This paper examines Charlotte Perkins Gilman's connection with the evolutionist ideas of late nineteenth century Reform Darwinism. It focuses on the assumptions that her language and use of metaphor reveal, and upon her vision of human social evolution as a melioristic process through which the equality of the sexes must finally emerge.

For the past year we have been introducing teachers in western Massachusetts to Philosophy for Children by means of letters, bulletins, and informational demonstrations. Occasionally we find that a number of teachers in a given school district are interested in the idea, but they may not want to commit themselves to the time and expense of taking a course for college credit. A useful alternative, at least in Massachusetts, has been for the teachers to apply to the state for funding (...) to set up a Commonwealth Inservice program. If their proposal is approved, the Commonwealth of Massachusetts pays for a consultant to conduct the requested program and supplies a fixed amount of money for materials. Upon successful completion of the program teachers receive inservice credit which count toward salary increments. (shrink)

As Quilty-Dunn et al. observe, the language-of-thought hypothesis (LoTH) has fallen out of favor in philosophy. I will support the arguments made for its rehabilitation by Quilty-Dunn et al. by reviewing old, but still potent arguments for LoTH, and briefly criticizing recent proposed alternatives to LoT, such as Frances Egan's deflationism and Eric Schwitzgebel's dispositionalism, revealing inadequacies in such antirepresentational, antisyntactic theories.

In this compelling volume, ten distinguished thinkers -- William G. Lycan, Galen Strawson, Jeffrey Poland, Georges Rey, Frances Egan, Paul Horwich, Peter Ludlow, Paul Pietroski, Alison Gopnik, and Ruth Millikan -- address a variety of conceptual issues raised in Noam Chomsky's work. Distinguished list of critics: William G. Lycan, Galen Strawson, Jeffrey Poland, Georges Rey, Frances Egan, Paul Horwich, Peter Ludlow, Paul Pietroski, Alison Gopnik, and Ruth Millikan. Includes Chomsky's substantial new replies and responses to each essay. The (...) best critical introduction to Chomsky's thought as a whole. (shrink)

You’re imagining, in the course of a different game of make-believe, that you’re a bank robber. You don’t believe that you’re a bank robber. You are moved to point your finger, gun-wise, at the person pretending to be the bank teller and say, “Stick ‘em up! This is a robbery!”.

This article examines the precepts of natural law feminism, and in exploring the writings of two Canadian feminists, Maureen McTeer and Louise Vandelac, examines how natural law feminism is deployed in debates about how to theorize reproduction. I contend that the natural law perspective obscures many issues worthy of feminist inquiry, and, perhaps more critically, eschews a discourse that emphasizes reproductive freedom in favour of one which has at its centre a largely unproblematized view of reproduction that follows (...) a biologically driven script of conception, gestation, childbirth and mothering as inherently and necessarily connected. I argue that this stance is particularly evident in natural law feminist analyses of ecology and the regulation of new reproductive and genetic technologies. In both these areas, natural law feminism poses the central problem as one in which feminists must zealously protect the natural association between women and reproduction; in so doing, natural law feminists gloss over the nature of this association. I suggest a reframing of the focus of debates on reproduction from what is natural and what is socially constructed to how we demarcate the two. (shrink)

This article explores the notion of gender overdetermination in relation to a community of criminalised women in Massachusetts. Re-examining classic writings on overdetermination by Louis Althusser, Sigmund Freud, Frantz Fanon and Jean-Paul Sartre, we query the notion of gender overdetermination and posit it as an effective lens for thinking about the persistence of gender as a social construct. The combination of the structural processes of overdetermination with the discursive and ideological power of overdetermination complicates and reduces possibilities and effectiveness of (...) sustained acts of resistance. The criminalised women of our study permanently inhabit a space in which aetiology, practice, discipline and interpretation are all hyper-gendered, meaning that acts of resistance are construed as more evidence of inescapable and essential gender identity. (shrink)

The Heart of School Leadership focuses on 50 areas that school leaders need to think about in order to nurture a cohesive school community.

This book offers the first in-depth treatment in English language of Habermas’s long-awaited work on religion, Auch eine Geschichte der Philosophie, published in 2019. Charting the contingent origins and turning points of occidental thinking through to the current "postmetaphysical" stage, the two volumes provide striking insights into the intellectual streams and conflicts in which core components of modern self-understanding have been forged. The encounter of Greek metaphysics with biblical monotheism has led to a theology of history as salvation, expanding in (...) bold arcs from Adam’s Fall to Christ and the Last Judgement. The reconstruction of key turns in the relationship between faith and knowledge ends, however, with locating the uniqueness of religion in "ritual" and defining reason as inherently secular. The book exposes the sources and trajectories, analysed by Habermas with great erudition, to different assessments in biblical studies, theology, and philosophy of subjectivity. Apart from Paul and Augustine, key lines of continuity are identified in the Gospels, early patristic theology, Duns Scotus and Schleiermacher that retain the internal connection of faith to autonomous freedom. (shrink)

As one of the preeminent philosophers of the twentieth century, W. V. Quine made groundbreaking contributions to the philosophy of science, mathematical logic, and the philosophy of language. This collection of essays examines Quine's views, particularly his holism and naturalism, for their value to feminist theorizing today. Some contributors to this volume see Quine as severely challenging basic tenets of the logico-empiricist tradition in the philosophy of science—the analytic/synthetic distinction, verificationism, foundationalism—and accept various of his positions as potential resources for (...) feminist critique. Other contributors regard Quine as an unrepentant empiricist and, unlike feminists who seek to use or extend his arguments, they interpret his positions as far less radical and more problematic. In particular, critics and advocates of Quine's arguments that the philosophy of science should be "naturalized"—understood and pursued as an enterprise continuous with the sciences proper—disagree deeply about whether such a naturalized philosophy is "philosophy enough." Central issues at stake in these disagreements reflect current questions of special interest to feminists and also bridge the analytic and postmodern traditions. They include questions about whether and how the philosophy of science, as a form of practice, is or can be normative as well as questions concerning the implications of Quine's philosophy of language for the transparency and stability of meaning. In representing feminist philosophy centrally engaged with the analytic tradition, this volume is important not only for what it contributes to the understanding of Quine and naturalized epistemology but also for what it accomplishes in working against restrictive conceptions of the place of feminism within the discipline. Aside from the editors, the contributors are Kathryn Pyne Addelson, Louise M. Antony, Richmond Campbell, Lorraine Code, Jane Duran, Maureen Linker, Phyllis Rooney, and Paul A. Roth. (shrink)

This book offers a rich collection of voices from diverse settings and illustrates ways in which lectio divina as a contemplative practice can transform teaching and learning. Drawing on holistic education and embodied learning, lectio divina empowers teachers and roots students in their own meaning making.

We draw from resource dependence and institutional theories to explore how board characteristics associated with directors’ capacities to provide resources and legitimacy (i.e., board size, the number of non-executive, interlocking, and female directors) along with regulative, normative, and cultural-cognitive institutional conditions combine to shape firm environmental, social, and governance (ESG) performance. Using a process of configurational theorizing with fuzzy set qualitative comparative analysis and data from firms in 32 countries, we identify multiple equifinal configurations that are associated with high and (...) low ESG performance. We find that high and low ESG performance have different drivers due to complementarities among the presence and absence of board characteristics. Our results also show that the effectiveness (or not) of the bundles of boards’ characteristics for ESG performance varies across institutional contexts. By leveraging these findings to construct a typology of board archetypes that lead to high and low ESG performance, we offer novel theoretical and empirical insights to scholars as well as implications for practice. (shrink)

Mastery imagery has been shown to be associated with more positive cognitive and emotional responses to stress, but research is yet to investigate the influence of mastery imagery ability on imagery’s effectiveness in regulating responses to acute stress, such as competition. Furthermore, little research has examined imagery’s effectiveness in response to actual competition. This study examined (a), whether mastery imagery ability was associated with stress response changes to a competitive stress task, a car racing computer game, following an imagery intervention, (...) and (b), the effects of different guided imagery content on pre-task cognitive and emotional responses. In Session 1, 78 participants (M age = 20.03 years, SD = 1.28) completed ratings of pre-task anxiety intensity and direction, confidence, and perceived control. Imagery ability was also assessed before completing the task. In Session 2, participants were randomly allocated to an imagery condition (positive mastery, negative mastery, relaxation) or control group (no imagery) before completing the task and outcome measures again. For the negative mastery group, greater positive mastery imagery ability was associated with greater perceived control and perceiving anxiety as more facilitative. Furthermore, mastery imagery ability moderated the relationship between anxiety intensity and direction. Altogether, results suggest that positive mastery imagery ability may act as a potential buffer against the effects of negative images. (shrink)

The purpose of this study was to investigate whether intent, an attribute of earnings management, affected the evaluation of the level of ethical acceptability of other EM attributes reported by senior Canadian undergraduate accounting students. Extending work in the U.S. begun by Merchant and Rockness and Bruns and Merchant, 22–25, 1990), our results indicate that there were statistically significant differences in the assessments of ethical acceptability attributable to intent. There were also significant differences attributable to gender.

In lieu of an abstract, here is a brief excerpt of the content:FOR A NON-VIOLENT ACCORD: EDUCATING THE PERSON Marie-Louise Martinez Education has been criticized, no doubt justly, for the symbolic violence of its prohibitions and exclusionary rituals that mirror the violence of society (Bourdieu, etc.). But this criticism is short-sighted. When restraints are removed in teaching and education (in the family and in the school), violence wells up anew and produces at least the following two results: access to (...) meaning and knowledge is restricted; access to the law and its structure-inducing prohibitions is restricted. The result is that we foster vulnerable personalities who confuse fiction and reality, and who do not hesitate to turn their violence into acts of hostility directed toward themselves, other people, and society. A further consequence has been a certain violent non-differentiation that has tended in turn to produce a violent re-differentiation ofsociety. There is a nostalgia everywhere today for a return to discipline, to the rule oflaw, etc. One hears talk of the "sanctuary of the classroom" or again of the necessity of preserving a "symbolic cloister." We are not able, purely and simply, to feel remorse for having maintained the rule ofa violent symbolic order. One might ask in what the symbolic consists. How is it connected to teaching and education? Is there not a fundamental violence in the symbolic? Does there exist a less violent symbolic, or even a non-violent one? How might one define it and put it to work in teaching and education? Girardian theory can help us to reinterpret various contributions from a number of authors in the human sciences (Benveniste, Lacan, etc.) and from the personalist philosophy of language. I would like to propose the hypothesis that there are two stages ofthe symbolic: first, a violent symbolic accord and, second, a non-violent threshold within the symbolic, which alone can serve as an appropriate model for teaching and education. 56Marie-Louise Martinez I. The symbolic and its powers. We are not using symbolic in its specific sense as metaphorical or figurative language as it occurs in myth and poetry but in a more general sense, i.e., to refer to the totality ofthe sign and code systems employed by human beings, as that which allows for the production and deployment of significations within society. Stemming from the Greek symbolein (to throw or put together, to assemble), the symbolic is that type or order of signs that assembles. Much more than the pure language of linguistics, the symbolic is the totality ofverbal, non-verbal, and para-verbal conventions, of systems ofexchange, and ofrites. It also comprises the regulated use ofbodies and ofnature. Our definition ofthe symbolic is not idealist: more than simply the expression of ideas, it is also interaction and action, on oneself, on others, and the world. It includes technical and bodily activities to the degree that these have been codified. In this sense, the symbolic (in agreement with philosophers as diverse as Cassirer or Clifford Geertz) can be said to embrace the totality of what is called culture. But ifthe symbol throws orputs together, it is necessary to discuss what and why and how it does so. The modern science ofsigns (semiology) has shown that the sign or symbol serves to place in relation. Relying on the contemporary semiology that stems from the American philosopher Pierce, and also on the work of Francis Jacques in France, we can say that this relation, far from being a simple binary one (sign/referent or sign/signifier) is a complex relation which aligns signs with the objects to which they refer, but also with the people deploying those signs. This latter signifying relation, which is intersubjective and social, was invisible in Saussurean semiology. In itself, the symbolic is the product of a complex relation which links people among themselves and the things referred to by the agency of signs. In other words, the basis of the signifying relationship is not the dyad subject/object (relation to objects) but a triadic relation, subject/ subject/object (intersubjective and objectai). This triangular relationship, which traverses the intersubjective and the objectai, is a relationship of convention, underlined in antiquity by Plato in the Cratylus (for Hermogenes, a word... (shrink)

The role of religion in ethical decision-making, both for individual managers and at an organisational level, remains elusive due to contrasting findings in extant literature. This is exacerbated by a dearth of studies focusing on specific religious mechanisms that can foster ethical decision-making, particularly with respect to organisational corporate socially responsible (CSR) behaviour and in backgrounds different from Christianity. This exploratory study investigates the mechanisms in Islam that can influence individual/micro- and organisational/meso-level ethical decision-making, and hence CSR outcomes. It draws (...) on in-depth, qualitative data from 63 domestic organisations in Saudi Arabia, the United Arab Emirates and Oman. The findings reveal a complex macro-normative religious environment, founded on specific factors that shape ethics and decision-making. Internalised by organisational leaders, these factors translate into organisational CSR behaviour as the organisation becomes a place for fulfilling individual religious responsibilities and even creates CSR products shaped around religious principles. The study contributes to the literature on ethical decision-making, organisational behaviour and Islamic CSR and offers recommendations for policymakers and practitioners on integrating religion within the organisation. (shrink)

This book brings together the stories of biographers, novelists, scholars, and artists as they have written about the journeys (some literal, some figurative) they have made to their subjects. Contributors include Elizabeth Wood, J.J. Wilson, Leah Glasser, Jane Lazarre, and Alice Walker.

This paper explores the issue of the serving of food in hospital from both a moral and a philosophical point of view. The concepts of 'having a meal' and of 'feeling nourished by food' are examined; it is suggested that the former is a necessary condition for the latter. The implications of this for nursing care are considered and it is argued that there is a moral imperative for us to try and serve 'meals', rather than simply 'food' to patients. (...) The importance of this is highlighted by current concerns about malnutrition in hospital. (shrink)

Aristotle’s notoriously difficult Metaphysics Ζ, which investigates substance, has been the subject of intense debate in the past twenty years. Myles Burnyeat’s Map of Metaphysics Zeta is a ground-breaking intervention in that discussion. Burnyeat examines the overall shape of Ζ, particularly the signposts that structure the argument and link it to the larger project of First Philosophy in Metaphysics, as well as to the Organon. On his approach, to understand what Ζ says, we must first attend to how the issues (...) are addressed and why they are addressed in that way. The result is a book that challenges cherished assumptions and forces the rethinking of Ζ from several new perspectives. (shrink)

As an alternative to universalism and particularism, Intermedialities: Philosophy, Arts, Politics proposes "intermedialities" as a new model of social relations and intercultural dialogue. The concept of "intermedialities" stresses the necessity of situating debates concerning social relations in the divergent contexts of new media and avant-garde artistic practices as well as feminist, political, and philosophical analyses.

Social-psychological dimensions of learning are under-researched, but they affect student achievement. Within a marketized higher education context in England, United Kingdom, this study examined whether the relation between students’ social identities as members of their discipline and academic achievement could be further understood by considering the mediating roles of approaches to learning and frequency of making course complaints. Undergraduates completed a questionnaire to assess these constructs. As expected, approaches to learning and course complaining both acted as serial mediators of the (...) link between discipline identification and academic achievement: stronger discipline identification was related to more deep approaches to learning, less complaining, and higher achievement, whereas weaker discipline identification was related to more surface approaches to learning, more complaining, and lower achievement. The findings suggest that addressing these social-psychological aspects of learning could improve students’ academic achievement. (shrink)

I argue that psychiatric researchers, clinicians, and the wider public actively regulate the minds of individuals with mental disorder through the prescriptive processes of mind-shaping (see Andrews in South J Philos 53:50–67, 2015a; Andrews in Philos Explor 18(2):282–296, 2015b; McGeer, in: Folk psychology re-assessed, Springer, Berlin, 2007; McGeer in Philos Explor 18:259–281, 2015; Mameli in Biol Philos 16(5):595–626, 2001; Zawidzki in Philos Explor 11(3):193–210, 2008; Zawidzki, in: Kiverstein (ed) The Routledge Handbook of Philosophy of the Social Mind, Taylor and Francis (...) Group, London, 2016). Consequently, all those with a vested interest in the language of mental disorder should take a critical and dialogical approach in how concepts of psychopathology are developed, disseminated and used. Mind-shaping describes how our folk-psychological categorizations actively regulate the behaviour of those categorized. This is done through setting certain norms, which can be achieved through the application of folk-psychological concepts. I argue that psychiatry has embedded norms and goals in its activities that are non-epistemic in nature and these are not only bound up in disorder concepts, but also in the social roles that clinicians, researchers and patients play. In this way, psychiatry uses folk-psychological type tools for the social understanding of individuals with mental disorder, and the application of these tools also helps it meet these non-epistemic goals. Given this, I characterise psychiatry as partaking in mind-shaping. When we characterise psychiatry as mind-shaping, we are then able to explain occurrences of looping effects between disorder categories and individuals categorized (Haslam in J Psychopathol 22(1):4–9, 2016) and provide a theoretical basis for the occurrence of hermeneutical injustice in the field of mental health. (shrink)

This paper develops an account of the normative basis of priority setting in health care as combining the values which a given society holds for the common good of its members, with the universal provided by a principle of common humanity. We discuss national differences in health basket in Europe and argue that health care decision-making in complex social and moral frameworks is best thought of as anchored in such a principle by drawing on the philosophy of need. We show (...) that health care needs are ethically ‘thick’ needs whose psychological and social construction can best be understood in terms of David Wiggins’s notion of vital need: a person’s need is vital when failure to meet it leads to their harm and suffering. The moral dimension of priority setting which operates across different societies’ health care systems is located in the demands both of and on any society to avoid harm to its members. (shrink)

This article looks at some of the chance discoveries and elegant ideas that were borne out through the availability of archived tissue samples. It then discusses some of the planned changes to the method and purpose of tissue storage and collection. The changes are in the form of new types of tissue bank, or biobank as they are conceived. These banks are part of a trend to move towards a preventative approach to public health rather than the current costly interventionist (...) model. This approach is not without its problems and it is these that threaten the unfettered continuation of the tissue archive. The sophistication of new research tools can uncover information about individuals that may have a detrimental effect on their well-being in various ways. The article analyses these possibilities in the context of how health care might develop. (shrink)