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)

This article analyzes emerging artificial intelligence (AI)-enhanced lie detection systems from ethical and human resource (HR) management perspectives. I show how these AI enhancements transform lie detection, followed with analyses as to how the changes can lead to moral problems. Specifically, I examine how these applications of AI introduce human rights issues of fairness, mental privacy, and bias and outline the implications of these changes for HR management. The changes that AI is making to lie detection are altering the roles (...) of human test administrators and human subjects, adding machine learning-based AI agents to the situation and establishing invasive data collection processes as well as introducing certain biases in results. I project that the potentials for pervasive and continuous lie detection initiatives (“truth machines”) are substantial, displacing human-centered efforts to establish trust and foster integrity in organizations. I argue that if it is possible for HR managers to do so, they should cease using technologically-based lie detection systems entirely and work to foster trust and accountability on a human scale. However, if these AI-enhanced technologies are put into place by organizations by law, agency mandate, or other compulsory measures, care should be taken that the impacts of the technologies on human rights and wellbeing are considered. The article explores how AI can displace the human agent in some aspects of lie detection and credibility assessment scenarios, expanding the prospects for inscrutable, “black box” processes and novel physiological constructs (such as “biomarkers of deceit”) that may increase the potential for such human rights concerns as fairness, mental privacy, and bias. Employee interactions with autonomous lie detection systems rather with than human beings who administer specific tests can reframe organizational processes and rules concerning the assessment of personal honesty and integrity. The dystopian projection of organizational life in which analyses and judgments of the honesty of one’s utterances are made automatically and in conjunction with one’s personal profile provides unsettling prospects for the autonomy of self-representation. (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)

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...

A substantial body of theoretical literature testifies to the evolutionary functions of emotions. Relatively little has been written about their developmental functions. This article discusses the developmental functions of emotions from the perspective of differential emotions theory (DET; Izard, 1977, 1991). According to DET, although all the emotions retain their adaptive and motivational functions across the lifespan, different sets of emotions may become relatively more prominent in the different stages of life as they serve stage-related developmental processes. In the first (...) section, we present a brief overview of relevant aspects of the theory. In the second section, we discuss how emotions play a central role in helping the individual achieve developmental milestones and tasks during four major periods of life: Infancy, toddler through preschool years, middle to late childhood, and adolescence. The underlying thesis of this article is that emotions play a central role in stimulating social cognitive attainments at each stage of development. (shrink)

The pressure for publication is ever present in academe. Rules for submission are elucidated by conferences, proceedings and journals for the benefit of authors; however, the rules for reviewers and editors are not so well established or consistent. This treatise examines examples of abuse of the editorial process and points to a need for formal recognition of rules for review. The manuscript culminates with proposed Codes of Ethics for researchers, referees and editors and suggestions for improvement of the peer review (...) process. (shrink)

The potential societal impacts of automation using intelligent control and communications technologies have emerged as topics in a number of recent writings and public policy initiatives. Many of these expressions have referenced the writings and research efforts of Herbert Simon (1961), Norbert Wiener (1948), and contemporaries from their early technological and social vantage points concerning the future of technology and society. Constructed entities labeled as “thinking machines” (such as IBM’s Watson as well as intelligent chatbot and robotic systems) have also (...) played significant roles in this discourse. This paper provides an historical sequencing then analyzes a selection of writings produced since the 1940s concerning the economic and social issues involving artificial intelligence (AI) research and applications. The paper explores how overstatements and hyperbolic themes and concepts, often stemming from AI’s early periods, are being employed in characterizations of current AI approaches in apparently opportunistic attempts to provide rhetorical support for various large-scale business and societal initiatives. It also addresses the relative neglect of the consideration of many of AI’s sociotechnical failures and discontinued approaches in recent examinations of automation and social welfare issues. The paper discusses the moral logic of AI researchers and developers providing reasonable and measured narratives in public discourse rather than hyperbole, efforts that can empower decision makers to make sounder judgments concerning the technology’s current and future applications as well as allocate the rewards of the technology more equitably. (shrink)

Digital video and photography are becoming aspects of everyday business activities, allowing for the quick modification and distribution of images. From development of websites to the editing of a single photograph on a desktop PC, people are using digital images in many business contexts. However, important business ethics issues are emerging concerning the malleability and veracity of digital images as well as their rapid dissemination on the Internet. Activities with digital video and photography in business ethics classrooms can underscore a (...) number of philosophical and moral concerns involving the nature of perception and documentation as well as surveillance. The era of video and photography as reliable “witnesses” to human interaction is gradually passing; they are becoming recognized as highly malleable media that give photographers wide leeway in modification, leading to issues involving the trustworthiness of photographic documentation in business contexts. Various exercises and scenarios that explore image modification issues are included in this article. Hands-on exercises can also be effective; students who create and subsequently edit digital portraits of themselves in the context of a business ethics class can gain valuable perspectives on role-taking and the ethical implications of deceptive communications. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:For the Love of Nothing:Auden, Keats, and DeconstructionJo-Anne Cappeluti"Authors can be stupid enough, God knows, but they are not quite so stupid as a certain kind of critic seems to think. The kind of critic, I mean, to whom, when he condemns a work or a passage, the possibility never occurs that its author may have foreseen exactly what he is going to say"—W. H. AudenIDeconstruction by definition is (...) an exercise of the intellect's predilection to disprove and deny aesthetic experience. Deconstruction is in love with denying this "nothing," but is seemingly unaware of how attempting demystification entangles the intellect all the more with the imagination. And it is the imagination that creates aesthetic experience, the very entity critics deny even exists. This dynamic is especially true of deconstruction looking at the Romantic mode of poetry: the poetry of poets who serve as their own subject. Analyzing the internalized quests of these poets, deconstruction offers a drama of itself too much in love with demystifying aesthetic experience, attempting and always failing, intellectually, to reduce it to nothing.Poets who write in the Romantic mode of poetry are in love with this "nothing"; they present internalized quests filled with their acute awareness of the aesthetic—and highly indeterminate—nature of being human. At the core of this indeterminacy is the ongoing debate between imagination and intellect, the first interested in exploring what is there, in human consciousness, the second prone to demystifying it. Poets who write in this mode learn that such improvable yet actual aesthetic experience or "nothing" is germane to being human. Any attempt [End Page 345] to escape it intellectually will only lead back to the imagination that presents it.Poets who write in the Romantic mode of poetry are so familiar with the way in which this aesthetic nature of human existence involves the unresolved conflict between imagination and intellect that these poets present in their poetry a response to the criticism that denies it. John Keats and W. H. Auden are two poets who show this dynamic and who, not by coincidence, have a lot in common. Deconstruction, however, sees Auden and Keats—however separately—as poets who wake up at mid-career to the fallaciousness of the imagination and subsequently turn their talent to making nothing happen in their poetry: undermining its aesthetic nature. Keats's Endymion and Auden's "Caliban to the Audience" are frequently cited as prime examples of this demystification process. As I will argue, however, both of these poems deliberately dramatize the self-thwarting attempts of the intellect to dissect and dismiss what it claims is nothing.1Keats dramatizes this dynamic in Endymion, drawing attention to the way in which this "Brain-sick shepherd prince" claims—actually over-protests—to have loved "nothing" after his miraculous experience beneath the ocean with the strangely indeterminate creature, Glaucus (pp. 134, 206).2 Auden offers as well a detailed description of this dynamic in "Caliban to the Audience," the last section of The Sea and The Mirror, A Commentary on Shakespeare's The Tempest. In this poem, the strangely indeterminate, begged question of existence, Caliban, reveals in great detail his audience's futile attempt to demystify what upsets them.My argument concludes with a discussion of the way in which these poems dramatize deconstruction's unintentional witness to the "real Word" of the imagination (CP, p. 444).3As poets who write in the Romantic mode, exploring what is there in their consciousness, Keats and Auden find a great indeterminacy inherent in their human nature: an unresolved problem that they explore—rather than try to solve. Auden, in fact, links himself to Keats, finding in Keats's idea of the chameleon poet his (Auden's) central idea of the poet as actor for the imagination. Like Keats, Auden takes the imagination quite seriously and fuses Keats's sense of the imagination with Coleridge's: observing that poetry records the poet's experiences in which the (Primary) imagination is drawn to certain "sacred" beings and events. In "Making, Knowing and Judging," Auden declares that the "impression made upon the imagination by any sacred being is of... (shrink)

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)

Collaborative filtering is being used within organizations and in community contexts for knowledge management and decision support as well as the facilitation of interactions among individuals. This article analyzes rhetorical and technical efforts to establish trust in the constructions of individual opinions, reputations, and tastes provided by these systems. These initiatives have some important parallels with early efforts to support quantitative opinion polling and construct the notion of “public opinion.” The article explores specific ways to increase trust in these systems, (...) albeit a “guarded trust” in which individuals actively seek information about system foibles and analyze the reputations of participants. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Filosofi e animali in Roma antica: Modelli di animalità e umanità in Lucrezio e Seneca by Fabio TutroneJo-Ann SheltonFabio Tutrone. Filosofi e animali in Roma antica: Modelli di animalità e umanità in Lucrezio e Seneca. Pubblicazioni della Facoltà di Lettere e Filosofia dell’Università di Pavia 126. Pisa: Edizioni ETS, 2012. 388pp. Paper, €34.The last decade has witnessed a proliferation, in many academic disciplines including Classics, of research into (...) the relationships between humans and other animals. Classical scholars have investigated the significance of other animals, whether utilized for food, labor, religious sacrifice, or entertainment, or, as Levi-Strauss declared, because they are good to think with. For millennia, we humans have sought to understand ourselves and our culture in large part by identifying both analogy with and the alterity of other animals. Fabio Tutrone, in his book, Filosofi e animali in Roma antica: Modelli di animalità e umanità in Lucrezio e Seneca, examines how two Roman authors explicated their theories of humanitas by references to other animals. There is only occasional discussion of other Roman philosophical writers, particularly Cicero. Tutrone’s main thesis is that both Lucretius and Seneca presented views about the nature and status of animals which differed from the orthodox views of their philosophical schools.The book is divided into two sections of equal length, the first about Lucretius (part 1, four chaps.), the second about Seneca (part 2, three chaps.). Throughout part 1, Tutrone analyzes the eclectic nature of Lucretius’ sources (also included as an appendix is a reprint of an article previously published by Tutrone on Lucretius’ use of Aristotle’s biological theory). Tutrone describes Lucretius’ De Rerum Natura as one of the most astonishing attempts to repudiate traditional anthropocentrism in the history of ancient culture (22). According to Tutrone, in order to persuade readers of the Epicurean doctrine that they, and the universe around them, were entirely material, Lucretius depicted the biological relationship between humans and other animals as one of parity. Comprehension of this parity was, in Lucretius’ view, fundamental to the acceptance of Epicurean physics and thus the attainment of the desired ataraxia. Anthropocentrism and anthropic hierarchy were essential elements in the Stoic and Aristotelian doctrines of teleology which Lucretius was attempting to refute. However, Epicurus, although opposed to teleology, had not renounced anthropic hierarchy. Classical scholars have generally believed that Lucretius presented in his De [End Page 709] Rerum Natura a very orthodox exposition of Epicureanism. Tutrone, however, argues that Lucretius deviated significantly from the teachings of Epicurus in his emphasis on the similarities between humans and animals. In contrast both to his Epicurean predecessors and to his anti-Epicurean contemporaries, Lucretius advocated an ethical theory based on the biological and cognitive proximity of humans to other animals.Tutrone’s insightful examinations of several passages of De Rerum Natura demonstrate their contributions to Lucretius’ advancement of his ethical arguments. For example, on Book 1.244–64, a passage explaining the Epicurean theory that, in the material universe, nothing disintegrates into nothing, Tutrone comments that Lucretius demystifies this process by employing illustrations which remind readers of what they already know: animals acquire nutrients by consuming plants which have in turn gained nutrients from rain water. The picture of contented cows in a lush pasture, providing milk for their calves, brings pleasure to readers even as it helps them comprehend the reality of the material universe. Tutrone contends, however, that animal images in Lucretius’ poem do more than delight, or reveal, by analogy, the correctness of Epicurean physics. Lucretius’ phrase, hinc alitur porro nostrum genus atque ferarum (l. 254), denotes a parity between humans and animals: both groups are nourished in the same ways. Lucretius thereby reveals the status of humans in the material universe: we are parallel to animals.In Tutrone’s view, Lucretius did not limit his attribution of similarities between humans and animals to physical features. In Book 2.352–66, Lucretius creates a scene of a cow searching for her calf who has been killed at a sacrifice. One function of the image is to illustrate a scientific statement about the individual nature of each atomic form. The image also reinforces Lucretius’ criticism... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Slavery and the Roman Literary ImaginationJo-Ann SheltonWilliam Fitzgerald. Slavery and the Roman Literary Imagination. Roman Literature and Its Contexts. Cambridge: Cambridge University Press, 2000. xii + 129 pp. Cloth, $54.95; paper, $18.95.The study of slavery poses significant challenges for classical scholars. Slaves were numerous and ubiquitous in Roman society, and their almost constant presence surely affected the thoughts and behaviors of free persons. Many ancient writers, from almost (...) every genre, provide information about the practice of slavery, but they do not describe what it was like to be a free person surrounded by and dependent upon other human beings whom one considered inferior, yet essential. The proverb quoted by Seneca, totidem hostes esse quot servos, reveals that the pleasures and profits of slave ownership were accompanied by anxieties. These anxieties are the topic of this engaging book. Fitzgerald analyzes representations of slavery in literary texts in order to illuminate the ways in which slave owners imagined, structured and interpreted their experiences of being attended by servants. In the introduction, Fitzgerald provides several definitions of the phrase "living with slaves," which he uses throughout to denote the situation of the slave owner. (Fitzgerald generally uses the noun "master" to designate the dominant figure in the relationship, and masculine pronouns to refer to slaves.) He notes that the Romans inherited from the Athenians a conceptual structure that defined slavery and freedom, like body and mind, as polar opposites, but he suggests that it was difficult to reconcile this [End Page 599] theoretical opposition with the various interactions between slaves and free persons in everyday life. According to Fitzgerald, the slaveholder-slave relationship can best be understood as a set of ambiguities, contradictions, ironies, and paradoxes--whose clarification he undertakes. He maintains that literary texts are an appropriate source of information about the problems generated by living with slaves because "literature is preeminently the place where such complexities are expressed, exploited and managed" (9). He also asserts that slavery provided free persons with a metaphor for a range of other institutions, relationships, and experiences, and even for literature itself.In chapter 1, Fitzgerald explores literary representations of the slave as an "other self." One striking contradiction inherent in slavery was that a slave owner was best served by a slave who, on the one hand, acted as a mere extension of the owner's will, but, on the other hand, exercised judgment and showed initiative. The process of anticipating their owners' every thought required that slaves possess intimate knowledge of their owners, but this knowledge bestowed a power that was, paradoxically, incompatible with the slaves' subordinate status. Allowing one's slave total access to one's thoughts was, as Fitzgerald declares, one of the "attendant ironies of domination" (13). Silent, watchful slaves could, moreover, be a source of anxiety, if they were imagined to be judging one's behavior. Fitzgerald demonstrates how Horace, in Satires 2.7, exploits the specter of the judgmental slave to articulate a conflict within himself about his moral failings. The outraged and outspoken servile critic is, in fact, the voice of the master's conscience, a master who ironically is himself a critical observer of others. The clever slave and the exasperated slave owner are familiar figures in Roman comedy where, as Fitzgerald remarks, the antagonism that underlay the owner-slave relationship is a focus of comic interest. In real life, intelligent, resourceful slaves were valuable to their owners. In comedy, however, their behavior is portrayed as constantly threatening to the owners, who must assert their dominance through physical abuse. Analyzing a passage in Plautus' Persa (10-12), where a slave compares himself to his master's inflamed eye, Fitzgerald argues that the comparison indicates that the slave, like the eye, is essential to the master's well-being, but nonetheless irritates him and requires frequent scratching (physical abuse). As Fitzgerald points out, the abuse further aggravates, rather than alleviates, the situation, by making the eye/slave more inflamed. Chapter 1 ends with a discussion of poems in which Horace links the slave and the poet as providers of pleasure. Fitzgerald reads Odes 1.38, for example, as a poem in... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:The Talking Greeks: Speech, Animals, and the Other in Homer, Aeschylus, and PlatoJo-Ann SheltonJohn Heath. The Talking Greeks: Speech, Animals, and the Other in Homer, Aeschylus, and Plato. Cambridge: Cambridge University Press, 2005. viii + 392 pp. Cloth, $90.In The Talking Greeks, John Heath has produced a provocative exploration of the significance of language capacity in ancient Greek society. In his Introduction, he investigates how the Greeks came (...) to associate speech—the word he uses to denote language capacity—with rationality and how, correspondingly, logos came to mean not simply the articulation of a thought, but the thought itself. Heath presents three major theses about the Greeks and speech. First, the Greeks believed that the most important difference between themselves and other animals was that humans were capable of speech and animals were not. They thus considered speech to be a defining characteristic of humanity. The dichotomy of the talking man and the speechless animal was established early on and persisted in Greek thought of all periods. Heath contends that the speechless animal Other also became the primary metaphor for Other humans—women, slaves, and non-Greeks, for example—who, though capable of speaking, were considered to be incapable of the effective use of speech. In turn, the seeming inability of these Others to be "fully human" (a phrase that Heath uses frequently) provided Greek men with the justification to relegate them to subordinate positions and, in effect, to silence them. Heath maintains that language capacity was central to all judgments about status, and that the Greeks granted authority to their leaders on the basis of mastery of speech.Second, the Greeks believed that speech enabled humans to create culture and thus evolve away from the bestial. Speech was fundamental to the development of systems of justice and morality and therefore to the rise of the polis.Third, because men in Greece, and in Athens in particular, attached such great value to the mastery of speech, they were keen to engage in debates. Heath asserts that one of the most important legacies of the ancient Greek world is its emphasis on open inquiry about political, social, and cultural traditions. He chides scholars who focus negatively on the Greek construction of dichotomies and hierarchies and therefore fail to acknowledge that the Greeks continually challenged these very constructions. Heath insists that we have inherited from them a pattern of public self-criticism, and that this pattern has brought about progress in the modern western world in improving the status of the "muted" members of the community.These three propositions underlie Heath's discussions throughout the book as he examines the ways in which Homer, Aeschylus, and Plato used the [End Page 603] metaphorical framework of the talking human and the speechless animal to explore the definition of humanity. Heath recognizes that the terms "mastery of speech" and "fully human" resist easy definition, and he devotes the book to illustrating how the Greeks variously employed these terms. Throughout, as Heath develops his own arguments, he draws on and provides extensive discussions of the work of many other scholars in a wide range of disciplines. His arguments are also reinforced by his close philological analyses of the Greek texts.In chapter 1, Heath begins his investigations of speech and human status in Homer. He notes that, in the many animal similes in the Iliad and the Odyssey, Homer attributes to the animals the same motivations for actions as the humans with whom they are being compared. The animals, however, are not capable of communicating their thoughts through speech. Within the human community, it is control over speech that characterizes humans with authority and distinguishes them from men of lower status and from non-Greeks, women, and slaves. The Trojans, when engaged in attack, for example, are depicted as bleating like sheep. And, according to Heath, Helen is portrayed as speaking impetuously and inappropriately. The voices of even royal Greek women carry no authority in public matters. In Homer, a hero is a person who is accomplished both at speaking words and at doing deeds, and only a man has the potential to combine these skills.Heath maintains in chapter... (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)

Since the first edition of this work, _Checklist of Writings about John Dewey, 1887–1973, _appeared in 1974, more_ _than three hundred new works—pub­lished and unpublished—about John Dewey have been written. In addition, many items from the years covered by the first edition have been discovered. All these writings are listed here in the “Supplement to the First Edition,” which, like the earlier edition, is thor­oughly indexed by author and by title. As the first exhaustive compilation of information about such works, (...) the _Checklist, _now comprising more than twenty-five hundred entries, will be the indispensable starting point for future scholarly study of any facet of Dewey’s career. (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)

This volume presents the first comprehensive survey of the entire corpus of John Dewey’s work—almost one thousand items—and groups all these writings in twelve logical categories, so that the user can gain insight into_ _interrelationships among areas of Dewey’s thought and into Dewey’s total contribution to American letters. By arranging and analyz­ing_ _the complete body of Dewey’s published writings within the twelve areas, each with an introductory essay and bibliography, the book thus combines a thorough study of Dewey’s thought with (...) valuable reference material. The distinguished scholars contributing essays to the volume are: Herbert W. Schneider, Lewis E. Hahn, Gail Kennedy, Darnell Rucker, Wayne A. R. Leys, Bertram Morris, S. Morris Eames, Horace L. Friess, William W. Brickman, George E. Axtelle, Joe R. Burnett, Max H. Fisch, and Ou Tsuin-chen. (shrink)

Among the letters, memorabilia, manu­scripts, films, and tapes in the eighty-four warehouse boxes of the John Dewey Papers that came to Southern Illinois University at Carbondale in 1972 were a number of boxes that contained the books and journals from Dewey’s personal and professional library. The circumstances surrounding the growth of that library were these: after John Dewey died in 1952, the second Mrs. Dewey, Roberta Grant Dewey, continued to live in the same apartment with the couple’s two adopted children. (...) Upon her death in 1970, the household was dismantled and all the books there were packed away. The library therefore comprises the many volumes col­lected through the years by the two families of John Dewey: the first, John and Alice Chipman Dewey and their children—Lucy, Evelyn, Jane, Fred, Gordon, and Sabino; the second, John and Roberta Dewey and their adopted children—Adrienne and John, Jr. In addition to the books signed or anno­tated by Dewey—well over a hundred have marginalia—or inscribed to him, a number of books with the names of other family members have been included in this checklist because evidence exists that Dewey also used them; others have been included because they were available for possible use. Only school textbooks have been excluded. The checklist is divided into two basic sections: works in English and works in other languages; entries in both sections are anno­tated to indicate Dewey’s notes, marginalia, inscriptions, and similar information. Beyond its use as a research tool, both in editing the Collected Works and in verifying Dewey’s references, this checklist of Dewey’s library provides interesting, often important, insights into his life and work. (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)

_Art as Experience _evolved from John Dewey’s Willam James Lectures, delivered at Harvard University from February to May 1931. In his Introduction, Abraham Kaplan places Dewey’s philosophy of art within the context of his pragmatism. Kaplan demonstrates in Dewey’s esthetic theory his traditional “movement from a dualism to a monism” and discusses whether Dewey’s viewpoint is that of the artist, the respondent, or the critic.

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)

John Dewey’s _Experience and Nature _has been considered the fullest expression of his mature philosophy since its eagerly awaited publication in 1925._ _Irwin Edman wrote at that time that “with monumental care, detail and completeness, Professor Dewey has in this volume revealed the metaphysical heart that beats its unvarying alert tempo through all his writings, whatever their explicit themes.” In his introduction to this volume, Sidney Hook points out that “Dewey’s _Experience and Nature _is both the most suggestive and most (...) difficult of his writings.” The meticulously edited text published here as the first vol­ume in the series The Later Works of John Dewey, 1925–1953_ _spans that entire period in Dewey’s thought by including two important and previously unpublished documents from the book’s history: Dewey’s unfinished new introduction written between 1947_ _and 1949,_ _edited by the late Joseph Ratner, and Dewey’s unedited final draft of that introduction written the year before his death. In the intervening years Dewey realized the impossibility of making his use of the word “experience” understood. He wrote in his 1951_ _draft for a new introduction: “Were I to write _Experience and Nature _today I would entitle the book _Culture and Nature _and the treatment of specific subject-matters would be correspondingly modified. I would abandon the term ‘experience’ because of my growing realiza­tion that the historical obstacles which prevented understand­ing of my use of ‘experience’ are, for all practical purposes, insurmountable. I would substitute the term ‘culture’ because with its meanings as now firmly established it can fully and freely carry my philosophy of experience.”. (shrink)

Introduction by Abraham Edel and Elizabeth Flower This seventh volume provides an au­thoritative edition of Dewey and James H. Tufts’ 1932 _Ethics._ Dewey and Tufts state that the book’s aim is: “To induce a habit of thoughtful consideration, of envisaging the full meaning and consequences of individual conduct and social policies,” insisting throughout that ethics must be con­stantly concerned with the changing problems of daily life.

This volume provides an authoritative edition of Dewey’s _The Quest for Cer­tainty: A Study of the Relation Between Knowledge and Action. _The book is made up of the Gifford Lectures deliv­ered April–May 1929 at the University of Edinburgh. Writing to Sidney Hook, Dewey described this work as “a criti­cism of philosophy as attempting to at­tain theoretical certainty.” In the _Philo­sophical Review _Max C. Otto later elaborated: “Mr. Dewey wanted, so far as lay in his power, to crumble into dust, once (...) and for all, ‘the chief fortress of the classic philosophical tradition.”. (shrink)

Heralded as “the crowning work of a great career,” _Logic: The Theory of Inquiry _was widely reviewed. To Evander Bradley McGilvary, the work assured De­wey “a place among the world’s great logicians.” William Gruen thought “No treatise on logic ever written has had as direct and vital an impact on social life as Dewey’s will have.” Paul Weiss called it “the source and inspiration of a new and powerful movement.” Irwin Edman said of it, “Most phi­losophers write postscripts; Dewey has (...) made a program. His _Logic _is a new charter for liberal intelligence.” Ernest Nagel called the _Logic _an im­pressive work. Its unique virtue is to bring fresh illumination to its subject by stressing the roles logical principles and concepts have in achieving the ob­jectives of scientific inquiry.”. (shrink)

This ninth volume in The Later Works of John Dewey, 1925—1953, brings together sixty items from 1933 and 1934, including Dewey’s Terry Lec­tures at Yale University, published as _A Common Faith._ In his introduction, Milton R. Konvitz concludes that _A_ _Common Faith _remains a provocative book, an intellectual ‘teaser,’ an essay at religious philoso­phy which no philosopher can wholly bypass.” Dewey concentrated much of his writing in 1933 and 1934 on issues arising from the economic crises of the Great Depression. (...) In the early 1930s Com­munist activity in the New York Teachers Union in­creased. _The Report of the Special Grievance Committee of the Teachers Union _is published in this volume, as is Dewey’s impromptu address, “On the Grievance Committee’s Report,” made when he presented that report. Rounding out the volume are eighteen arti­cles from the _People’s Lobby Bulletin._. (shrink)

This volume also includes a collection of essays entitled _The Educational Fron­tier, _Dewey’s articles on logic, the out­lawry of war, and philosophy for the _En­cyclopedia of the Social Sciences, _and his reviews of Alfred North Whitehead’s _Adventures of Ideas, _Martin Schutze’s _Academic Illusions in the Field of Let­ters and the Arts, _and Rexford G. Tugwell’s _Industrial Discipline and the Governmental Arts._.