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)

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)

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)

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...

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

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)

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)

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)

Spanning the crucial years of Dewey’s move from the University of Chicago to Columbia University, Volume 3 col­lects thirty-six essays and reviews pub­lished at the very time Dewey deter­mined that his professional future would lie in the field of philosophy. After resigning from Chicago, Dewey seriously considered a career in univer­sity administration before finally decid­ing to accept a professorship in the Department of Philosophy at Columbia, where he was to remain the rest of his professional life.

First published in 1899,_ __The School and Society _describes John Dewey’s experiences with his own famous Laboratory School, started in 1896. Dewey’s experiments at the Labora­tory School reflected his original social and educational philosophy based on American experience and concepts of democracy, not on European education models then in vogue. This forerunner of the major works shows Dewey’s per­vasive concern with the need for a rich, dynamic, and viable society. In his introduction to this volume, Joe R. Burnett states Dewey’s (...) theme. Industrialization, urbanization, science, and technology have created a revolution the schools cannot ignore. Dewey carries this theme through eight chapters: The School and Social Progress; The School and the Life of the Child; Waste in Education; Three Years of the University Elementary School; The Psychology of Elementary Education; Froebel’s Educa­tional Principles; The Psychology of Occupations; and the Development of Attention. (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.

Volume 13 in _The Middle Works of John Dewey, 1899–1924_,_ _series brings together Dewey’s writings for 1921_ _and 1922,_ _with the exception of _Human Nature and Conduct. A Modern Language Association Committee on Scholarly Editions textual edition._ Ralph Ross notes in his Introduction that the 53_ _items constituting this volume “defend Dewey’s beliefs at 63 and look forward to what he was yet to write.” The essays to which Dewey responded, as well as abstracts of articles that have been published (...) only in Japanese, appear as appendixes. The article “Valuation and Experimental Knowledge” treats a favorite Dewey theme: “Most of the important crises of life are cases where tastes are the only things worth dis­cussing, and where, if the life of reason is to exist and prevail, judgment must be per­formed with regard for its logical implica­tions.” The philosophical articles stress Dewey’s view that, as Ross remarks, “philosophies are not timeless and universal, but speak to times, places and conditions.”. (shrink)

Volume 11 brings together all of Dewey’s writings for 1918_ _and 1919._ __A Modern Language Association Committee on Scholarly Editions textual edition._ Dewey’s dominant theme in these pages is war and its after­math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: “The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi­stice that some expected would permit a return to normalcy (...) opened instead upon a period of turbulence that agitated fur­ther a society already unsettled by preparations for battle and by debilitating conflict overseas.” After spending the first half of 1918–19_ _on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays_ _the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move­ment. The forty items in this volume also include an analysis of Thomas Hobbe’s philosophy; an affectionate commemorative tribute to Theodore Roosevelt, “_our _Teddy”; the syllabus for Dewey’s lectures at the Imperial University in Tokyo, which were later revised and published as _Reconstruction in Philosophy_;_ _an exchange with former disciple Randolph Bourne about F. Mat­thias Alexander’s _Man’s_ _Supreme Inheritance_;_ _and, central to Dew­ey’s creed, “Philosophy and Democracy.” His involvement in a study of the Polish-American community in Philadelphia—resulting in an article, two memoranda, and a lengthy report—is discussed in detail in the Introduction and in the Note on the “Confidential Report of Conditions among the Poles in the United States.”. (shrink)

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)

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)

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)

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)

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)

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)

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)