This study examines the direct and indirect effects of interpersonal fairness on employees’ willingness-to-stay and organisation-based self-esteem through affective commitment among manufacturing workers in Tema, Ghana. Using the survey design, 300 manufacturing workers in Tema were conveniently sampled for the study. The confirmatory factor analysis and structural equation modelling were used to analyse the data. Results indicated that affective commitment partially mediated the relationship between interpersonal fairness and employees' willingness-to-stay. Affective commitment also fully mediated the interpersonal fairness- organisation based self-esteem (...) relationship. Results further showed that organisation based self-esteem partially mediated the affective commitment and willingness to stay relationship, such that, an increase in organisation-based self-esteem leads to a decrease in employees’ willingness-to-stay. These findings emphasised the roles of interpersonal fairness and affective commitment in organisations, where affective commitment increases as a result of an increase in interpersonal fairness and makes employees have an intention to stay. The findings imply that employees who are very confident and have higher organisation-based self-esteem stand lower chances of staying in their current organisations. This study is the first to examine how affective commitment transfers the effects of interpersonal fairness unto employees’ intention-to-stay among manufacturing workers in Ghana. (shrink)

This article examines the role of culture in the metaphorical/metonymic conceptualizations of fear, a primary emotion, in two languages—Akan (a West African, Kwa language) and English. The article adopts the general framework of conceptual metaphor theory (CMT) to compare and contrast the differences and/or similarities in the conceptualizations as well as the language-specific construals or elaborations of shared conceptual metaphors of fear in the two languages. The analysis of the language-specific realizations of the shared metaphorical/metonymic conceptualizations of the emotion concept (...) reveals both similarities and differences in the two languages, showing support for the cultural embodied cognition thesis, namely, the similarities in the conceptualization of emotions across cultures may be explained in terms of universal embodied cognition from which general metaphorical principles derive. However, the differences in language-specific elaborations may be explained in terms of cultural filtering of the general universal conceptualizations to reflect human experiences that are more salient to a particular sociocultural group. This analysis also shows a metaphor–metonymy interaction in the conceptualization of emotions across cultures. (shrink)

In diesem Buch wird ein zweihundert Jahre altes Problem gelost: Wie beweist Kant in der Kritik der reinen Vernunft die Vollstandigkeit seiner Urteilstafel? Da diese Tafel, zusammen mit der Kategorientafel (die von ihr abhangt) das Herzstuck von Kants Hauptwerk ausmacht, gilt das Problem von jeher als Kernproblem der Kantinterpretation. Uberraschenderweise kann es durch sorgfaltige immanente Textauslegung gelost werden: Nachweisbar ist, dass das Leitfadenkapitel, also der unmittelbare Kontext der Urteilstafel innerhalb der Kritik, eine dicht geschriebene Argumentationsskizze zu einem strengen Vollstandigkeitsbeweis enthalt, (...) dessen Uberzeugungskraft nichts zu wunschen ubriglasst. Fur die Rekonstruktion dieses Beweises kommt es zunachst auf eine genaue Analyse der Behauptungen an, die Kant mit der Urteilstafel aufstellt. Diese Analyse prasentiert das erste Kapitel. Das zweite bietet dann einen ausfuhrlichen Satz-fur-Satz-Kommentar zu der fur den Vollstandigkeitsbeweis einschlagigen Textpassage und rekonstruiert ihn in allen Details. Das dritte Kapitel schliesslich untersucht den Begriff von 'formaler Logik', den Kant voraussetzt und von dem seine Behauptung abhangt, die in der Urteilstafel vorgenommene Aufzahlung logischer Formen sei vollstandig. Der im Anhang abgedruckte Essay behandelt die bis heute kaum beachtete Auseinandersetzung, die Gottlob Frege in seiner Begriffsschrift von 1879 mit der kantischen Urteilstafel Punkt fur Punkt gefuhrt hat. Freges Kritik an ihr wird im ersten Teil des Anhangs dargestellt und erlautert. Im zweiten Teil wird dann gezeigt, dass diese Kritik in allen Punkten auf grundlegenden Irrtumern und Missverstandnissen beruht. Als besonders schwerwiegender und folgenreicher Irrtum stellt sich Freges Ansicht heraus, die Regeln dessen, was Kant als formale Logik ansah, seien aus dem Axiomensystem der Begriffsschrift ableitbar. (shrink)

Soren Kierkegaard, der am 5. Mai 2013 seinen 200. Geburtstag hatte, wurde vor allem bekannt durch Schriften wie Entweder-Oder, Der Begriff Angst oder Die Krankheit zum Tode. Weniger Bekanntheit erlangten seine 94 erbaulichen (oder: religiosen) Reden, die Kierkegaard als sein eigentliches Vermachtnis ansah. Michael Heymel und Christian Moller interpretieren exemplarische Texte dieser erbaulichen Reden und befragen sie auf ihre Aktualitat hin. Das Wagnis, ein Einzelner zu sein eignet sich so auch als Einfuhrung in Glauben und Denken Soren Kierkegaards. (...) Der erste Teil des Buches stellt sein Leben und sein Werk vor, der zweite prasentiert zehn ausgewahlte erbauliche Reden und legt sie fur die Gegenwart aus. Im dritten Teil wird versucht, Kierkegaards Leben in der Spannung von Freude und Schwermut, Himmel und Holle zu verstehen, und gezeigt, wie er Turen zu neuen Welten offnet. So kann man Kierkegaard als religiosen Schriftsteller kennenlernen. (shrink)

How surprising is the insight, that being equals I in the 15th lecture of the Doctrine of Science 1804/II? It might have been indeed an unexpected turn for his contemporaries in Berlin listening to Fichte for the first time, but should it be surprising for us, having at least since 2012 (the year the last volume of [Gesamtausgabe] appeared) access to all his published and unpublished works? I want to propose a way of reading Fichte, which bypasses two popular and (...) contradictory interpretations of his philosophy in the post-Jena period: (a) the Absolute is the new first principle (hence the I is just a shadow of the much higher being) and (b) his system basically remains unchanged (hence the being is nothing more than the I). At first, I analyze the functions of later Fichte’s improved version of the Kantian and Reinholdian abstract subject-object-symbolism and assign specific content to it. This will shed light on the structure and the first principle of the Doctrine of Science 1804/II. In the second section I give reasons why Fichte calls both God and I “absolute” and “pure being” and explain their relation to each other referring to a thought experiment sometimes used by Kant—an analogy between the divine and human (pure) reason. The analogical thinking of this kind remains within the borders of transcendental philosophy as long as it is used only for certain didactic purposes. (shrink)

This dialogue (trilogue) is an attempt to critically discuss the technoscientific convergence that is taking place with biodigital technologies in the postdigital condition. In this discussion, Sarah Hayes, Petar Jandrić and Michael A. Peters examine the nature of the convergences, their applications for bioeconomic sustainability and associated ecopedagogies. The dialogue paper raises issues of definition and places the technological convergence (‘nano-bio-info-cogno’) – of new systems biology and digital technologies at the nano level – in an evolutionary context to speculate, (...) on the basis of the latest research, future possibilities. The paper also reviews these developments within familiar landscapes of posthumanism and postmodernism, raises the question of political bioeconomy and the role of postdigital education within it. (shrink)

Confucian thinkers seem to have had something like our present concept of empathy long before that notion was self-consciously available in the West. Wang Yang-Ming’s talk of forming one body with others and similar ideas in the writings of Cheng Hao and, much earlier, of Mengzi make it clear that the Confucian traditions not only had the idea of empathy but saw its essential relation to phenomena like compassion, benevolence, and sympathy that are constitutive of the altruistic side of morality. (...) Nowadays, there is increasing interest among Western psychologists and philosophers in the phenomenon of empathy, and it would be lovely and welcome if, having originated these ideas, Chinese philosophers would now take up and help develop what has recently been said and done about empathy, and its relation to altruism, in the West. (shrink)

The doctrine of double effect has a firm, respected position within Roman Catholic medical ethics. Neil M. Gorsuch, a judge on the U.S. Court of Appeals for the Tenth Circuit, believes that this doctrine also enjoys a central place within U.S. law. This essay examines and assesses Gorsuch’s thesis. National Catholic Bioethics Quarterly 11.1 (Spring 2011): 31–40.

Russ Schafer-Landau’s ‘Moral judgement and normative reasons’ is admirably clear and to the point (Schafer-Landau 1999). He presents his own version of the argument for the practicality requirement on moral judgement – that is, for the claim that those who have moral beliefs are either motivated or practically irrational – that I gave in The Moral Problem (Smith 1994), and he then proceeds to identify several crucial problems. In what follows I begin by making some comments about his presentation of (...) the argument. I then confront the problems. (shrink)

Let K be a finite set of finite structures. We give a syntactic characterization of the property: every element of K is injective in ISP(K). We use this result to establish that A is injective in ISP(A) for every two-element algebra A.

The contribution deals with the sources of Kant's criticism of the historical knowledge of philosophy. This criticism is an important motif in Kant's thought. Its contents are directed against Wolffianism. Nevertheless it was Christian Wolff who gave Kant the concept of the historical knowledge of philosophy. This concept is of great importance for Wolff, too. It can be traced back to the fight against Aristotelian scholastic philosophy. The reading of the traditional handbooks was criticized early, and the individual's own meditation (...) was challenged. Wolff formulated these intentions in his term: the historical knowledge of philosophy. Christian Thomasius and his followers, on the other hand, continued to criticize learning with the help of the memory, and they demanded the individual's own meditation. From this the slogan 'Selbstdenken' originated. Because of the opposition between the Wolffians and their opponents, for a long time 'self-thinking' and 'historical knowledge of philosophy' were treated side by side and independently of each other. Kant was the first to connect them definitively. He acknowledges the clarity of Wolff's terminology, but fills it up with the old content. (shrink)

Chapter One distinguishes the early, individualistic, writings from the later, more socially conscious ones. The metaphysical language of impermeable surfaces and levels, and rigid hierarchies, is consonant in James's writing with the assumption of what Dewey calls an individual/society split. ;Chapter Two focuses upon the relational self from the Principles of Psychology. The central pair of terms is that of strength/fragility, in which a self is revealed that is both functionally efficacious through activities of emphasis, selection, and negation, and permeable (...) to context. ;Chapter Three discusses the "social organism" and the "intellectual republic" from The Will to Believe and Other Essays in Popular Philosophy. James uses more socially conscious metaphors, and discusses the public and the private; "inner" and "outer" tolerance; and the "personal contribution," "X," which must be added to the "world," "M." ;Chapter Four discusses the "nucleus" of relations from Essays in Radical Empiricism. The personal aspect of social experience falls within the realm of "co-conscious relations" and the public falls within the sphere of the "conterminous." The strong side of the self, from Chapter Two; the private, or personal; inner tolerance; and the personal contribution, "X," from Chapter Three, belong to the sphere of co-conscious relations, as discussed in Chapter Four, just as the fragile side, the public; outer tolerance; and the world, "M," all belong to the sphere of conterminous relations. ;Chapter Five discusses the metaphor of Papini's corridor from Pragmatism. The adjoining rooms can be seen to symbolize the sphere of co-conscious relations, and the corridor of conterminous ones. The metaphysics of background and foreground points to an instrumentalist interpretation of the self, which represents a complete departure from James's early individualism. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:THE CURRICULAR ROLE OF RUSSELl?S SCEPTICISM MICHAEL J. ROCKLER Interdisciplinary Studies in Education / National-Louis Universiry Evanston, 1L 60201, USA I n The Prospects of IndustriaL CiviLization, written in collaboration with his wife Dora, Bertrand Russell wrote: The governors of the world believe, and have always believed, that virtue can only be taught by teaching falsehood, and that any man who knew the truth would be wicked. I (...) disbelieve this, absolutely and entirely. I believe that love of truth is the basis of all real virtue, and that virtues based upon lies can only do harm.· This passage reflects Russell's views on scepticism and education; he sought an educational system that would avoid indoctrination and would produce sceptical students. Scepticism, a central aspect of much of Russell's philosophic work, was a primary organizing principle of his writings on education. Russell, a major contributor to educational theory, produced two volumes on education that continue to have considerable relevance for teaching and learning in contemporary society. The first, Education and the Good Life (1926),2 inspired by the births of John and Katharine, focused on the education of young children. In Education and the Good Life, Russell identified the aims of education. These included the development ofvitality, the promotion of courage (which entails the absence of fear), sensitiveness and intelligence. When schools accomplish these ends, they produce young men and women of character who are able to contribute to the well-being of society. 1 (London: Allen & Unwin, 1923), p. 252. 2 Published in Britain as On Education: Especially in Early Childhood. The CurricuLar Role ofRusselL's Scepticism 51 Russell, who once stood for Parliament as suffragist candidate, believed in equality of education for both men and women. This position was well advanced for its time; it still encounters resistance today. As the Russells' children approached school age, he and Dora confronted the problem of their education. Russell did not want John and Katharine to experience the loneliness of education by tutors that he had faced as a child. He and Dora also wished to avoid conventional public schools because they wanted their children to be educated in a manner consistent with their sense of scepticism about society and about religion. Russell felt that exposure to any kind of traditional learning would cause his children to be indoctrinated with patriotic and religious points of view. On the other hand, he felt that the progressive schools that were available-including A. S. Neill's Summerhill-lacked intellectual rigour. As a result of these feelings and because of Dora Russell's interest in education, the Russells leased the estate of Bertrand's brother at Telegraph House in Sussex and founded what came to be known as Beacon Hill School in September 1927. With his experience at Beacon Hill in mind, Russell published a second book on education in I932-Education and the Modern WorLd.3 It argued against the notion of progressive educators that schooling should simply allow for natural growth. Russell rejected Rousseau's approach to teaching and learning, and he distanced himself from some of Dewey's early work as well. In Education and the Good Life, and in other early essays on learning theory, Russell had seemed impressed by the growing role of behaviourism in education. However, his experience at Beacon Hill and his reading ofpsychoanalytic literature weakened his acceptance of behaviourism. In Education and the Modern World Russell called for more awareness of the role of emotion in learning as well as an examination of the way in which repressed feelings affect action. Russell argued that conditioning cannot effectively develop character. Education and the Modern World ends on a discouraging note. Russell concludes that schools can only provide for full individual development if the state identifies its own interest with that of the 3 Published in Britain as Education and the Social Order. russell: the Journal of the Bertrand Russell Archives M.Masrer University Libraty Press n.s. 12 (summer 1992): 50-60 ISSN 0036-01631 52 MICHAEL J. ROCKLER child. Russell was pessimistic about this possibility. For this to take place, a number of things had to occur. First, farge scale wars had to be eliminated. Second... (shrink)

_From the president of Wesleyan University, an illuminating history of the student, spanning from antiquity to Zoom “[Roth] has a clear vision for what it ought to mean to be a student: Learn what you love to do, get better at it, and then share it with others.”—David Perry, _Washington Post__ In this sweeping book, Michael S. Roth narrates a vivid and dynamic history of students, exploring some of the principal models for learning that have developed in very different (...) contexts, from the sixth century BCE to the present. Beginning with the followers of Confucius, Socrates, and Jesus and moving to medieval apprentices, students at Enlightenment centers of learning, and learners enrolled in twenty-first-century universities, he explores how students have been followers, interlocutors, disciples, rebels, and children becoming adults. There are many ways to be a student, Roth argues, but at their core is developing the capacity to think for oneself by learning from others, and thereby finding freedom. In an age of machine learning, this book celebrates the student who develops more than mastery, cultivating curiosity, judgment, creativity, and an ability to keep learning beyond formal schooling. Roth shows how the student throughout history has been someone who interacts dynamically with the world, absorbing its lessons and creatively responding to them. (shrink)

Can punishments ever meaningfully be proportioned in severity to the seriousness of the crimes for which they are imposed? A great deal of attention has been paid to the general justification of punishment, but the thorny practical questions have received significantly less. Serious analysis has seldom delved into what makes crimes more or less serious, what makes punishments more or less severe, and how links are to be made between them. In Of One-eyed and Toothless Miscreants, Michael Tonry has (...) gathered together a distinguished cast of contributors to offer among the first sustained efforts to specify with precision how proportionality can be understood in relation to the implementation of punishment. Each chapter examines scholarly and lay thinking about punishment of people convicted of crimes with particular emphasis on "making the punishment fit the crime." The contributors challenge the most prevalent current theories and emphasize the need for a shift away from the politicized emotionalism of recent decades. They argue that theories that coincided with mass incarceration and rampant injustice to countless individuals are evolving in ways that better countenance moving toward more humane and thoughtful approaches.0Written by many of the leading thinkers on punishment, this volume dissects previously undeveloped issues related to considerations of deserved punishment and provides new ways to understand both the severities of punishment and the seriousness of crime. (shrink)

Translated from the original German Lenin Neuentdecken and available in English for the first time, this volume rediscovers Lenin as a strategic socialist thinker through close examination of his collected works and correspondence. Brie opens with an analysis of Lenin's theoretical development between 1914 and 1917, in preparation for his critical decision to dissolve the Constituent Assembly in January 1918 in a struggle for power. This led from the dialectics of revolutionary practice and social analysis to a new understanding of (...) socialism, which is compared and contrasted to the alternative Marxist ideas and conceptions of the state posited by Karl Kautsky and Rosa Luxemburg. Rediscovering Lenin then moves to 1921, when Lenin begins a new stage of his theoretical development concerned with resolving the reversal of the revolution’s aims and its results. This process remains unfinished, and the questions raised a hundred years ago remain: How can one intervene successfully and responsibly in social and political crises? What role do social science theories, ideological frameworks, and other practices play in transforming the economic, political and cultural power structures of a society? Brie concludes with a retrospective on the ideas developed by Marx and in the Second International, and their impact on Lenin’s strategic thinking. Placing Lenin's writing itself in the foreground and arguing from inside his own self-learning, Rediscovering Lenin focuses on the reflective relationship between ideology, theory, and practice. ​. (shrink)

Catherine Malabou est l'auteure d'une quinzaine d'ouvrages prenant principalement pour objet la philosophie dite continentale, avec un double objectif : proposer une nouvelle lecture des grands auteurs modernes et contemporains, tels que Hegel, Heidegger, Kant ou encore Freud et Derrida ; et, à travers ces lectures, révéler dans ces systèmes des concepts qui, d'une part, préservent leur pertinence face aux dernières découvertes scientifiques concernant le fonctionnement du cerveau, et d'autre...

This essay will examine an illuminating convergence in the thoughts of Pope John Paul II and the cultural anthropologist René Girard. It will be seen that this convergence is a consequence of the shared concern of both to understand the human person in terms of its relation to other persons. So while not a personalist philosopher in the strict sense, René Girard’s concern for the interpersonal brings him close to the personalism of John Paul II, who likewise understands human subjectivity (...) in terms of the relations by which it is constituted. Both practice what might be called an “interpersonalist” personalism, which this essay will argue ought to characterize the practice of personalism in a Christian context. The essay will make this observation the basis for further reflections on the nature of personalism and its relation to the Christian intellectual tradition. (shrink)

In his recent book, Professor J. S. Morrison has brought to a happy conclusion a quarter of a century and more of inspired research into the problem of how the oars of a classical trireme were arranged. The essence of his solution of this perennial problem is that the fifth-century Athenian trireme had her oars and benches alike disposed at three different levels, each rower having his own oar, and each oar its separate thole set at a distance of feet, (...) not inches, from its neighbours. The evidence is marshalled with such mastery that it may be thought unlikely that there will ever be any general recrudescence of the di scaloccio and a zenzile theories that were as fashionable once as they are seen now to have been unhistorical. In his inquiry, however, Professor Morrison has wisely confined himself to the ancient sources, and no more than touched upon the analogy of the Byzantine dromon, the direct descendant of the classical trireme and to some extent the parent of the a zenzile galley. Other protagonists, and notably Tarn, have been far from sharing his discretion, and there is still room perhaps for a brief note calling attention to the possibility that the dromon of the Middle Ages may shed indirect light upon the trireme of fifteen hundred years earlier. (shrink)

Hume’s arguments against the cosmological argument have, in the past century, often been highly praised by commentators such as H.D.Aiken and E.C. Mossner. While Hume’s argument often receives strong philosophical support, the four major objections raised against the cosmological argument in book IX of his Dialogues hinge upon a misunderstanding of Newtonian natural philosophy. Hence, when the proper historical context is considered, Hume’s objections are weak at best, for they assume an understanding of matter and physical necessity that are inconsistent (...) with Newtonian natural philosophy. This paper will outline Hume’s objections, and explore how the formulation of the cosmological argument put forth by the English philosopher Samuel Clarke was reliant upon the best available scientific evidence, i.e. Newtonian philosophy. Consequently, any contemporary supporter of Hume who believes that his argument was successful in quenching the enlightenment era reiteration of the cosmological argument does so anachronistically. (shrink)

Contemporary normative theory is understandably reluctant to consider how a hegemonic power ought to conduct itself. After all, a truly just international order, characterised by principles of freedom and equality among nations, would not include one polity so able to dominate others. The natural impulse of normative theorists then is to seek to eliminate such an imbalance. Yet, a sober assessment of political reality provides little prospect for such aspirations. The more modest alternative is to examine how hegemonic power might (...) be wielded responsibly. For most of the history of Western political thought, the problem of just hegemony was more theoretical than real, leaving few serious philosophical precedents. Yet for Roman thinkers, of both the late Republic and the early Empire, the issue presented a real and urgent problem. In this article I explore some of the attempts of Roman philosophers and historians to grapple with the unique position of the Roman state. In many cases, their theories depend in some way on Rome’s alleged special moral or constitutional qualities – and yet, they often recognised that the realities of Rome’s use of power undermined those claims to exceptionalism. I examine the Romans’ responses to this problem as they sought to think through the moral dilemmas of their situation. In classical Roman thought, we might find an interlocutor for our own attempt to think through the ethics of superpower. (shrink)

It was a surprise to many to read that Vatican II's document on the priesthood, 'Presbyterorum Ordinis', declared that 'priests, as co-workers with their bishops, have as their primary duty the proclamation of the Gospel of God to all'. Most would have thought that the primary duty of priests was the celebration of the sacraments, the pastoral care of the people of God, and leadership of the Christian community. This had probably been the dominant thinking since the Council of Trent, (...) which, while never articulating a theology of priesthood, did focus on the power of the priest to confect the Eucharist, to absolve the penitent and to anoint the sick and dying, but it did begin a renewal of Catholic preaching. (shrink)

Ernst Mach was one of the great philosopher-scientists in the late nineteenth and early twentieth centuries. He was among the first to deal systematically with the contribution that the history and philosophy of science can make to science education. His teaching was the occasion to unite pedagogical, psychological, philosophical and scientific concerns. His ideas on education are scattered throughout his books, textbooks and journal articles. However, there are three lectures where he explicitly addressed pedagogical issues. – ‘On Instruction in the (...) Classics and the Mathematico-Physical Sciences’, ‘On Instruction in Heat Theory’, and ‘On the Psychological and Logical Moment in Scientific Instruction’. As well as intellectual and practical interests in education, Mach had a notable Enlightenment-inspired political involvement in educational reform. Mach’s relative neglect by English-speaking science educators is unfortunate. (shrink)

This article argues that advances in nanotechnology in general, and lab-on-chip technology in particular, have the potential to benefit the developing world in its quest to control risks to human health and the environment. Based on the “risk society” thesis of Ulrich Beck, it is argued that the developed world must realign its science and technology policy priorities to meet some of the most pressing needs of humanity.

This chapter contains sections titled: Metaphorical Pharmacology of Cannabis Cannabis Effects and Meanings Applied.