Interest in ethical leadership from academics and practitioners has grown enormously in recent years. This article addresses this literature through a framework that identifies three interlocking questions. First, who are ethical leaders and what are their characteristics? Second, how do ethical leaders do what they do? Third, why do leaders do as they do and what are the outcomes of ethical leadership? Different dimensions to ethical leadership are examined and presented as three interlocking circles; Virtues, Purposes and Practices. This framework (...) presents an integrated approach to ethical leadership and argues that future research take this holistic framework and apply it to different sectors or contexts. (shrink)

Increasing ethical attention and debate is focusing on whether individuals who take part in clinical trials should be given access to post-trial care. However, the main focus of this debate has been upon drug trials undertaken in low-income settings. To broaden this debate, we report findings from interviews with individuals (n = 24) who participated in a clinical trial of a closed-loop system, which is a medical device under development for people with type 1 diabetes that automatically adjusts blood glucose (...) to help keep it within clinically recommended ranges. Individuals were recruited from UK sites and interviewed following trial close-out, at which point the closed-loop had been withdrawn. While individuals were stoical and accepting of the requirement to return the closed-loop, they also conveyed varying degrees of distress. Many described having relaxed diabetes management practices while using the closed-loop and having become deskilled as a consequence, which made reverting back to pre-trial regimens challenging. Participants also described unanticipated consequences arising from using a closed-loop. As well as deskilling, these included experiencing psychological and emotional benefits that could not be sustained after the closed-loop had been withdrawn and participants reevaluating their pre- and post-trial life in light of having used a closed-loop and now perceiving this life much more negatively. Participants also voiced frustrations about experiencing better blood glucose control using a closed-loop and then having to revert to using what they now saw as antiquated and imprecise self-management tools. We use these findings to argue that ethical debates about post-trial provisioning need to be broadened to consider potential psychological and emotional harms, and not just clinical harms, that may result from withdrawal of investigated treatments. We also suggest that individuals may benefit from information about potential nonclinical harms to help make informed decisions about trial participation. (shrink)

Obtaining prospective written consent from women to participate in trials when they are experiencing an obstetric emergency is challenging. Alternative consent pathways, such as gaining verbal consent at enrolment followed, later, by obtaining written consent, have been advocated by some clinicians and bioethicists but have received little empirical attention. We explored women’s and staff views about the consent procedures used during the internal pilot of a trial, where the protocol permitted staff to gain verbal consent at recruitment. Interviews with staff (...) and participating women. Data were analysed thematically and interviews were cross-compared to identify differences and similarities in participants’ views about the consent procedures used. Women and some staff highlighted benefits to obtaining verbal consent at trial enrolment, including expediting recruitment and reducing the burden on those left exhausted by their births. However, most staff with direct responsibility for taking consent expressed extreme reluctance to proceed with enrolment until they had obtained written consent, despite being comfortable using verbal procedures in their clinical practice. To account for this resistance, staff drew a strong distinction between research and clinical care and suggested that a higher level of consent was needed when recruiting into trials. In doing so, staff emphasised the need to engage women in reflexive decision-making and highlighted the role that completing the consent form could play in enabling and evidencing this process. While most staff cited their ethical responsibilities to women, they also voiced concerns that the absence of a signed consent form at recruitment could expose them to greater risk of litigation were an individual to experience a complication during the trial. Inexperience of recruiting into peripartum trials and limited availability of staff trained to take consent also reinforced preferences for obtaining written consent at recruitment. While alternative consent pathways have an important role to play in advancing emergency medicine research, and may be appreciated by potential recruits, they may give rise to unintended ethical and logistical challenges for staff. Staff would benefit from training and support to increase their confidence and willingness to recruit into trials using alternative consent pathways. This qualitative research was undertaken as part of the GOT-IT Trial. Date of registration 26/03/2014. (shrink)

We explore an analogue of major subset for Π0 1 classes, which leads to the definition and characterization of almost complemented Π0 1 classes.

This article identifies philosophical tensions and limitations within contemporary intersectionality theory which, it will be argued, have hindered its ability to explain how positioning in multiple social categories can affect life chances and influence the reproduction of inequality. We draw upon critical realism to propose an augmented conceptual framework and novel methodological approach that offers the potential to move beyond these debates, so as to better enable intersectionality to provide causal explanatory accounts of the ‘lived experiences’ of social privilege and (...) disadvantage. (shrink)

The Dobbs v. Jackson Women’s Health Organization Supreme Court decision not only upended constitutional protections for abortion in the United States but also bolstered legislative and cultural int...

This work traces the development of Western educational ideas from the Greek society of Socrates, Plato and Aristotle, to the ideas and ideologies behind some of the controversial issues in education today. The authors avoid the traditional "great thinkers" approach, and instead try to relate educational ideas to the political, social and economic development of the times, covering Greece and Rome, early Christianity, the Renaissance, the religious conflicts of the 15th and 16th centuries, the Enlightenment in the 18th century, and (...) Romanticism, as well as more familiar political issues in the 19th and 20th centuries. The book concludes with a brief discussion of the problem of values and education in the 21st century. The authors reject extreme versions of postmodernist thinking, and reassert the view that values and an expression of priorities within value systems are an essential aspect of educational planning at any time. (shrink)

Abstract The concepts of consciousness and the unconscious have been problematic for cognitive science. This paper is an attempt to determine if artistic and, especially, scientific creativity, taken as a paradigm of cognitive activity, can be explained without recourse to the concept of the unconscious. It opens with a description of creative experience, guided by the works of Arthur Koestler and Abraham Pais and illustrated by anecdotes from the history of science. It then offers a summary and critique of the (...) classical Freudian account of creativity. Next, adopting the perspective of connectionism or parallel distributed processing, the paper proceeds to examine the possibility of creative insight in neural networks. It closes with some observations on the brain/mind problem and with remarks on the necessity and usefulness of the unconscious as an explanatory construct. (shrink)

An AE-sentence is a sentence in prenex normal form with all universal quantifiers preceding all existential quantifiers, and the AE-theory of a structure is the set of all AE-sentences true in the structure. We show that the AE-theory of \, \cap, \cup, 0, 1)\) is decidable by giving a procedure which, for any AE-sentence in the language, determines the truth or falsity of the sentence in our structure.

Ethics in Public Policy and Management: A global research companion showcases the latest research from established and newly emerging scholars in the fields of public management and ethics. This collection examines the profound changes of the last 25 years, including the rise of New Public Management, New Public Governance and Public Value; how these have altered practitioners' delivery of public services; and how academics think about those services. Drawing on research from a broad range of disciplines, Ethics in Public Policy (...) and Management looks to reflect on this changing landscape. With contributions from Asia, Australasia, Europe and the USA, the collection is grouped into five main themes: theorising the practice of ethics; understanding and combating corruption; managing integrity; ethics across boundaries; expanding ethical policy domains. This volume will prove thought-provoking for educators, administrators, policy makers and researchers across the fields of public management, public administration and ethics. (shrink)

This paper is not a study in the history of ideas; rather, it is an interpretation of the Phenomenology of Spirit, guided largely by the commentaries of Alexandre Kojeve and Jean Hyppolite, and written from the standpoint of an existential phenomenology. It opens with an exposition of Hegel’s concepts of consciousness and experience and a statement of his conception of the phenomenological method. Then, arguing that the Phenomenology of Spirit is a concrete idealism which offers a cogent philosophy of human (...) existence, the paper examines the closely related themes of death, freedom, intersubjectivity, action, and speech in Hegel’s phenomenology. Finally, it closes with remarks, suggested by Hegel’s analysis of action in the intersubjective world, on the interpretation of philosophical works. (shrink)

If you thought you knew who you were, THINK AGAIN. Did you know that half your DNA isn't human? That somebody, somewhere has exactly the same face? Or that most of your memories are fiction? What about the fact that you are as hairy as a chimpanzee, various parts of your body don't belong to you, or that you can read other people's minds? Do you really know why you blush, yawn and cry? Why 90 per cent of laughter has (...) nothing to do with humour? Or what will happen to your mind after you die? You belong to a unique, fascinating and often misunderstood species. How to be Human is your guide to making the most of it. (shrink)

Integral Science's most distinctive effect is to shift the context of human interactions from competition against one another to seeking what is good for both one's self and the larger whole. The partnership environment it suggests creates a foundation of relationship that powerfully increases organizational intelligence. This simple switch creates the potential for both more humanistic and more effective organizations that are better able to meet the needs of the populations they serve.

Organized around the central concept of struggle, this paper is an introduction to the later thought of the Czech phenomenologist Jan Patočka (1907–1977), with attention to the circumstances of his life. The first section of the paper presents Patočka’s description of the “three movements” of human existence, with emphasis upon the second, the movement of defense, work, and survival. The second section examines his later conception of philosophy, where he reprised elements of classical Greek thought (the Heraclitean notion of polemos (...) and the Socratic notion of “care of the soul”) for their relevance in the modern world. (shrink)

Nietzsche wrote that he owed his philosophy to his long sickness, which he called “the teacher of great suspicion”. The present paper considers the related ideas of the will to power and the eternal return in the light of Nietzsche’s concepts of sickness and health. This reading of Nietzsche’s works is guided by the interpretations of Gilles Deleuze and Pierre Klossowski, whose commentaries have been most influential in shaping French neo-Nietzscheanism since 1965; however, those passages literally or metaphorically employing the (...) language of physical and mental illness and health are emphasized. After introducing the key concepts of will, force, affirmation, and self, the paper develops the idea of active and reactive forces, presents the eternal return as a selective doctrine, and considers the meaning of arnor fati. It closes with remarks, based upon Nietzsche’s views, on the interpretation of philosophical texts and on the relationship between the philosopher’s life and works. (shrink)

There is strong theoretical support for a relationship between various characteristics of religiousness and attitudes towards business ethics. This paper examines three frequently- studied dimensions of religiousness (fundamentalism, conservatism, and intrinsic religiousness) and their ability to predict students' willingness to behave unethically. Because prior research indicated a possible relationship between the religious affiliation of an institution and its members' ethical orientation, we studied students at universities with three different types of religious affiliation: evangelical, Catholic, and none.Results of the study lend (...) support to a negative relationship between the above-mentioned dimensions of religiousness and willingness to behave unethically. In addition, students at the Evangelical university were far less willing to engage in unethical behavior than were students at either the Catholic or the unaffiliated institutions. (shrink)

Interest in teaching business ethics classes on college campuses has increased dramatically during the past decade. In the United States, virtually all graduate and undergraduate business programs teach business ethics in some form. While current pedagogy relies primarily on factual recounting of actual workplace incidents and actual and hypothetical case studies, calls for multidisciplinary approaches to teaching business ethics have not yet produced significant pedagogical change. We propose the use of fiction (novels, dramas, and short stories) to enrich current teaching (...) materials. This paper illustrates the tremendous power of stories which deal with ethical dilemmas in business to illuminate moral issues in ways that lead to a clearer understanding of ethical theory. The fiction cited in this paper is all drawn from American literature. It seems likely that similar sources could be found in the literature of other countries. (shrink)

This article attempts to trace the continuity of Tomonobu Imamichi’s understanding of nature and its relationship with human beings in Peter Kemp’s insights on nature in the context of a cosmopolitan Philosophy of Education. The first part deals with Tomonobu Imamichi’s synthesis of the past and present relationship of the human being with nature. The second part describes Peter Kemp’s inclusion of animal nature in a cosmopolitan understanding of Nature. The article concludes with lessons learned from both philosophers in the (...) COVID-19 pandemic. (shrink)

The intent of this article is not to compare the philosophies of education of Confucius and Peter Kemp but to draw out what is perennial in Confucius’s philosophy of education and bring it to the contemporary context in Peter Kemp’s philosophy of education. The first part deals with Confucius’s teachings on education. The second part highlights Peter Kemp’s philosophy of education, the context of which is globalization and its dangers. The synthesis of both philosophies would mean that education is a (...) right that everyone is entitled to, that education is basically cultivation of character more than instruction, that the virtues of ren, righteousness, wisdom, and propriety can be adapted and applied to the demands of global citizenship. The method of teaching can be both dialogical (Confucius) and democratic (Kemp) when the teacher is passionate, engaged, knowledgeable of issues, caring for students, and an exemplar of what she teachers. (shrink)

Current relational phenomenologies of the Holy Mass remain on a fundamentally horizontal level. Here I develop a phenomenology of the Holy Mass and of Eucharistic devotion that explores the spiritual as well as the ethical transformations attendant on individuals of faith who engage in these practices. On the one hand, I hold as premise the traditional and magisterial teachings of the Church on the Sacrament and its devotion. On the other hand, I make use of the phenomenology of Emmanuel Levinas, (...) interpreting him in line with the minority but not unsubstantial spiritual reading of his work. After first summarizing Church teaching on the Mass and the Eucharist, I point out how the relational approach to a phenomenology of the Eucharist has been misapplied to the Sacrament. I then point out shortcomings in the phenomenology of two other Catholic writers on the Eucharist, Jean-Luc Marion and Michael Purcell. Finally, I develop a more adequate phenomenology of the Mass and the Eucharist, bringing together the spirituality and the ethics of the individual and of the Church as an ethical people. (shrink)

Volume 19, Issue 2, April 2020, Page 201-205.