This study was conducted to determine how culture influences the ethical perception of managers. Most studies conducted so far have only stated similarities and differences in ethical perception between cultural or ethnic groups and little attention has been paid towards understanding how cultural values influence the ethnic groups' ethical perception. Moreover, most empirical research in this area has focused on moral judgement, moral decision making and action, with limited empirical work in the area of ethical perception. A total of 22 (...) interviews were conducted and the questionnaire survey yielded 272 managerial responses. Three implications were obtained based on the findings of the study. The first implication is that differences in ethical perception can exist when one culture attributes moral significance to something that another culture does not. The results of the study also suggest that similarities in ethical perception can occur when a situation is viewed as an accepted and institutionalised part of doing business. Finally, the findings of the study also show that the influence of culture on ethical perception varied according to the different types of scenarios. (shrink)

Violence in the book of Judges is a function of the lawless era it describes, but it is also intertwined with the lives of women. The women in the book are both perpetrators and victims of violence; the relationship between violence and women's lives is a surprisingly intimate one.

Influential libertarians from diverse backgrounds and professions who have worked toward a freer society across the globe share their personal and intellectual journeys, including what their lives and thoughts were before they embraced libertarianism; which people, texts, or events most inspired them; what experiences, challenges, tribulations, and achievements they have had as participants or leaders in this movement, and how this philosophy has affected their private and professional lives. The volume’s 80 contributors span the political-philosophical spectrum of libertarianism, including anarcho-capitalists, (...) monarchists, constitutionalists, classical liberals, and thick libertarians. Their essays express different perspectives on many issues even while articulating such core principles as an appreciation for individual liberty, private property rights, the rule of law, and free enterprise. Together, they represent myriad individual journeys toward libertarianism, however defined. By bringing together a range of contemporary voices from outside the dominant left-right paradigm, this book aims to contribute to the viewpoint diversity that is crucially needed in today’s public discourse. These autobiographies not only offer compelling insights into their individual authors and the state of the world today, but may also inspire the next generation to make our society a freer one. (shrink)

This volume republishes forty-four essays, reviews, and miscellaneous pieces from 1939, 1940, and 1941. In his Introduction, R. W. Sleeper characterizes the contents of this volume as “vintage Dewey. Ranging widely over problems of theory and practice, they reveal him commencing his ninth decade at the peak of his intellectual powers.” “Nature in Experience,” Dewey’s reply to Morris R. Cohen and William Ernest Hocking, “is a model of clarity and responsiveness,” writes Sleeper, “perhaps his clearest statement of why it is (...) that metaphysics does not play the fundamental role for him that it had regularly played for his predecessors.”. (shrink)

This volume includes ninety-two items from 1935, 1936, and 1937, including Dewey’s 1935 Page-Barbour Lectures at the University of Virginia, published as _Liberalism and Social Action._ In essay after essay Dewey analyzed, criticized, and reevaluated liberalism. When his controversial _Liberalism and Social Action _appeared, asking whether it was still possible to be a liberal, Horace M. Kallen wrote that Dewey “restates in the language and under the conditions of his times what Jefferson’s Declaration of Independence affirmed in the language and (...) under the conditions of his.” The diverse nature of the writings belies their underlying unity: some are technical philosophy; other philosophical articles shade into social and political themes; social and political issues permeate the educational articles, which in turn involve Dewey’s philosophical ideas. (shrink)

This volume republishes sixty-two of Dewey’s writings from the years 1942 to 1948; four other items are published here for the first time. A focal point of this volume is Dewey’s introduction to his collective volume _Problems of Men. _Exchanges in the _Journal of Philosophy _with Donald C. Mackay, Philip Blair Rice, and with Alexander Meiklejohn in _Fortune _appear here, along with Dewey’s letters to editors of various publications and his forewords to colleagues’ books. Because 1942 was the centenary of (...) the birth of William James, four articles about James are also included in this volume. (shrink)

This is the final textual volume in The Collected Works of John Dewey, 1882–1953, published in 3 series comprising 37 volumes: _The Early Works, 1882–1898 _; _The Middle Works, 1899–1924 _; _The Later Works, 1925–1953 _. Volume 17 contains Dewey’s writings discovered after publication of the appropriate volume of The Collected Works and spans most of Dewey’s publishing life. There are 83 items in this volume, 24 of which have not been previously published. Among works highlighted in this volume are (...) 10 “Educational Lectures before Brigham Young Academy,” early essays “War’s Social Results” and “The Problem of Secondary Education after the War,” and the previously unpublished “The Russian School System.”. (shrink)

Typescripts, essays, and an authoritative edition of _Knowing and the Known, _Dewey’s collaborative work with Arthur F. Bentley. In an illuminating Introduction T. Z. Lavine defines the collaboration's three goals—the "construction of a new language for behavioral inquiry," "a critique of formal logicians, in defense of Dewey’s _Logic,_"_ _and "a critique of logical positivism." In Dewey’s words: "Largely due to Bentley, I’ve finally got the nerve inside of me to do what I should have done years ago." "What Is It (...) to Be a Linguistic Sign or Name?" and "Values, Valuations, and Social Facts,’ both written in 1945, are published here for the first time._ _. (shrink)

Grown out of the process of planning and publishing Dewey’s collected works at the Center for Dewey Studies, Southern Illinois University, this checklist provides the first exhaustive compilation of works about Dewey. It is an indispensable starting point for future scholarly study of any facet of Dewey’s career. It contains well over two thousand entries. It is structured in four major sections: published items about Dewey, unpublished items about Dewey, reviews of Dewey’s works, and reviews of works about Dewey. The (...) checklist not only gives the student easy access to writ­ings about Dewey but also reveals the major shifts and interests of modern scholarship. (shrink)

Volume 8 comprises all Dewey’s pub­lished writings for the year 1915—and_ _only_ _for 1915,_ _a year of typically ele­vated productivity, which saw publica­tion of fifteen articles and miscellaneous pieces and three books, two of which are reprinted here: _German Philosophy and Politics _and _Schools of Tomorrow._ Professor Hook says that the publica­tions in this volume reveal John Dewey at the height of his philosophical pow­ers. Even though his greatest works were still to come—_Democracy and Education_,_ Experience and Nature_,_ The Quest (...) for Certainty_,_ _and _Logic: The Theory of Inquiry_—“the_ _themes elaborated there­in were already sounded and developed with incisive brevity in the articles and books of this banner year.”. (shrink)

William James, remarking in 1909_ _on the differences among the three leading spokesmen for pragmatism—himself, F. C. S. Schiller, and John Dewey—said that Schiller’s views were essential­ly “psychological,” his own, “epistemo­logical,” whereas Dewey’s “panorama is the widest of the three.” The two main subjects of Dewey’s essays at this time are also two of the most fundamental and persistent philo­sophical questions: the nature of knowl­edge and the meaning of truth. Dewey’s distinctive analysis is concentrated chiefly in seven essays, in a (...) long, sig­nificant, and previously almost un­known work entitled “The Problem of Truth,” and in his book _How We Think. _As a whole, the 1910–11_ _writings il­lustrate especially well that which the Thayers identify in their Introduction as Dewey’s “deepening concentration on questions of logic and epistemology as contrasted with the more pronounced psychological and pedagogical treat­ment in earlier writings.”. (shrink)

Foreword -- Introduction -- Fashion & entertainment -- Food -- Research -- Mercy -- Notes from the field -- Resources.

Using the search engine Google to locate information linked to individuals and organizations has become part of everyday functioning. This article addresses whether the “gaming” of Internet applications in attempts to modify reputations raises substantial ethical concerns. It analyzes emerging approaches for manipulation of how personally-identifiable information is accessed online as well as critically-important international differences in information handling. Itinvestigates privacy issues involving the data mining of personally-identifiable information with search engines and social media platforms. Notions of “gaming” and “manipulation” (...) have negative connotations as well as instrumental functions, which are distinguished in this article. The article also explores ethical matters engendered by the expanding industry of reputation management services that assist in these detailed technical matters. Ethical dimensions of online reputation are changing in the advent of reputation management, raising issues such as fairness and legitimacy of various information-related practices; the article provides scenarios and questions for classroom deliberation. (shrink)

This comment explores the use of behavioral measures in the developmental study of guilt and gratitude reviewed by Vaish and Hepach. Although the use of behavioral measures in developmental...

This_ _fifth volume of the Middle Works contains _Ethics _by John Dewey and his former colleague at the University of Michigan, James H. Tufts, which ap­peared as one of the last in the Holt American Science series of textbooks. Within some six months after publica­tion, _Ethics _was adopted as a textbook by thirty colleges. The book continued to be extremely popular and widely used, and was reprinted twenty-five times before both authors completely revised their respective parts for the new 1932_ (...) _edition. Up to the time _Ethics _was published, Dewey’s approach to ethics was known primarily from two short publications that were developed for use by his classes at the University of Michigan: _Outlines of a Critical Theory of Ethics __ _and _The Study of Ethics: A Syl­labus _. Charles Stevenson notes in his Introduction to the present edition that _Ethics _afforded Dewey an opportu­nity to preserve and enrich the content of those earlier works and at the same time to expound his position in a more systematic manner. (shrink)

McCullough, Kilpatrick, Emmons, and Larson (2001) posited that gratitude prompts individuals to behave prosocially. However, research supporting the prosocial effect of gratitude has relied on scenario and self-report methodology. To address limitations of previous research, this experiment utilised a laboratory induction of gratitude, a method that is potentially more covert than scenarios and that elicits actual grateful emotion. Prosocial responses to gratitude—operationalised as the distribution of resources to another—were paired with a self-report measure of gratitude to test the prosocial effect (...) of gratitude. To investigate positive mood as an alternative explanation, this experiment compared responses of individuals receiving a favour to responses of individuals receiving a positive outcome by chance. A total of 40 participants were randomly assigned to either a Favour or Chance condition. Participants receiving a favour helped more and reported more gratitude compared to participants in the Chance condition. (shrink)

Volume 1 of The Early Works of John Dewey, 1882-1898 is entitled Early Essays and Leibniz's New Essays Concerning the Human Understanding, 1882-1888. Included here are all Dewey's earliest writings, from his first published article through his book on Leibniz. The materials in this volume provide a chronological record of Dewey's early development--beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and closing with his widely-acclaimed (...) work on Leibniz in the Grigg's Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years be-tween 1882 and 1888, Dewey's life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique. None of the articles collected in this volume was reprinted during the author's lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals. (shrink)

Except for Dewey’s and James H. Tufts’ 1932 _Ethics _, this volume brings together Dewey’s writings for 1931–1932. The Great Depression presented John Dewey and the American people with a series of economic, political, and social crises in 1931 and 1932 that are reflected in most of the 86 items in this volume, even in philosophical essays such as “Human Nature.” As Sidney Ratner points out in his Introduction, Dewey’s interest in international peace is fea­tured in the writings in this (...) volume. (shrink)

During the three years embraced by Volume 7, Dewey published twenty articles_ _and reviews, one of the articles of monograph-length, “The Psychology of Social Behavior,” one small book, _Interest and Effort in Education, _and sev­enty encyclopedia articles. A salient and arresting feature of the essays is the continuing polemic be­tween Dewey and some of his critics. Ralph Ross, whose perceptive Introduc­tion to the volume provides a broad per­spective of the various philosophical_ _controversies in which Dewey was en­gaged, comments that “when (...) Dewey was pitting himself against important adversaries, his talents as a critic were fully evident.”. (shrink)

Except for _Democracy and Education, _the 53 items in Volume 10 include all of Dewey’s writings from 1916–1917, the years when he moved into politics and began to write about topics of general public interest. The best known of Dewey’s writings in this volume is the essay from _Creative Intelligence_,_ _“The Need for a Recovery of Philosophy.” Here Dewey asserts that “Philosophy recovers itself when it ceases to be a de­vice for dealing with the problems of philosophers and becomes a (...) method for dealing with the problems of men.” Dewey put that idea into practice, as Lewis E. Hahn points out in his intro­duction. “In 1916–1917 [Dewey] com­mented on quite a range of issues from compulsory universal military training to the Wilson-Hughes presidential cam­paign, from conscription of thought to the future of pacifism, from what Amer­ica will fight for to appropriate peace terms... and from American educa­tion and culture to contemporary issues in education, with the war casting a shadow over most of the items.”. (shrink)

Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners (...) may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts. (shrink)

I attempt to make a fresh start on the subject of the interaction between the Isaiah prophets and Mesopotamian culture. The results will probably surprise and even alarm, since they threaten to overturn a great deal of previous scholarship and to gore a number of sacred cows. First is the idea that 1st Isaiah is either the work of the historical prophet or was composed, along with the rest of the Hebrew Bible, in the Persian or Hellenistic period. I have (...) no doubt that some passages are to be connected with the historical prophet, but not merely one or two but indeed the bulk of 1st Isaiah’s prophecies, albeit often pre-exilic in origin, are, in my view, too late to be contemporary with Isaiah himself. (shrink)