Julia Annas offers a new account of virtue and happiness as central ethical ideas. She argues that exercising a virtue involves practical reasoning of the kind we find in someone exercising an everyday practical skill, such as farming, building, or playing the piano. This helps us to see virtue as part of an agent's happiness or flourishing.

Consequentialism is the view that the rightness or wrongness of actions depend solely on their consequences. It is one of the most influential, and controversial, of all ethical theories. In this book, Julia Driver introduces and critically assesses consequentialism in all its forms. After a brief historical introduction to the problem, Driver examines utilitarianism, and the arguments of its most famous exponents, John Stuart Mill and Jeremy Bentham, and explains the fundamental questions underlying utilitarian theory: what value is to be (...) specified and how it is to be maximized. Driver also discusses indirect forms of consequentialism, the important theories of motive consequentialism and virtue consequentialism, and explains why the distinction between subjective and objective consequentialism is so important. Including helpful features such as a glossary, chapter summaries, and annotated further reading at the end of each chapter, Consequentialism is ideal for students seeking an authoritative and clearly explained survey of this important problem. (shrink)

“Dance” has been associated with many psychophysiological and medical health effects. However, varying definitions of what constitute “dance” have led to a rather heterogenous body of evidence about such potential effects, leaving the picture piecemeal at best. It remains unclear what exact parameters may be driving positive effects. We believe that this heterogeneity of evidence is partly due to a lack of a clear definition of dance for such empirical purposes. A differentiation is needed between (a) the effects on the (...) individual when the activity of “dancing” is enjoyedas a dancerwithindifferent dance domains(e.g.,professional/”high-art”type of dance,eroticdance,religiousdance,clubdancing,Dance Movement Therapy(DMT), and what is commonly known ashobby, recreationalorsocialdance), and (b) the effects on the individual within these different domains, as a dancer of thedifferent dance styles(solo dance, partnering dance, group dance; and all the different styles within these). Another separate category of dance engagement is, not as a dancer, but as a spectator of all of the above. “Watching dance” as part of an audience has its own set of psychophysiological and neurocognitive effects on the individual, and depends on the context where dance is witnessed. With the help of dance professionals, we first outline some different dance domains and dance styles, and outline aspects that differentiate them, and that may, therefore, cause differential empirical findings when compared regardless (e.g., amount of interpersonal contact, physical exertion, context, cognitive demand, type of movements, complexity of technique and ratio of choreography/improvisation). Then, we outline commonalities between all dance styles. We identify six basic components that are part of any dance practice, as part of a continuum, and review and discuss available research for each of them concerning the possible health and wellbeing effects of each of these components, and how they may relate to the psychophysiological and health effects that are reported for “dancing”: (1) rhythm and music, (2) sociality, (3) technique and fitness, (4) connection and connectedness (self-intimation), (5) flow and mindfulness, (6) aesthetic emotions and imagination. Future research efforts might take into account the important differences between types of dance activities, as well as the six components, for a more targeted assessment of how “dancing” affects the human body. (shrink)

Assessing maturity is one of the main ethical challenges for bioethics. It is even more complex when it comes to adolescents, as they are still in their maturing process. Three difficulties emerge: a conceptual difficulty as maturity is related to autonomy, competence and capacity; a methodological difficulty regarding which indicators should be used to assess it; and a practical difficulty in how to properly deal with it, as it is not easy to respect a maturity that only for a little (...) while now is being recognized and promoted. This paper begins by answering the question of why it is important to assess and promote maturity. Then, a chronology will be offered of the evolution of maturity attribution to minors as well as of the main variables that have been defined to asses it. Finally, some concepts will be clarified in order to develop an agglutinating proposal on indicators, requirements and conditioning factors of mature decision-making processes. (shrink)

Teaching is a highly demanding profession that requires handling multiple and potentially contradictory goals. Therefore, it is likely that teachers experience conflict between work-related goals on a daily basis. Intraindividual goal conflict may occur when individuals pursue multiple goals drawing on the same limited resources, or when two or more goals are incompatible in terms of goal attainment strategy or desired end states. Because goal conflict is typically associated with negative effects such as attenuated motivation and wellbeing, teacher goal conflict (...) may jeopardize teaching motivation. This cross-sectional study investigated the effects of in-service teachers’ goal conflicts on their autonomous and controlled teaching motivation and tested the satisfaction of teachers’ basic need for autonomy, competence, and relatedness as mediators. In line with our hypotheses, results from structural equation modeling showed that frequently experiencing resource-based goal conflict leads to a lower satisfaction of the basic need for autonomy, which, however, was unrelated to teaching motivation. In contrast, frequently experiencing inherent goal conflict attenuates the satisfaction of the basic need for competence, which, in turn, positively predicted autonomous teaching motivation and negatively predicted extrinsic regulation. As expected, relatedness was not associated with the experience of goal conflict. The discussion focuses on differential effects of the two types of goal conflict on teaching motivation and on the relevance to expand research on teachers’ intraindividual goal conflicts. (shrink)

Jointly coordinated affective activities are fundamental for social relationships. This study investigates a naturally occurring interaction between two women who produced reciprocal emotional stances towards similar past experiences. Adopting a microanalytic approach, we describe how the participants re-enact their past experiences through different but aligning synchronized gestures. This embodied dialogue evolves into affective flooding, in which participants co-produce their body memories of pulling down window blinds to block out sunshine. We show how the participants live this moment intercorporeally and how (...) multiple timescales are tied together in gesture, which is both an incarnation of body history and a novel expression of it. Thus, collaborative gesturing is a resource for experiencing together emotions re-enacted from body memories. Contributing to our understanding of the intercorporeality of human action, we provide an empirical investigation into how emotions and multiple timescales are nested in cooperative gestures. Data are in Finnish with English translations. (shrink)

ABSTRACT This article seeks to draw parallels between today’s transmodern reality and the events recounted in Margaret Atwood’s The Testaments and in The Handmaid’s Tale Hulu TV series, particularly Seasons 2 and 3. Addressing issues such as controlled reproduction, violence, corporeal subjection of women, and environmental injustice, I focus on the body as a site of social construction, vulnerability and control. Drawing on the work of various scholars, I argue that the body is simultaneously a site of vulnerability and of (...) resistance that exceeds totalitarian categories, thus allowing for empowering “modes of heterogeneity,” fluidity, diversity, environmental as well as transcorporeal. In Gilead, the totalitarian state where Atwood’s two novels are set, it is the body that is acted upon, with massive repression and violence, and it is the body that resists by forming alternative relations and practices, which eventually facilitate the fall of Gilead from within. Throughout my analysis, I draw on the transmodern concept, while widening it toward the corporeal enmeshment with others in order to demonstrate that it is the interdependence of vulnerability and empowerment that reveals transmodernity’s “new visions of justice.”. (shrink)

In the Stoics we find a combination of two perspectives which are commonly thought to conflict: the embedded perspective from within one's social context, and the universal perspective of the member of the moral community of rational beings. I argue that the Stoics do have a unified theory, one which avoids problems that trouble some modern theories which try to unite these perspectives.

Gottfried Wilhelm Leibniz (1646-1716) was a true polymath: he made substantial contributions to a host of different fields. Within the philosophy of mind, his chief innovations include his rejection of the Cartesian doctrines that all mental states are conscious and that non-human animals lack souls as well as sensation.

This paper traces back on a personal tone a provocative evocation of Jean-Paul Sartre and Simone de Beauvoir. The author considers existentialism as a laboratory of existence that influenced a generation's manner of living and writing and made one's existential desires into historical and political acts. Its most representative mode of expression, literature, was as an indicator of the presence of the private throughout the public world and time. In this view, de Beauvoir's presence is approached both from the perspective (...) of her understanding of the female, and from the particular kind of couple she formed with Sartre. (shrink)

In all the literature about ethical dilemmas facing the accounting practitioner little attention has been paid to those which arise from the accountant's role in the process of accounting regulation. This treatment explores that role in the light of differing national modes of accounting regulation, economic impact issues in accounting regulation, some ethical principles and a number of different national illustrations. John Blake is Professor of Accounting in the Department of Accounting and Financial Services at the University of Central Lancashire, (...) Preston PR1 2HE, in which Catherine Gowthorpe is Principal Lecturer, while Julia Clarke is a member of the Department of Business Studies, Manchester Metropolitan University, Aytoun Building, Aytoun Street, Manchester M1 3GH. (shrink)

"In the aftermath of New Historicism and Cultural Materialism, the field of Shakespeare Studies has been increasingly overrun by post-theoretical, phenomenological claims. Many of the critical tendencies that hold the field today--post-humanism, speculative realism, ecocriticism, historical phenomenology, new materialism, performance studies, animal studies, affect studies--are consciously or unwittingly informed by phenomenological assumptions. This book aims at uncovering and examining these claims, not only to assess their philosophical congruency but also to determine their hermeneutic relevance when applied to Shakespeare. More specifically, (...) Unphenomenal Shakespeare deploys resources of speculative critique to resist the moralistic and aestheticist phenomenalization of the Shakespeare playtexts across a variety of schools and scholars, a tendency best epitomized in Bruce Smith's Phenomenal Shakespeare "--. (shrink)

Rather than the standard American story of an increasingly triumphant march of scientific inquiry towards structural phonology, Women, Language and Linguistics reveals linguistics where its purpose was communication; the appeal of languages lay in their diversity; and the authority of language lay in its speakers and writers. Julia S Falk explores the vital part which women have played in preserving a linguistics based on the reality and experience of language; this book finally brings to light a neglected perspective for those (...) working in linguistics and the history of linguistics. (shrink)

Bioethics has evolved from a non-institutional, ideal, and ahistorical model toward a more political, institutional, and historically anchored one. This change is healthy and has, in part, been a product of the devastating consequences of globalization. I illustrate the distinct moments in the evolution of bioethics with an analysis of three discussions within the discipline: the debate on autonomy and the right to health and some of the issues raised by biotechnology, especially by the patenting of genetic material.

In the original publication of the article.

Solidarität wird in Krisenzeiten sowie bei Ungerechtigkeit und Marginalisierung gefordert. Sie tritt dabei in unterschiedlichen Reichweiten und Akteurskonstellationen auf und basiert auf verschiedenen Motiven und Ausgangslagen. Julia Masurkewitz-Möller nimmt sich dieser Vielfalt an und erarbeitet eine Systematisierung der Solidarität, die Ordnung in den begrifflichen Dschungel des Konzepts bringt. Sie zeigt, dass verschiedene Solidaritätsformen trotz ihrer Unterschiede einen gemeinsamen Kern und eine Beziehung zueinander haben - und damit die Transformationen von Solidaritätsformen möglich machen.

Philip Kitcher’s account of scientific realism in 'The Advancement of Science' (AS) differs from his account in 'Science, Truth and Democracy' (STD). We demonstrate that (1) contrary to appearance, Kitcher in AS proposes a so-called Kantian realism that is accompanied not by a correspondence theory, but by a hybrid conception of truth. (2) Also, we point out that Kitcher does not pertain to the “promiscuous realism” proposed in STD stringently, but falls back on his Kantian realism of AS at points. (...) Here, we question Kitcher’s claim that his promiscuous-realist conception stems initially from commonsensical be-liefs. (shrink)

This book provides the first comparative analysis of the three major streams of contemporary narrative psychology as they have been developed in North America, Europe, and Australia and New Zealand. Interrogating the historical and cultural conditions in which this important movement in psychology has emerged, the book presents clear, well-structured comparisons and critique of the key theories of narrative psychology pioneered across the globe. Examples include Dan McAdams in the US and his followers, who have developed a distinctive approach to (...) self and identity as a life story over the past two decades; in the Netherlands by Hubert Hermans, whose research on the ‘dialogical self’ has made the University of Nijmegen a centre of narrative psychological research in Europe; and in Australia and New Zealand, where the collaborative efforts of Michael White and David Epston helped to launch the narrative movement in psychotherapy in the late 1980s. (shrink)

The long section on knowledge and the philosopher in books V–VII of the Republic is undoubtedly the most famous passage in Plato's work. So it is perhaps a good idea to begin by stressing how very peculiar, and in many ways elusive, it is. It is exciting, and stimulating, but extremely hard to understand.

In lieu of an abstract, here is a brief excerpt of the content:A Realm Without Angels: MENCs Partnerships with Disney and Other Major Corporations Julia EkIund Koza University of Wisconsin-Madison My interest in partnerships between the MENC: The National Association for Music Educators and major corporations such as Disney dates back to 1996 when I was invited to attend a free premiere screening of the movie Mr. Holland 's Opus.1 Never one to turn down anything free, in January of that (...) year I joined more than twenty-fivethousandmusiceducators, administrators, and friends ofthe arts, who gathered at fiftyone locations across the nation to watch the movie. Sponsored and promoted by theNational Coalition for Music Education, ofwhich MENC is a member, in cooperation with the National AcademyofRecordingArts and Sciences Foundation, the American Music Conference, and Hollywood Pictures (a Disney subsidiary), the promotional screening was the result of an education/business partnership. I did not like the film much even though I agreed with its message that public schools and public school music should be adequately funded, and I was sorry that MENC had entered into a partnership to promote it. Part ofthe problem may have been timing. I had recentlyreturned froma parental leave during whichIhad sufferedseriouspostpartumcomplications and had struggled fornearly a yearwithpoor health. January 1996 found me trying to figure out how I would manage a full-blown academic career, my still fragile health, and a lively child. Ibristledatthevisionsofprofessionalismfostered by Mr. Holland's Opus, recognizing that I would never again have the luxury he did of indulging myselfuninterruptedly in my career; I knew that I might never again be seen as a "real professional " even though I was more exhausted and working harder than I ever had. From my perspective the film's images of teachers, teaching, andprofessionalismwereprofoundlymasculinist; I also knew that a popular film can play a powerful role in shapingpublic imaginaries. Who tends tobenefit fromtheperpetuationoftheseimagesof teachers, teaching, and professionalism, I wondered? Who tends to be harmed? So my first step on this journey was to write a critique of Mr. Holland's Opus. I soon discovered that the film itselfwas but one small part of a much larger story about MENCs deepening involvement in education /business partnerships. One of the main themes of Mr. Holland's Opus is that budget cuts can have devastating effects on music programs. The education/business partnership forged to promote Opus and the manner in which the film was promoted suggested that the corporate world is socially responsible and genuinely concerned both aboutthe quality ofAmerican education and the demise of music education. In no way did they intimate that corporate practices may be at least partially responsible for any declines in the quality ofpublic schooling. I was also aware, however, of a corpus of scholarship suggesting that recent trends toward corporate partnerships and philanthropy are window-dressing at a time when corporations are sneaking out the back door carrying everything else in the store. Critics contend that on the one hand, corporationsengageinmuchpublicizedacts of gift-giving or school partnership, which cost the corporations relatively little (or in the case of Opus, result in considerable financial profit for the corporation), while on the other hand, they chisel away at the financial infrastructure of©Philosophy ofMusic Education Review 10, no. 2 (Fall, 2002): 72-79. Julia Eklund Koza 73 schools with unrelenting demands for special corporate tax cuts, breaks, and incentives. This practice is especially detrimental to the arts because, relegated to the feminized status of "frill," they may be among the first subjects to suffer. Tax breaks are but one example of what critics term "corporate welfare." John Hood, in Policy Review, provides a list ofincentives states use to attract and keep corporations. In addition to tax abatements and tax credits, Hood mentions land giveaways, releases from infrastructure costs, the issuanceoftax-exemptdevelopmentbonds, offers to promote products, and job training packages. These deals are unfair to existing businesses, Hood argues, especially small ones that can never hope to receive such treatment, and he concludes that there is no clear-cut evidence these forms of corporate welfare benefit state economies.2 Accordingto JayTaylor, school-business partnerships have become increasingly popular; they quadrupled between 1982 and 1992 as financially strappeddistricts found themselves "dredgingfor dollars."3 Taylor explains that "school officials... (shrink)

The book's methodology is set out: we must be critically aware of the theoretical assumptions we bring to the study of ancient ethics, or we risk importing anachronism. The limits of the ancient evidence should also be respected. We must also be aware of the structures of modern ethical theories and prepared to find that ancient theories differ. The ancient traditions and their major sources are listed: Aristotle, Stoics, Sceptics, Cyrenaics, Epicurus and hybrid theories.

This volume contains papers by a group of leading experts on Aristotle and the later Aristotelian tradition of Neoplatonism. The discussion ranges from Aristotle's treatment of Parmenides, the most important pre-Socratic Greek philosopher, to Neoplatonic and medieval use of Aristotle, for which Aristotle himself set guidelines in his discussions of his predecessors. Traces of these guidelines can be seen in the work of Plotinus, and that of the later Greek commentators on Aristotle. The study of these commentators, and the recognition (...) of the philosophical interest and importance of the ideas which they expressed in their commentaries, is an exciting new development in ancient philosophy to which this book makes a unique and distinguished contribution. (shrink)

The two target articles in this issue bring into focus the struggle for governance over biomedical interventions that may offer some families more agency—the capacity to act—in the context of many...