ABSTRACT:Organization theory and business ethics are essentially the positive and normative sides of the very same coin, reflecting on how human cooperative activities are organized and how they ought to be organized respectively. It is therefore unfortunate that—due to the relatively impermeable manmade boundaries segregating the corresponding scholarly communities into separate schools and departments, professional associations, and scientific journals—the potential symbiosis between the two fields has not yet fully materialized. In this essay we make a modest attempt at establishing further (...) connectivity by surveying the terrain covered by the two disciplines jointly, as if the boundaries between them did not matter. We commence by providing a concise overview of the organization theory discipline for interested non-specialists from the field of business ethics. Next, we proceed to point out four research themes commonly investigated by members of both communities, and also a variety of organization-theoretical perspectives on each. In the final part of this essay we explore what organization theory has to offer business ethics, and what the boundaries of that potential contribution are. We warn skeptical readers in advance that the spirit and tone of our essay is most definitely upbeat, as we are convinced that the potential for symbiosis between the two fields is vast and inspiring, even though it has only been unleashed partially and incidentally thus far. (shrink)

We report on the small-scale (0.5 13 h - 1M, a large-scale bias of ~2.0 and a satellite fraction of 12 ± 2 per cent. Thus, these galaxies occupy haloes with average masses in between those of the higher redshift BOSS CMASS sample and the original SDSS I/II luminous red galaxy sample © 2012 The Authors Published by Oxford University Press on behalf of the Royal Astronomical Society © doi:10.1093/mnras/sts314.

Philosophers have long debated whether, if determinism is true, we should hold people morally responsible for their actions since in a deterministic universe, people are arguably not the ultimate source of their actions nor could they have done otherwise if initial conditions and the laws of nature are held fixed. To reveal how non-philosophers ordinarily reason about the conditions for free will, we conducted a cross-cultural and cross-linguistic survey (N = 5,268) spanning twenty countries and sixteen languages. Overall, participants tended (...) to ascribe moral responsibility whether the perpetrator lacked sourcehood or alternate possibilities. However, for American, European, and Middle Eastern participants, being the ultimate source of one’s actions promoted perceptions of free will and control as well as ascriptions of blame and punishment. By contrast, being the source of one’s actions was not particularly salient to Asian participants. Finally, across cultures, participants exhibiting greater cognitive reflection were more likely to view free will as incompatible with causal determinism. We discuss these findings in light of documented cultural differences in the tendency toward dispositional versus situational attributions. (shrink)

Should we let personal responsibility for health-related behavior influence the allocation of healthcare resources? In this paper, we clarify what it means to be responsible for an action. We rely on a crucial conceptual distinction between being responsible and holding someone responsible, and show that even though we might be considered responsible and blameworthy for our health-related actions, there could still be well-justified reasons for not considering it reasonable to hold us responsible by giving us lower priority. We transform these (...) philosophical considerations into analytical use first by assessing the general features of health-related actions and the corresponding healthcare needs. Then, we identify clusters of structural features that even adversely affected people cannot reasonably deny constitute actions for which they should be held responsible. We summarize the results in an analytical framework that can be used by decision-makers when considering personal responsibility for health as a criterion for setting priorities. (shrink)

Reforms surrounding the teacher’s role in fostering students’ social competences, especially those associated with empathy, have moved to the forefront of global higher education policy discourse. In this context, reform in higher education teaching has been focused on shifting teachers’ practices away from traditional lecture-style teaching—historically associated with higher education teaching—towards student-centred pedagogical approaches, largely because of how the latter facilitate students’ social learning, including the development of students’ abilities connected to empathy, such as intercultural understanding. These developments towards learner-oriented (...) higher education teaching may offer promising opportunities; however, a central problem within these current policy recommendations is that the connection between cultivating empathy and cultivating imagination is not explicitly foregrounded. Against this background, I turn to Dewey’s notion of imagination to show how imagination is indispensable to all learning, and therefore has a role to play in teaching. In this article, I show how imagination is not only deeply connected to empathy, but also critical for gaining intercultural understanding and is a condition for the possibility that, as human beings, we can learn with and from others. On this basis, I argue that Dewey’s notion of imagination provides significant insight on how to rethink what is needed to create inclusive classrooms in higher education, especially under conditions of cultural, linguistic and religious diversity. First, I consider Dewey’s concept of learning and the indispensable role of imagination in learning. Second, drawing on the work of Martha Nussbaum, I examine how teaching through the narrative arts in higher education cultivates the imagination and helps us engage the lives of others. I use an example from my own teaching to illustrate how the narrative arts can foster dialogue across difference through the development of what I call ‘third voice’—a different or other ‘position’ that productively mediates reflective interaction between participants, including teacher and learners. In closing, I consider the implications of my discussion for present and future higher education policy on the evaluation of ‘quality teaching’. (shrink)

The influence of physician judgment on the disclosure, competency, understanding, voluntariness, and decision aspects of informed consent for bone marrow transplantation are described. Ethical conflicts which arise from the amount and complexity of the information to be disclosed and from the barriers of limited time, patient anxiety and lack of prior relationship between patient and physician are discussed. The role of the referring physician in the decision-making is considered. Special ethical issues which arise with use of healthy related bone marrow (...) donors are discussed, as is the physician's discretion in raising questions of competency. It is concluded that in this setting, regardless of the theoretical goals of the physician, patients appear to utilize informed consent discussions to assess their capacity to trust the physician rather than as a time to weigh the large amount of relevant data. The conscientious physician best serves the patient with recommendation of the best medical alternative rather than with attempts to remain neutral. (shrink)

In this paper, I (1) offer a general introduction of rewilding and (2) situate the concept in environmental philosophy. In the first part of the paper, I work from definitions and typologies of rewilding that have been put forth in the academic literature. To these, I add secondary notions of rewilding from outside the scientific literature that are pertinent to the meanings and motivations of rewilding beyond its use in a scientific context. I defend the continued use of rewilding as (...) a single term, despite its seemingly disparate usages, and I advance a clustered concept of eight overlapping characteristics as a way to conceptualise these. I argue that this breadth helps in understanding the wider interest in rewilding as an emerging environmental phenomenon. In the paper's second part, I turn to three key issues in environmental philosophy in order to connect rewilding with the historic themes of: (1) the exclusion of humans from wild or wilderness places, (2) the ontological purity of wilderness areas through their non-human origins and history, and (3) cultural landscapes and notions of place. I suggest that rewilding carries on some of the main themes of the wilderness debate, but considering rewilding broadly allows tensions and novel questions to manifest that are important to how rewilding should be discussed and understood going forward. (shrink)

Given the cultural dominance of the empirical sciences, it is perhaps inevitable that theology should seek a self-understanding that emulates them. Yet post-modern thinkers concur in rejecting Enlightenment canons of knowledge as too restrictive for any discipline seeking to fathom our own humanity, a pursuit that theology shares with literature. In both fields, language, as an engagement with symbols, is not the pursuit of an object of knowledge so much as an act ofself expression and an opening to communion. This (...) is illustrated by an examination of the life and work of Virginia Woolf, as she is revivified in Michael Cunningham’s novel, The Hours. Its explication is drawn from the writing of the German Jesuit theologian Karl Rahner, who insisted that St. Thomas Aquinas viewed all of reality as essentially self expressive, and the human person as that spot in creation, ordered toward all that is and achieving self-constitutionthrough symbolic intercourse with others. (shrink)

This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies of education. The authors offer diverse forms of scholarly contributions, including philosophical articles, practice-focused reflections, and a (...) reflection on ‘education’ in the public sphere. In this introduction, we consider the relevance of educational-philosophical thinking to the pressing issue of decolonizing the curriculum. The volume is divided into two parts, with the first covering issues of university and postcompulsory education, and the second discussing issues related to schools. We discuss three interconnected themes that permeate both sections: (i) whose knowledge and whose narratives are embodied in curricula? (ii) who is the curriculum for? Who is the learner? What does it mean to be human? (iii) what implications does decolonizing the curriculum have for pedagogy? With these themes, we indicate some of the ways that the articles contribute to a critical extension of the meaning of education itself. (shrink)

This latest book in the Ruffin Series in Business Ethics is the first work to analyze the significance of gender in the ethical management of business organizations. Scholars from the fields of business ethics and women's studies come together in this book to offer fresh new perspectives on business ethics. The contributors examine the value of feminist theory and scholarship for business ethics, and from this examination four overarching themes emerge. The first theme is that corporations are socially constructed organizations (...) that assume, in their practice and ideology, that men are the standard of measurement. Secondly, this work highlights the power of feminist critiques to bring gender into focus as a central organizing principle of economic life. The third theme explores the existence of "frames," unexamined habits of mind that are taken for granted and prevent alternative ways of thinking, especially about the role of women at the periphery of organizations. The fourth theme is that business ethics itself has been feminized in its subordinate position relative to the dominant fields in the hierarchy of business management, such as finance and strategy. Women's Studies and Business Ethics brings together some of the most important thinkers on organizations and gender issues today. The confluence of experts in these hitherto disparate fields, and the rich and lively dialogue it produces, results in a book that will be fascinating reading for scholars, students, and professionals involved in all aspects of business and management. (shrink)

In this groundbreaking book, Andrea R. English challenges common assumptions by arguing that discontinuous experiences, such as uncertainty and struggle, are essential to the learning process. To make this argument, Dr. English draws from the works of two seminal thinkers in philosophy of education - nineteenth-century German philosopher J. F. Herbart and American Pragmatist John Dewey. English's analysis considers Herbart's influence on Dewey, inverting the accepted interpretation of Dewey's thought as a dramatic break from modern European understandings of education.

This work introduces the Attack-Support Argumentation Framework (ASAF), an approach to abstract argumentation that allows for the representation and combination of attack and support relations. This framework extends the argumentation Framework with Recursive Attacks (AFRA) in two ways. Firstly, it adds a support relation enabling to express support for arguments; this support can also be given to attacks, and to the support relation itself. Secondly, it extends AFRA’s attack relation by allowing attacks to the aforementioned support relation. Moreover, since the (...) support relation of the ASAF has a necessity interpretation, the ASAF also extends the Argumentation Framework with Necessities (AFN). Thus, the ASAF provides a unified framework for representing attack and support for arguments, as well as attack and support for the attack and support relations at any level. (shrink)

Current educational policy is leading teachers, schools, and society at large to fixate on the outcomes of learning. In Discontinuity in Learning, I shift the focus to the process of learning and ask, How is it that we come to new ideas, find cooperative ways of interacting with others, or take on a different perspective? Or, more simply, How do we learn? I believe that until we answer this question, we cannot begin to educate another person.My aim in the book (...) is to reveal how our experience of discontinuity is inextricably connected to our ability to question our taken-for-granted knowledge and beliefs, and our ability to critically examine the norms and values of society. Discontinuity points to those moments when we are interrupted by something unexpected, such that our ideas or ways of acting become untenable and need revision. Encounters with the unexpected point to the contingency of human experience; they indicate a blind spot and remind us we are fallible. Such encounters are t. (shrink)

A long-standing puzzle for moral philosophers and psychologists alike is the concept of psychopathy, a personality disorder marked by tendencies to defy moral norms despite cognitive knowledge about right and wrong. Previously, discussions of the moral deficits of psychopathy have focused on willingness to harm and cheat others as well as reasoning about rule-based transgressions. Yet recent research in moral psychology has begun to more clearly define the domains of morality, en- compassing issues of harm, fairness, loyalty, authority, and spiritual (...) purity. Clinical descriptions and theories of psychopathy suggest that deficits may exist primarily in the areas of harm and fairness, although quantitative evidence is scarce. Within a broad sample of participants, we found that scores on a measure of psychopathy predicted sharply lower scores on the harm and fairness subscales of a measure of moral concern, but showed no relationship with authority, and very small relationships with ingroup and purity. On a measure of willingness to violate moral standards for money, psychopathy scores predicted greater willingness to violate moral concerns of any type. Results are further explored via potential mediators and analyses of the two factors of psychopathy. (shrink)

Volume 20, Issue 8, August 2020, Page W12-W13.

This work formalizes an informant-based structured argumentation approach in a multi-agent setting, where the knowledge base of an agent may include information provided by other agents, and each piece of knowledge comes attached with its informant. In that way, arguments are associated with the set of informants corresponding to the information they are built upon. Our approach proposes an informant-based notion of argument strength, where the strength of an argument is determined by the credibility of its informant agents. Moreover, we (...) consider that the strength of an argument is not absolute, but it is relative to the resolution of the conflicts the argument is involved in. In other words, the strength of an argument may vary from one context to another, as it will be determined by comparison to its attacking arguments (respectively, the arguments it attacks). Finally, we equip agents with the means to express reasons for or against the consideration of any piece of information provided by a given informant agent. Consequently, we allow agents to argue about the arguments’ strength through the construction of arguments that challenge (respectively, defeat) or are in favour of their informant agents. (shrink)

Why do black families own less than white families? Why does school segregation persist decades after Brown v. Board of Education? Why is it harder for black adults to vote than for white adults? Will addressing economic inequality solve racial and gender inequality as well? This book answers all of these questions and more by revealing the hidden rules of race that create barriers to inclusion today. While many Americans are familiar with the histories of slavery and Jim Crow, we (...) often don't understand how the rules of those eras undergird today's economy, reproducing the same racial inequities 150 years after the end of slavery and 50 years after the banning of Jim Crow segregation laws. This book shows how the fight for racial equity has been one of progress and retrenchment, a constant push and pull for inclusion over exclusion. By understanding how our economic and racial rules work together, we can write better rules to finally address inequality in America. (shrink)

My argument in this paper is that humility is implied in the concept of teaching, if teaching is construed in a strong sense. Teaching in a strong sense is a view of teaching as linked to students’ embodied experiences (including cognitive and moral-social dimensions), in particular students’ experiences of limitation, whereas a weak sense of teaching refers to teaching as narrowly focused on student cognitive development. In addition to detailing the relation between humility and strong sense teaching, I will also (...) argue that humility is acquired through the practice of teaching. My discussion connects to the growing interest, especially in virtue epistemology discourse, in the idea that teachers should educate for virtues. Drawing upon John Dewey and contemporary virtue epistemology discourse, I discuss humility, paying particular attention to an overlooked aspect of humility that I refer to as the educative dimension of humility. I then connect this concept of humility to the notion of teaching in a strong sense. In the final section, I discuss how humility in teaching is learned in the practice of teaching by listening to students in particular ways. In addition, I make connections between my concept of teaching and the practice of cultivating students’ virtues. I conclude with a critique of common practices of evaluating good teaching, which I situate within the context of international educational policy on teacher evaluation. (shrink)

Adaptation to right-shifting prisms improves left neglect for mental number line bisection. This study examined whether adaptation affects the mental number line in normal participants. Thirty-six participants completed a mental number line task before and after adaptation to either: left-shifting prisms, right-shifting prisms or control spectacles that did not shift the visual scene. Participants viewed number triplets (e.g. 16, 36, 55) and determined whether the numerical distance was greater on the left or right side of the inner number. Participants demonstrated (...) a leftward bias (i.e. overestimated the length occupied by numbers located on the left side of the number line) that was consistent with the effect of pseudoneglect. The leftward bias was corrected by a short period of visuomotor adaptation to left-shifting prisms, but remained unaffected by adaptation to right-shifting prisms and control spectacles. The findings demonstrate that a simple visuomotor task alters the representation of space on the mental number line in normal participants. (shrink)

There are warning signs for impending scarcity of certain technology metals that play a critical role in high-tech products. The scarce elements are indispensable for the design of modern technologies with superior performance. Material scarcity can restrain future innovations and presents therefore a serious risk that must be counteracted. However, the risk is often underrated in the pursuit of technological progress. Many innovators seem to be inattentive to the limitations in availability of critical resources and the possible implications thereof. The (...) present shortages in industrial supply with technology metals may be interpreted as a wake-up call for technology developers to tackle the issue with due consideration. The article reviews the materials scarcity phenomenon from the viewpoint of sustainable development ethics. The following questions are discussed: ‘Should preventative actions be taken today in order to mitigate resource scarcity in future?’ and ‘Should technology developers feel responsible to do this?’ The discussion presents arguments for industrial designers and engineers to create a sense of responsibility for the proactive mitigation of material scarcity. Being protagonists of the innovation system, they have the opportunity to lead change towards resource-aware technology development. The paper concludes by outlining ideas on how they can pioneer sustainable management of critical materials. (shrink)

Based on the distinction between living body and lived body, we describe the disease-subject as representing the impact of disease on the existential life-project of the subject. Traditionally, an individual's subjectivity experiences disorders of the body and describes ensuing pain, discomfort and unpleasantness. The idea of a disease-subject goes further, representing the lived body suffering existential disruption and the possible limitations that disease most probably will impose. In this limit situation, the disease-subject will have to elaborate a new life-story, a (...) new character or way-of-being-in-the-world, it will become a different subject. (shrink)

Maladapting Minds discusses a number of reasons why philosophers of psychiatry should take an interest in evolutionary explanations of mental disorders and, more generally, in evolutionary thinking. First of all, there is the nascent field of evolutionary psychiatry. Unlike other psychiatrists, evolutionary psychiatrists engage with ultimate, rather than proximate, questions about mental illnesses. Being a young and youthful new discipline, evolutionary psychiatry allows for a nice case study in the philosophy of science. Secondly, philosophers of psychiatry have engaged with evolutionary (...) theory because evolutionary considerations are often said to play a role in defining the concept of mental disorder. The basic question here is: Can the concept of mental disorder be given an objective definition, or is it rather a normative concept? Thirdly and finally, evolutionary thinking in psychiatry has often been a source of inspiration for a philosophical view on human nature. Thus evolutionary psychiatrists have suggested, for example, that man's vulnerability to mental disorders may well be one of the defining features of our species. -/- Written by leading authors in philosophy, psychiatry, biology and psychology, this volume illustrates that many debates in contemporary philosophy of psychiatry are profoundly influenced by evolutionary approaches to mental disorders. Conversely, it also reveals how philosophers can help contribute to the burgeoning field of evolutionary psychiatry. It is important reading for a wide range of readers interested in mental health care and philosophy. (shrink)

In the current climate of high-stakes testing and performance-based accountability measures, there is a pressing need to reconsider the nature of teaching and what capacities one must develop to be a good teacher. Educational policy experts around the world have pointed out that policies focused disproportionately on student test outcomes can promote teaching practices that are reified and mechanical, and which lead to students developing mere memorisation skills, rather than critical thinking and conceptual understanding. Philosophers of dialogue and dialogic teaching (...) offer a different view of teaching, one that counters mechanical, transmissive or ‘monologic’ teaching. In this paper, I seek to extend the notion of dialogic teaching as a method of supporting social and moral learning processes. Specifically, my focus is on answering the question: What capacities must a teacher have to engage students dialogically? Drawing on Paulo Freire and other contemporary philosophers, I examine dialogic interaction as involving a way of ‘being with learners’ and put forth three teacher capacities necessary for dialogic teaching: self-critique, narrativity and building community. I then examine further what is concretely entailed in the practice of dialogic teaching using research in educational psychology. I aim to highlight how dialogic teaching, unlike monologic teaching, involves the teacher's active ability to support learners’ identification and exploration of their own blind spots—that is, the limits of knowledge and ability—and those of others. Following this, I consider implications of my discussion for international policy on teacher assessment. I close the paper with considerations for future research on teacher capacity and teacher evaluation. This paper contributes to our understanding of teacher capacity and the nature and aims of good teaching. (shrink)

How many words is a bilingual 2-year-old supposed to know or say in each of her languages? Speech and language therapists or researchers lack the tools to answer this question, because several factors have an impact on bilingual language skills: gender, amount of exposure, mode of acquisition, socio-economic status and the distance between L1 and L2. Unfortunately, these factors are usually studied separately, making it difficult to evaluate their weight on a unique measure of vocabulary. The present study measures the (...) contribution of the following factors to the vocabulary scores of bilingual toddlers: i) gender; ii) sibling ranking; iii) relative amount of exposure to each language; iv) mode of exposure; v) SES; vi) linguistic distance; vii) language spoken between parents. Close to the child’s second birthday, parents of 278 UK-based bilinguals completed successively: a 100-word version of the Oxford-CDI, the CDI in the child’s Additional Language, a family questionnaire, and the Language Exposure Questionnaire. Thirty-six British-English-AL pairs were considered, with languages contrasted on a second-language-learning scale : for example, Dutch and French are close to British-English, while Polish or Cantonese are more distant. Data from the corpus were included in two mixed-effect models, one with the English scores in comprehension as the dependent variable, and the other with production scores. The seven factors listed above were included as predictors. The amount of English exposure was the strongest predictor of comprehension scores = 9.35, p <.005, β = 0.02, t = 3.08, p <.005), followed by the language that parents speak between themselves = 14.94, p <.001, β = 1.37, t = 3.76, p <.0005), linguistic distance = 6.92, p <.01, β = -0.74, t = -2.66, p <.01) and age = 4.86, p <.05, β = 0.55, t = 2.17, p <.05). In production, gender = 13.57, p <.0005, β = -0.91, t = -03.72, p <.0005), amount of exposure to English = 13.57, p <.0005, β = -0.91, t = -03.72, p <.0005), the language that parents speak between themselves = 11.85, p <.005, β = 1.09, t = 3.41, p <.001), and the mother’s occupation = 4.51, p <.05, β = 0.63, t = 2.13, p <.05) were the significant predictors. The more English parents use to address one another, the more English words the child says and understands. This surprising result could be simply explained by the fact that parents who speak English together are also more likely to speak English to their child. The main results of this study is that linguistic distance is a powerful predictor of toddlers’ vocabulary in English, with children learning two close languages growing their vocabulary faster than those learning distant languages. (shrink)

Argumentation is an important research area in the field of AI. There is a substantial amount of work on different aspects of Dung’s abstract Argumentation Framework (AF). Two relevant aspects considered separately so far are: i) extending the framework to account for recursive attacks and supports, and ii) considering dynamics, i.e., AFs evolving over time. In this paper, we jointly deal with these two aspects. We focus on High-Order Argumentation Frameworks with Necessities (HOAFNs) which allow for attack and support relations (...) (interpreted as necessity) not only between arguments but also targeting attacks and supports at any level. We propose an approach for the incremental evaluation of the credulous acceptance problem in HOAFNs, by “incrementally” computing an extension (a set of accepted arguments, attacks and supports), if it exists, containing a given goal element in an updated HOAFN. In particular, we are interested in monitoring the credulous acceptance of a given argument, attack or support (goal) in an evolving HOAFN. Thus, our approach assumes to have a HOAFN Δ, a goal \rho occurring in Δ, an extension E for Δ containing \rho, and an update u establishing some changes in the original HOAFN, and uses the extension for first checking whether the update is relevant; for relevant updates, an extension of the updated HOAFN containing the goal is computed by translating the problem to the AF domain and leveraging on AF solvers. We provide formal results for our incremental approach and empirically show that it outperforms the evaluation from scratch of the credulous acceptance problem for an updated HOAFN. (shrink)

This quantitative study of 3557 high school teachers from 44 states assesses the implications of the social studies teacher-coach. The study compares social studies teacher-coaches and non-coaches in terms of teacher demographics and school contexts, disciplines taught, and instructional preferences. Substantial differences between coaches and non-coaches were found across gender, community type, and teaching experiences. Teacher-coaches disproportionately taught general classes such as government, Economics, and Geography, while non-coaches are more likely to teach Advanced Placement courses. Finally, self-report data measuring teacher's (...) instructional preferences indicates that teacher-coaches were more likely to indicate implementation of lectures, textbooks, worksheets, and videos, while non-coaches were more likely to indicate preference for examining photographs, artifacts, or primary materials. (shrink)

John Dewey's Democracy and Education is the touchstone for a great deal of modern educational theory. It covers a wide range of themes and issues relating to education, including teaching, learning, educational environments, subject matter, values, and the nature of work and play. This Handbook is designed to help experts and non-experts to navigate Dewey's text. The authors are specialists in the fields of philosophy and education; their chapters offer readers expert insight into areas of Dewey work that they know (...) well and have returned to time and time again throughout their careers. The Handbook is divided into two parts. Part I features short companion chapters corresponding to each of Dewey's chapters in Democracy and Education. These serve to guide readers through the complex arguments developed in the book. Part II features general articles placing the book into historical, philosophical and practical contexts and highlighting its relevance today. (shrink)

We describe and report on results of employing a new method for analyzing lay conceptions of intentional and unintentional action. Instead of asking people for their conceptual intuitions with regard to construed scenarios, we asked our participants to come up with their own scenarios and to explain why these are examples of intentional or unintentional actions. By way of content analysis, we extracted contexts and components that people associated with these action types. Our participants associated unintentional actions predominantly with bad (...) outcomes for all persons involved and linked intentional actions more strongly to positive outcomes, especially concerning the agent. People’s conceptions of intentional action seem to involve more aspects than commonly assumed in philosophical models of intentional action that solely stress the importance of intentions, desires, and beliefs. The additional aspects include decisions and thoughts about the action. In addition, we found that the criteria that participants generated for unintentional actions are not a mere inversion of those used in explanations for intentional actions. Associations between involuntariness and unintentional action seem to be stronger than associations between aspects of voluntariness and intentional action. (shrink)

Review of extant research on the corporate environmental performance (CEP) and corporate financial performance (CFP) link generally demonstrates a positive relationship. However, some arguments and empirical results have demonstrated otherwise. As a result, researchers have called for a contingency approach to this research stream, which moves beyond the basic question “does it pay to be green?” and instead asks “when does it pay to be green?” In answering this call, we provide a meta-analytic review of CEP–CFP literature in which we (...) identify potential moderators to the CEP–CFP relationship including environmental performance type (e.g., reactive vs. proactive performance), firm characteristics (e.g., large vs. small firms), and methodological issues (e.g., self-report measures). By analyzing these contingencies, this study attempts to provide a basis on which to draw conclusions regarding some inconsistencies and debates in the CEP–CFP research. Some of the results of the moderator analysis suggest that small firms benefit from environmental performance as much or more than large firms, US firms seem to benefit more than international counterparts, and environmental performance seems to have the strongest influence on market-measures of financial performance. (shrink)

Peter Abelard (1079–1142 ce) was the most wide‐ranging philosopher of the twelfth century. He quickly established himself as a leading teacher of logic in and near Paris shortly after 1100. After his affair with Heloise, and his subsequent castration, Abelard became a monk, but he returned to teaching in the Paris schools until 1140, when his work was condemned by a Church Council at Sens. His logical writings were based around discussion of the “Old Logic”: Porphyry's Isagoge, aristotle'S Categories and (...) On Interpretation and boethius'S textbook on topical inference. They comprise a freestanding Dialectica (“Logic”; probably c.1116), a set of commentaries (known as the Logica [Ingredientibus], c. 1119) and a later (c. 1125) commentary on the Isagoge (Logica Nostrorum Petititoni Sociorum or Glossulae). In a work Abelard called his Theologia, issued in three main versions (between 1120 and c.1134), he attempted a logical analysis of trinitarian relations and explored the philosophical problems surrounding God's claims to omnipotence and omniscience. The Collationes (“Debates,” also known as “Dialogue between a Christian, a Philosopher and a Jew”; probably c.1130) present a rational investigation into the nature of the highest good, in which the Christian and the Philosopher (who seems to be modeled on a philosopher of pagan antiquity) are remarkably in agreement. The unfinished Scito teipsum (“Know thyself,” also known as the “Ethics”; c.1138) analyses moral action. (shrink)

This collection of essays, offered in honor of the distinguished career of prominent political philosophy professor Clifford Orwin, brings together internationally renowned scholars to provide a wide context and discuss various aspects of the virtue of “humanity” through the history of political philosophy.

This essay is conceived as a contribution to the academic debate on the ethical status of mystical traditions with regard to Jain asceticism in particular and—through comparison of Jain with Advaita Vedanta asceticism—to ideologies of radical quietism more generally. For both Jain and Advaita Vedantic ascetic traditions, the material world, and particularly the body, are the primary obstacles to spiritual development. We deal with the social, physical, and environmental implications of such a worldview, rather than with the practice or the (...) phenomenology or the doctrine of mysticism, which we grant to be an accurate reflection of a particular kind of cosmic experience. We address ethical issues, not metaphysical ones. In our discussion of Jain asceticism, we demonstrate that the basic problem (and promise) of quietism, in almost any cultural form, is the shocking realization it can occasion that the Real has absolutely nothing to do with the social or with any sort of ethical action. We argue that Jain asceticism cannot function as an adequate resource for contemporary ethics. Our normative concerns lie exclusively with the adequacy of Jain quietism in supporting a stable global community and a sustainable natural environment. One can be mystical without being ethical, and ethical without being a mystic. We conclude that the truths of quietism are both very profound and profoundly nonethical. (shrink)

This dissertation is based around conceptual conflicts introduced by the notion of rewilding and the challenges rewilding poses to place and cultural landscapes. Rewilding is a recent conservation strategy interested in the return of wilder, less human-managed environments. Often presented as an antidote to increasingly homogenized, organized, and managed environments, rewilding deliberately opens up space for the return of wild nature, typically by removing human elements that have obstructed or diminished its free reign or by reintroducing locally extinct species to (...) re-activate trophic cascades. There is, however, an increasing awareness that rewilding in many places will threaten cultural landscapes that are prized for their human meanings and histories. This dissertation does not attempt to resolve this conflict but instead takes a hermeneutic interest in it and tries to understand better what is at stake in such a conflict. This is attempted by means of a hermeneutic detour through the concepts of place and of wilderness, and ultimately the dissertation argues that instead of understanding rewilding simply as undermining notions of place, we should understand rewilding itself as placemaking. This conceptual work is informed by actual cases of rewilding and an examination of the conflicts arising out of the various modes of placemaking rewilding performs. Three modes of placemaking are demonstrated: wilderness placemaking, experimental placemaking, and place-regenerative placemaking. Taken in total, these reveal ways in which rewilding confronts us with relations with nonhuman others and with questions of belonging and not belonging that are increasingly at issue. (shrink)

Using data generated from questionnaires containing select items from the Baylor Religion Survey, the current study proposes to examine the paranormal interests and beliefs of participants in two specific alternative spiritual movements, contemporary Paganism and the Movement of Spiritual Inner Awareness. The analysis will be framed by a discussion of the larger alternative spiritual milieu in which these movements are rooted, and how belief in the paranormal is correlated more with this milieu than with involvement in these NRMs.

Psychometrically sound instruments that assess temporal dynamics of creative abilities are limited. The Ambulatory Battery of Creativity is designed to assess creative ideation performance multiple times in everyday life and was proven to capture the intra-individual dynamic of creative abilities reliably and validly. The present ambulatory study aimed to replicate and extend the psychometric evidence of the novel ABC. Sixty-nine participants worked on the ABC during a 5-day ambulatory assessment protocol. Each day, participants completed six randomly presented items of the (...) verbal and the figural ABC. Matching previous psychometric analyses, the results indicated good between-person and good within-person reliability. Furthermore, evidence for between-person and within-person validity of the ABC was obtained. Performance in the verbal and the figural ABC were interrelated and correlated with an independent measure of creative potential. The verbal ABC was further associated with openness, self-reported creative behavior, creative activities, and creative achievements, thus providing additional evidence of construct validity, especially for the verbal ABC. Finally, the verbal and the figural ABC yielded convincing within-person validity: Longer response times and higher subjective originality ratings were associated with more original ideas. This replication and extension of the ABC’s psychometric properties indicates that it enables a reliable and valid assessment of moment-to-moment fluctuations of creative ideation abilities in everyday life, which may facilitate the investigation of exciting new research questions related to dynamic aspects of creative ability. (shrink)

Proximity and interpersonal contact are prominent components of social connection. Giving affective touch to others is fundamental for human bonding. This brief report presents preliminary results from a pilot study. It explores if exposure to bonding scenes impacts the activity of specific muscles related to physical interaction. Fingers flexion is a very important component when performing most actions of affectionate contact. We explored the visuo-motor affective interplay by priming participants with bonding scenes and assessing the electromyographic activity of the fingers (...) flexor muscle, in the absence of any overt movements. Photographs of dyads in social interaction and of the same dyads not interacting were employed. We examined the effects upon the electromyographical activity: during the passive exposure to pictures, and during picture offset and when expecting the signal to perform a fingers flexion task. Interacting dyads compared to matched non-interacting dyads increased electromyographic activity of the fingers flexor muscle in both contexts. Specific capture of visual bonding cues at the level of visual cortex had been described in the literature. Here we showed that the neural processing of visual bonding cues reaches the fingers flexor muscle. Besides, previous visualization of bonding cues enhanced background electromyographic activity during motor preparation to perform the fingers flexion task, which might reflect a sustained leakage of central motor activity downstream leading to increase in firing of the respective motor neurons. These data suggest, at the effector level, an implicit visuo-motor connection in which social interaction cues evoke intrinsic dispositions toward affectionate social behavior. (shrink)

Over the last decade, several extensions of Dung’s Abstract Argumentation Frameworks (AFs) have been introduced in the literature. Some of these extensions concern the nature of the attack relation, such as the consideration of recursive attacks, whereas others incorporate additional interactions, such as a support relation. Recently, the Attack–Support Argumentation Framework (ASAF) was proposed, which accounts for recursive attacks and supports, attacks to supports and supports to attacks, at any level, where the support relation is interpreted as necessity. Currently, to (...) determine the accepted elements of an ASAF (which may be arguments, attacks, and supports) it is required to translate such an ASAF into a Dung’s AF. In this work, we provide a formal characterization of acceptability semantics directly on the ASAF, without requiring such a translation. We prove that our characterization is sound since it satisfies different results from Dung’s argumentation theory; moreover, we formally show that the approach proposed here for addressing acceptability is equivalent to the preexisting one, in which the ASAF was translated into an AF. Also, we formalize the relationship between the ASAF and other frameworks on which it is inspired: the Argumentation Framework with Recursive Attacks (AFRA) and the Argumentation Framework with Necessities (AFN). (shrink)