Business Ethics: A European Review, EarlyView.

Considering the urgency of addressing grand challenges that affect human health and achieving the ambitious health targets set by the United Nations’ Sustainable Development Goals, the role of business in improving health has become critical. Yet, our systematic review of the business–health literature reveals that business research focuses primarily on occupational health and safety, health care organizations, and health regulations. To embrace the health externalities generated by business activities, we propose that future research should investigate the conditions under which business (...) articulates and participates in health challenges, engages in multilevel actions toward tackling health challenges, and improves health outcomes and its impact on the health of external stakeholders, including customers and local communities. We also urge business scholars to engage with the public health research community to increase impact. (shrink)

Ethical concepts are, or purport to be, normative. They make claims on us: they command, oblige, recommend, or guide. Or at least when we invoke them, we make claims on one another; but where does their authority over us - or ours over one another - come from? Christine Korsgaard identifies four accounts of the source of normativity that have been advocated by modern moral philosophers: voluntarism, realism, reflective endorsement, and the appeal to autonomy. She traces their history, showing (...) how each developed in response to the prior one and comparing their early versions with those on the contemporary philosophical scene. Kant's theory that normativity springs from our own autonomy emerges as a synthesis of the other three, and Korsgaard concludes with her own version of the Kantian account. Her discussion is followed by commentary from G. A. Cohen, Raymond Geuss, Thomas Nagel, and Bernard Williams, and a reply by Korsgaard. (shrink)

Christine Battersby is a leading thinker in the field of philosophy, gender studies and visual and literary aesthetics. In this important new work, she undertakes an exploration of the nature of the sublime, one of the most important topics in contemporary debates about modernity, politics and art. Through a compelling examination of terror, transcendence and the ‘other’ in key European philosophers and writers, Battersby articulates a radical ‘female sublime’. A central feature of The Sublime, Terror and Human Difference is (...) its engagement with recent debates around ‘9/11’, race and Islam. Battersby shows how, since the eighteenth century, the pleasures of the sublime have been described in terms of the transcendence of terror. Linked to the ‘feminine’, the sublime was closed off to flesh-and-blood women, to ‘Orientals’ and to other supposedly ‘inferior’ human types. Engaging with Kant, Burke, the German Romantics, Nietzsche, Derrida, Lyotard, Irigaray and Arendt, as well as with women writers and artists, Battersby traces the history of these exclusions, while finding resources within the history of western culture for thinking human differences afresh The Sublime, Terror and Human Difference is essential reading for students of continental philosophy, gender studies, aesthetics, literary theory, visual culture, and race and social theory. (shrink)

Christine Korsgaard has become one of the leading interpreters of Kant's moral philosophy. She is identified with a small group of philosophers who are intent on producing a version of Kant's moral philosophy that is at once sensitive to its historical roots while revealing its particular relevance to contemporary problems. She rejects the traditional picture of Kant's ethics as a cold vision of the moral life which emphasises duty at the expense of love and value. Rather, Kant's work is (...) seen as providing a resource for addressing not only the metaphysics of morals, but also for tackling practical questions about personal relations, politics, and everyday human interaction. This collection contains some of the finest current work on Kant's ethics and will command the attention of all those involved in teaching and studying moral theory. (shrink)

Agency and identity -- Necessitation -- Acts and actions -- Aristotle and Kant -- Agency and practical identity -- The metaphysics of normativity -- Constitutive standards -- The constitution of life -- In defense of teleology -- The paradox of self-constitution -- Formal and substantive principles of reason -- Formal versus substantive -- Testing versus weighing -- Maximizing and prudence -- Practical reason and the unity of the will -- The empiricist account of normativity -- The rationalist account of normativity (...) -- Kant on the hypothetical imperative -- Against particularistic willing -- Deciding and predicting -- Autonomy and efficacy -- The function of action -- The possibility of agency -- Non-rational action -- Action -- Attribution -- The psychology of action -- Expulsion from the garden : the transition to humanity -- Instinct, emotion, intelligence, and reason -- The parts of the soul -- Inside or outside -- Pull yourself together -- The constitutional model -- Models of the soul -- The city and the soul -- Platonic virtues -- Justice : substantive, procedural, and platonic -- Kant and the constitutional model -- Defective action -- The problem of bad action -- Being governed by the wrong law -- Or five bad constitutions -- Conceptions of evil -- Degrees of action -- Integrity and interaction -- Deciding to be bad -- The ordinary cases -- Dealing with the disunified -- Kant's theory of interaction -- My reasons -- Deciding to treat someone as an end in himself -- Interacting with yourself -- How to be a person -- What's left of me? (shrink)

The drama of life rarely unfolds in majestic settings. Instead, nondescript spaces are more often the stage upon which one's life is lived. What Christine Welch sees as these sometimes modest, sometimes sterile, sometimes pretentious rooms are often dismissed or overlooked by their occupants, even when transformative encounters and events occur within their walls. Commonplace, a powerful new work of photography, provokes greater appreciation for these common spaces of everyday American life, as it captures their quiet power and subtle (...) beauty in evocative images. Whether she photographs the food-stained living room of a fraternity house, the dimly lit booth in a local café, or the cool sleekness of a corporate boardroom, Welch captures the poignancy of common spaces and the meaning they hold in our contemporary society. The unpopulated images in her book are blank canvases on to which readers can project the particulars of their own experiences. Commonplace helps us redefine and rediscover those spaces too common for preservationists to save, yet too vital to the emotional fabric of American life to pass over. (shrink)

This ground-breaking and lucid contribution to the vibrant field of virtue ethics focuses on the influential work of Hume and Nietzsche, providing fresh perspectives on their philosophies and a compelling account of their impact on the development of virtue ethics. A ground-breaking text that moves the field of virtue ethics beyond ancient moral theorists and examines the highly influential ethical work of Hume and Nietzsche from a virtue ethics perspective Contributes both to virtue ethics and a refreshed understanding of Hume’s (...) and Nietzsche’s ethics Skilfully bridges the gap between continental and analytical philosophy Lucidly written and clearly organized, allowing students to focus on either Hume or Nietzsche Written by one of the most important figures contributing to virtue ethics today. (shrink)

Christine M. Korsgaard is one of today's leading moral philosophers: this volume collects ten influential papers by her on practical reason and moral psychology ...

Content skepticism about practical reason is doubt about the bearing of rational considerations on the activities of deliberation and choice. Motivational skepticism is doubt about the scope of reason as a motive. Some people think that motivational considerations alone provide grounds for skepticism about the project of founding ethics on practical reason. I will argue, against this view, that motivational skepticism must always be based on content skepticism. I will not address the question of whether or not content skepticism is (...) justified. I want only to establish the fact that motivational skepticism has no independent force. (shrink)

Many forms of virtue ethics, like certain forms of utilitarianism, suffer from the problem of indirection. In those forms, the criterion for status of a trait as a virtue is not the same as the criterion for the status of an act as right. Furthermore, if the virtues for example are meant to promote the nourishing of the agent, the virtuous agent is not standardly supposed to be motivated by concern for her own flourishing in her activity. In this paper, (...) I propose a virtue ethics which does not suffer from the problem. Traits are not virtues because their cultivation and manifestation promote a value such as agent flourishing. They are virtues in so far as they are habits of appropriate response to various relevant values. This means that there is a direct connection between the rationale of a virtue and what makes an action virtuous or right. (shrink)

Christine M. Korsgaard is Arthur Kingsley Porter Professor of Philosophy at Harvard University. She was educated at the University of Illinois and received a Ph.D. from Harvard. She has held positions at Yale, the University of California at Santa Barbara, and the University of Chicago, and visiting positions at Berkeley and UCLA. She is a member of the American Philosophical Association and a fellow of the American Academy of Arts and Sciences. She has published extensively on Kant, and about (...) moral philosophy and its history, the theory of practical reason, the philosophy of action, and personal identity. Her two published books are The Sources of Normativity (1992) and Creating the King- dom of Ends (1996). (shrink)

This volume offers a Naming praxis with which teachers might more closely align with their ethical ideals in the midst of their daily practice and relationships with students. Framed ontologically in Maxine Greene's existential-phenomenological notion of Becoming, the author explicates Greene's Naming as a praxis within her own early teaching experiences through the interpretive methods of currere and teacher lore. This study evolves in epistolary conversation with Maxine Greene, teacher colleagues, and new teachers. It demonstrates the possibilities of applying critical (...) reflective and discursive dialogue to the tensions of a teacher's life of practice in order to identify the obstacles to and the opportunities of the Becoming of the teacher and the student(s) in the educational encounter. (shrink)

In this dissertation I explore Plato's views about the nature of language and thought, and their relations to the world. Plato is sometimes thought to hold that meaningful terms do not require referents at all. Others argue that he holds a referential theory of meaning according to which the meaning of a term just is its referent. I reject both of these views, arguing that Plato thinks that a significant term must have a referent but that the referent of a (...) term does not exhaust its signification: there is also a descriptive component. On my view, Plato embraces a mixed account according to which naming and thought are descriptive and object dependent. Moreover, according to Plato, language is prior to thought, and the way the world is---what objects there are---ultimately determines what we can talk and think about. ;I focus on the Cratylus, Theaetetus and Sophist, the dialogues in which Plato develops his most sophisticated discussions of language and thought. In the Cratylus , Plato articulates an account of the signification of names, and he reveals his views about the nature and role of nominal definitions---the clusters of descriptions that linguistically competent speakers have in mind when they use terms from their language. A name signifies a nominal definition by convention; it signifies a real nature by nature. Plato defends an account of the necessary conditions on thought in the Theaetetus where the account of thought Plato ultimately embraces is not, as some have argued, a form of Russellian acquaintance. For Plato, thought is object dependent and at the same time conceptual. The commitment to object dependence and to the fundamental status of the world is evident in all three dialogues, but it is only explicitly defended in the Sophist. Plato argues that discourse and thought are hostage to what there is. Actual, countable objects determine the possible contents of language and thought. (shrink)

In this theoretical paper, motives for CSR are considered. An underlying assumption is that the commercial imperative is not the sole driver of CSR decision-making in private sector companies, but that the formal adoption and implementation of CSR by corporations could be associated with the changing personal values of individual managers. These values may find expression through the opportunity to exercise discretion, which may arise in various ways. It is suggested that in so far as CSR initiatives represent individuals' values, (...) so the responsibility in evidence is less obviously corporate. Our emphasis on personal initiative is intended to counter a tendency to view the corporation as the agent, and may serve to remind us that individuals can, indeed, make a difference. (shrink)

Christine M. Korsgaard presents a compelling new view of our moral relationships to the other animals. She offers challenging answers to such questions as: Are people superior to animals, and does it matter morally if we are? Is it all right for us to eat animals, experiment on them, make them work for us, and keep them as pets?

Bringing together international research on nature of science representations in science textbooks, this unique analysis provides a global perspective on NOS from elementary to college level and discusses the practical implications in various regions across the globe. Contributing authors highlight the similarities and differences in NOS representations and provide recommendations for future science textbooks. This comprehensive analysis is a definitive reference work in science education.

How can Günther Anders’ concern with the threat of the atomic bomb enlighten current social thought about the Anthropocene? Building on Anders’ frustration with the “apocalypse blindness”, “laziness” and “indifference” of his contemporaries and his plea for an “apocalyptic passion,” this text sketches the contours of a thinking in and for ‘our’ end times – a time marked by destruction and the irretrievable loss of habitability on this planet. It first translates Anders’ notion of the end times into current debates (...) about the Anthropocene, and then formulates three perspectives for such thinking in ‘our’ end times – the search for orientation, the spatio-temporal extension of responsibility, and the expansion of feelings in “the apocalyptic situation”. (shrink)

This paper criticizes two accounts of the normativity of practical principles: the empiricist account and the rationalist or realist account. It argues against the empiricist view, focusing on the Humean texts that are usually taken to be its locus classicus. It then argues both against the dogmatic rationalist view, and for the Kantian view, through a discussion of Kant's own remarks about instrumental rationality in the second section of the Groundwork. It further argues that the instrumental principle cannot stand alone. (...) Unless there are normative principles directing us to the adoption of certain ends, there can be no requirement to take the means to our ends. The familiar view that the instrumental principle is the only requirement of practical reason is incoherent. (shrink)

In contemporary Western society, people are more often called upon to justify the choice not to have children than they are to supply reasons for having them. In this book, Christine Overall maintains that the burden of proof should be reversed: that the choice to have children calls for more careful justification and reasoning than the choice not to. Arguing that the choice to have children is not just a prudential or pragmatic decision but one with ethical repercussions, Overall (...) offers a wide-ranging exploration of how we might think systematically and deeply about this fundamental aspect of human life. Writing from a feminist perspective, she also acknowledges the inevitably gendered nature of the decision; the choice has different meanings, implications, and risks for women than it has for men. After considering a series of ethical approaches to procreation, and finding them inadequate or incomplete, Overall offers instead a novel argument. Exploring the nature of the biological parent-child relationship -- which is not only genetic but also psychological, physical, intellectual, and moral -- she argues that the formation of that relationship is the best possible reason for choosing to have a child. (shrink)

Pour contrer le scepticisme au sujet de la connaissance des valeurs, la plupart soutiennent avec John Rawls qu’une croyance comme celle qu’une action est bonne est justifiée dans la mesure où elle appartient à un ensemble de croyances cohérent, ayant atteint un équilibre réfléchi. Christine Tappolet s’inspire des travaux de Max Scheler et d’Alexius von Meinong pour défendre une conception opposée au cohérentisme. La connaissance des valeurs est affirmée dépendre de nos émotions, ces dernières étant conçues comme des perceptions (...) des valeurs. (shrink)

A textbook for undergraduate, introductory logic and critical thinking courses, Principles of Logic and Reasoning: Including LSAT, GRE, and Writing Skills by Christine A. James meets a specific set of student needs. The text is engaging and readable, but also includes detailed terms, definitions, section headings, and short exercises that build a specific set of foundational logic and argumentation skills. Each key term is carefully indexed in the back of the text so that students can review easily. The text (...) includes chapters that show how logic and reasoning can be used in planning major research papers, and how logic and argumentation connects with legal reasoning and preparing for graduate level examinations that have analytic reasoning sections such as the GRE and LSAT. Often logic textbooks do not include sections on issues like these that show the relevance of logic for the average college student. This textbook is unique because it leaves students with a clear understanding that they can and will use logic to their advantage beyond their first logic course. Another advantage of this text for students is the low cost, some logic textbooks are triple the cost of this textbook. -/- For faculty members, this text has advantages as well. Each section has an exercise that is clear, concise, and adaptable to online course platforms and frequently used lecture tools like PowerPoint and Prezi. With seven chapters, the book is suited for courses that are taught in sessions of varying weeks. Many schools now offer classes in formats of 8 weeks, 10 weeks, or 16 weeks. This text is arranged with a number of chapters that can be covered in any weekly format, with sections that can be included or not included at the discretion of the instructor. Written by a faculty member at a regional state university with an emphasis on accessible undergraduate teaching, the text is written in a relaxed, conversational style so that students from diverse backgrounds will feel comfortable with the examples used. The book welcomes students to continue studying Logic in other more advanced courses. Topics covered include essential approaches to critical thinking, informal logic, fallacies, categorical logic, Venn diagrams, formal symbolic logic, first order rules of inference and replacement, as well as logic in writing and preparing for graduate school and law school. (shrink)

One of the great difficulties with Kant’s moral philosophy is that it seems to imply that our moral obligations leave us powerless in the face of evil. Kant’s theory sets a high ideal of conduct and tells us to live up to that ideal regardless of what other persons are doing. The results may be very bad. But Kant says that the law "remains in full force, because it commands categorically" (G, 438-39/57).* The most weI1—known example of...

Christine Swanton presents a new target centred virtue ethics, which is opposed to orthodox virtue ethics in two major ways. She rejects the 'natural goodness' metaphysics of neo-Aristotelian virtue ethics in favour of a 'hermeneutic ontology' of ethics, and she offers a new target centred framework for assessing rightness of acts.

Now available in three thematic volumes, the second edition of Moral Issues in Global Perspective is a collection of the newest and best articles on current moral issues by moral and political theorists from around the globe. Each volume seeks to challenge the standard approaches to morality and moral issues shaped by Western liberal theory and to extend the inquiry beyond the context of North America. Covering a broad range of issues and arguments, this collection includes critiques of traditional liberal (...) accounts of rights, justice, and moral values, while raising questions about the treatment of disadvantaged groups within and across societies affected by globalization. Providing new perspectives on issues such as war and terrorism, reproduction, euthanasia, censorship, and the environment, each volume of Moral Issues in Global Perspective incorporates work by race, class, feminist, and disability theorists. In Moral Issues, the third of the three volumes, issues such as euthanasia and health care, reproductive issues, pornography and hate speech, animal rights, and environmental ethics are examined in the context of globalization and of differing social contexts and practices. Sixteen essays are new, one of which was written especially for this volume. (shrink)

In The Seven Stages of an Enlightened Teacher, Dr. Christine Jax presents a path to great teaching that shows how and why teaching is "a calling" in the true sense of the words.