guidelines and procedures in African countries, to identify guidance for assent requirements in health research. The thematic analysis revealed that 12 of 24 African countries specified the age group for which assent is required. The minimum age for written assent varied across the countries. Five countries, Algeria, Botswana, Cameroon, Nigeria and The Democratic Republic of Congo require consent from both parents/family council in certain circumstances. Botswana, Nigeria, South Africa and Uganda have specific assent/consent requirements for research with emancipated minors. South Africa and Algeria requires re-consent at onset of adulthood. Five countries (Botswana, Cameroon, Nigeria, South Africa and Tanzania) specified conditions for waiving assent requirements. The CIOMS and the ICH-GCP guidelines had the most comprehensive information on assent requirements compared to other international guidelines. An interactive map with assent requirements for different African countries is provided. The results show a major gap in national regulations for the inclusion of minors in health research. The SickleInAfrica experience in setting up a multi-country SCD registry in Africa highlights the need for developing and harmonising national and international guidelines on assent and consent requirements for research involving minors. Harmonisation of assent requirements will help facilitate collaborative research across countries.

Background Paediatric oral health research in Malaysia is governed by international ethical frameworks and national regulatory requirements. While reporting of ethics approval and parental consent is well established, the documentation of child assent remains inconsistent. The frequent classification of dental studies as minimal risk may permit expedited review pathways or consent waivers, raising concerns about transparency. This scoping review aimed to map the reporting of ethics approval, parental consent and child assent in Malaysian paediatric oral health research published between 2001 and 2025, with particular focus on describing current practices and documenting how assent procedures are reported in the absence of mandated requirements. Methods The review followed the PRISMA Extension for Scoping Reviews (PRISMA-ScR): Checklist and Explanation guideline. An electronic search of five databases: PubMed, Web of Science (WOS), Scopus, MyJurnal and the National Medical Research Registry (NMRR) was conducted. Eligible studies comprised empirical research involving children aged 0–17 years in Malaysia. Data extraction focused on ethics approval, parental consent, and child assent. Transparency of assent reporting was assessed using a structured three-point framework informed by Malaysian Medical Research and Ethics Committee (MREC) guidelines for children aged 7–17 years. Results Seventy-one articles met the inclusion criteria. Of these, 88.7% ( n  = 63) reported ethics committee approval and 91.5% ( n  = 65) documented parental consent, whereas child assent appeared in only 6.9% ( n  = 5). Reporting of ethics committee approval and parental consent increased substantially, rising from below 50% in 2001–2005 to above 95% after 2015. Child assent was not reported until 2021–2025, appearing in 17.9% of studies during this period. Among the five studies reporting assent, three used written forms, two relied on implied assent, and only one provided a detailed procedure aligned with ethical standards. Conclusions Ethics approval and parental consent are now routinely reported in Malaysian paediatric oral health research. However, documentation of child assent remains limited and often lacks procedural detail. Strengthening ethical transparency will require standardised, age-appropriate assent procedures and clearer editorial expectations. Improving reporting practices will better support children’s developing autonomy, reinforce responsible research conduct, and promote greater trust in paediatric oral health research.

If we want to take sentient non-human animals and their interests seriously, we can try to ask for their consent before using them for human purposes. With mentally competent humans, we speak of informed consent: for them to participate in scientific studies, for example, it is required that they consent explicitly, in full understanding of the risks and benefits. This full understanding cannot be expected from non-human animals. We must therefore look for ways to know what they want and to estimate what they would do if they had a deep understanding of their options and the consequences of these options for themselves and others. This concept is explored by applying it to animal experiments. The most promising method is to gain informed consent by proxy from thoroughly informed competent humans, in combination with seeking assent where possible and being alert to dissent.

Background for the Study: Informed consent is a process of obtaining permission from the participant to participate in research. Involving children in a research requires them to give their \"assent\" for participation. Informed assent is obtained from children even after their guardians have given consent for participation. Studies have shown that children have difficulty understanding the key elements of research process such as right to withdraw from the study or the meaning of \"harm\" involved in the research process. Further, the studies have also propounded that using child-friendly methods such as using pictures and simple language would facilitate children's understanding. Objectives: In this study, pictorial and verbal assent formats were compared find out which format is suitable for children's understanding of informed assent with respect to research. Methods: A sample of 389 school going children and adolescents of both the gender, ranging from 7 to 16 years were considered for the study. The sample was randomly divided into two groups, where for one group (n = 197), pictorial assent format was administered and another group (n = 192), verbal assent format was administered. The pictorial assent format was developed for the study by the corresponding author. Results and Conclusions: Analysis revealed that there was a significant level of interaction between gender and the two assent formats. Males were able to understand pictorial assent format better compared to the females, whereas females were able to understand verbal assent format better than the males, when age and education were considered as covariates. Further, it was found that as age increases there is better understanding of research processes in both the formats. Hence, while the process of obtaining assent for participation in research, age of child must be considered and with respect to gender differences males tend to prefer pictorial formats whereas females tend to prefer verbal formats.