The majority of contemporary presentations of Augustine’s spirituality focus on the interior, personal dimensions of prayer and contemplation. This article argues that Augustine also has a rich but underappreciated liturgical spirituality, wherein regular participation in the liturgy, with its external and ecclesial elements, is important for Christian spiritual formation and expression. Examining a variety of texts from the Augustinian corpus, this article outlines major themes in Augustine’s liturgical spirituality and encourages further scholarly engagement with this theme.

This paper reports the first empirical investigation of the hypothesis that epistemic appraisals form part of the structure of concepts. To date, studies of concepts have focused on the way concepts encode properties of objects and the way those features are used in categorization and in other cognitive tasks. Philosophical considerations show the importance of also considering how a thinker assesses the epistemic value of beliefs and other cognitive resources and, in particular, concepts. We demonstrate that there are multiple, reliably (...) judged, dimensions of epistemic appraisal of concepts. Four of these dimensions are accounted for by a common underlying factor capturing how well people believe they understand a concept. Further studies show how dimensions of concept appraisal relate to other aspects of concepts. First, they relate directly to the hierarchical organization of concepts, reflecting the increase in specificity from superordinate to basic and subordinate levels. Second, they predict inductive choices in category-based induction. Our results suggest that epistemic appraisals of concepts form a psychologically important yet previously overlooked aspect of the structure of concepts. These findings will be important in understanding why individuals sometimes abandon and replace certain concepts; why social groups do so, for example, during a “scientific revolution”; and how we can facilitate such changes when we engage in deliberate “conceptual engineering” for epistemic, social, and political purposes. (shrink)

The pandemic has altered accounting education with the widespread adoption of remote evaluation platforms. We apply the lens of the fraud triangle to consider how the adoption of remote evaluation influences accounting students’ ethical values by measuring the incidence of cheating behavior as well as capturing their perceptions of their opportunity to cheat and their rationalization of cheating behavior. Consistent with prior research, our results show that cheating is higher in the online environment compared to remote evaluation, although the use (...) of proctoring software in online evaluation appears to mitigate but not eliminate students’ the unethical behavior. However, cheating was not reduced when students attest to an honor code during the beginning of an exam. Nonetheless, we find that the use of both proctoring software and honor codes reduces students’ perceptions of opportunity and rationalization of cheating behavior. It follows that the remote evaluation environment may unintentionally be negatively influencing the ethicality of students and future accounting professionals by promoting cheating behavior and, by so doing, negatively influencing the development of unethical values of accounting students and future accounting professionals. Educators should consider the use of appropriate educational interventions to reduce the incidence and opportunities for unethical behavior and, by so doing, help promote the development of ethical values in future accounting professionals. Further implications for teaching and the accounting profession are discussed. (shrink)

A recent study has established that thinkers reliably engage in epistemic appraisals of concepts of natural categories. Here, five studies are reported which investigated the effects of different manipulations of category learning context on appraisal of the concepts learnt. It was predicted that dimensions of concept appraisal could be affected by manipulating either procedural factors or declarative factors. While known effects of these manipulations on metacognitive judgements such as category learning judgements and confidence at test were replicated, procedural factors had (...) no reliable effects on the dimensions of concept appraisal. Effects of declarative manipulations on some forms of concept appraisal were observed. (shrink)

If dominating functions in ω ω are adjoined repeatedly over a model of GCH via a finite-support c.c.c. iteration, then in the resulting generic extension there are no long towers, every well-ordered unbounded family of increasing functions is a scale, and the splitting number s (and hence the distributivity number h) remains at ω 1.

Based on the results of open ended interviews with managers in a variety of organizational positions, moral questions encountered in everyday managerial life are described. These involve transactions with employees, peers and superiors, customers, suppliers and other stakeholders. It is suggested that managers identify transactions as involving personal moral concern when they believe that a moral standard has a bearing on the situation and when they experience themselves as having the power to affect the transaction. This is the first in (...) a research series of three papers. (shrink)

Book reviewed in this article: The Expanding Circle: Ethics and Sociobiology. By Peter Singer.

This study examines the influence of ethics instruction, religiosity, and intelligence on cheating behavior. A sample of 230 upper level, undergraduate business students had the opportunity to increase their chances of winning money in an experimental situation by falsely reporting their task performance. In general, the results indicate that students who attended worship services more frequently were less likely to cheat than those who attended worship services less frequently, but that students who had taken a course in business ethics were (...) no less likely to cheat than students who had not taken such a course. However, the results do indicate that the extent to which taking a business ethics course influenced cheating behavior was moderated by the religiosity and intelligence of the individual student. In particular, while students who were highly religious were unlikely to cheat whether or not they had taken a business ethics course, students who were not highly religious demonstrated less cheating if they had taken a business ethics course. In addition, the extent of cheating among highly intelligent students was significantly reduced if such students had taken a course in business ethics. Likewise, individuals who were highly intelligent displayed significantly less cheating if they were also highly religious. The implications of these findings are discussed. (shrink)

Michael A. Petersa and Fazal Rizvib aBeijing Normal University, Beijing, PR China; bMelbourne University, Melbourne, Australia Our minds are still racing back and forth, longing for a return to ‘no...

This collection of essays provides an introduction to Nietzsche's thought and educational writings, and examines questions concerning the centrality of values for education in postmodernity.

This study examined whether undergraduate students’ perceptions regarding the acceptability of cheating were influenced by the amount of ethics instruction the students had received and/or by their personality. The results, from a sample of 230 upper-level undergraduate students, indicated that simply taking a business ethics course did not have a significant influence on students’ views regarding cheating. On the other hand, Machiavellianism was positively related to perceiving that two forms of cheating were acceptable. Moreover, in testing for moderating relationships, the (...) results indicated that the extent to which taking a business ethics course influenced attitudes varied substantially across individuals. Specifically, taking a course in business ethics did result in students who scored lower on Machiavellianism holding even more negative views regarding certain forms of cheating. In addition, individuals with higher grade point averages (GPAs) who had taken a course in business ethics were also less accepting of certain forms of cheating than individuals with similar GPAs who had not taken the business ethics course. The implications of these findings are discussed. (shrink)

Natural language contains many examples of sound-symbolism, where the form of the word carries information about its meaning. Such systematicity is more prevalent in the words children acquire first, but arbitrariness dominates during later vocabulary development. Furthermore, systematicity appears to promote learning category distinctions, which may become more important as the vocabulary grows. In this study, we tested the relative costs and benefits of sound-symbolism for word learning as vocabulary size varies. Participants learned form-meaning mappings for words which were either (...) congruent or incongruent with regard to sound-symbolic relations. For the smaller vocabulary, sound-symbolism facilitated learning individual words, whereas for larger vocabularies sound-symbolism supported learning category distinctions. The changing properties of form-meaning mappings according to vocabulary size may reflect the different ways in which language is learned at different stages of development. (shrink)

This study examined some ethical implications of two different individual competitive orientations. Winning is crucially important in hypercompetitiveness , whereas a personal development (PD) perspective considers competition as a means to self-discovery and self-improvement. In a sample of 263 senior-level undergraduate business students, survey results suggested that hypercompetitiveness was generally associated with “poor ethics” and PD competitiveness was linked with “high ethics”. For example, hypercompetitive individuals generally saw nothing wrong with self-interested gain at the expense of others, but PD competitors (...) viewed such activities as largely inappropriate. Hypercompetitive people also tended to be highly Machiavellian but not ethically idealistic. In contrast, PD competitors tended to be ethically idealistic but not Machiavellian. Managers that are interested in both high ethics and high functioning work groups may wish to consider the potential importance of attempting to channel hypercompetitive tendencies into PD directions. (shrink)

Highlights popular debates about the contribution of reflection to teacher education and emphasizes the role of the mentor in facilitating teachers' professional development. Each chapter is concerned with exploring the concept of reflection and considering its contributions to teacher education.

This article reexamines the classical distinction between professional and organizational work orientations for the case of engineers. Based on data from a survey questionnaire mailed to a sample of 800 engineers in the Rochester, New York, area in 1986, it argues that the two orientations are not opposites. Instead, it is possible to score high on measures of both orientations, or to score low on both. The result is a more complex, fourfold typology of engineers' work orientations. This fourfold typology (...) is then applied to the analysis of engineers' job satisfaction. The most important finding is that the content of engineers' work—that is, the level of challenge and the intrinsic interest of the work—is the central predictor of their satisfaction. The results thus support the conjecture that contemporary engineers have become highly focused—perhaps overly focused—on the gratifications derived from technical work as a process. (shrink)

What is it about conspiracies that make them so attractive and easy to believe yet difficult to debunk? Is the epistemological process of debunking the best or only pedagogy for dislodging conspiracies? Are all conspiracies irrational and/or unverifiable? To what extent, if at all, do today’s social media conspiracies differ from conspiracies in the past?

To gain an insight into how those entering the teaching profession regard cyberbullying, two focus groups were conducted with nine pre-service teachers. Thematic analytical approach revealed...

The domains of quantum theory and general relativity overlap in situations where quantum mechanical effects cannot be ignored. In order to deal with this overlap of theoretical domains, there has been a tendency to apply the rules of quantum field theory to the classical gravitational field equations and without much regard for the implications of the whole enterprise. The gravitational version of the asymmetric ageing of identical biological specimens shows that curved spacetime is not dispensable. This result is used to (...) conclude that the particle-based interpretations of quantum gravity are not acceptable. (shrink)

Welcome to the Monist Interactive Issue group on “Representation in Electronic Philosophy.” As moderator of this group, I want to say a few things about what we were up to, and to give you the guidelines for participants. First, this was an experiment in doing philosophy. Some of the old rules applied, lots of them did not. The discussion was begun with a “starter paper” written by me. I deliberately kept this paper short, and did not write a “target” paper (...) because I wanted to leave open the possibility that the finished product would be a collaborative effort and not a paper with a set of responses attached to it. The latter is familiar to us and we don’t especially need this new way of doing things to get that result. So my starter paper was written as a sketch, with numbered sections. It was also much looser and informal than my usual way of doing philosophy. It was meant to be suggestive rather than definitive, and participants were free to engage, to ignore, or to add to bits of the starter paper as they saw fit. I was genuinely interested in what form the result of a lengthy, collaborative exchange over electronic channels would look like, and that was the main reason for trying this experiment. (shrink)

Examines the relationship between sport and education from both social and moral points of view. The text argues that sport has such a vital role to play in society that it should be an integral part of the curriculum. It presents guidelines for an effective teaching of sports in schools.