In this study, we examined the role of social learning theory in explaining academic dishonesty among 673 college students in the United States, France, and Greece. We found support for social learning theory such that perceived peer dishonesty was incrementally valid as a predictor of self-reported academic dishonesty across three countries beyond personal factor of conscientiousness and demographic factor of age. Contrary to expectation, perceived penalty for academic cheating received support in the U.S. sample only. Justification for academic dishonesty contributed (...) incremental variance after controlling for other factors including age, conscientiousness, perceived penalty for cheating and peer dishonesty across three countries. In addition, cultural differences accounted for almost 50% of the explained variance in academic dishonesty with French students reportedly engaged in significantly more academic cheating behavior than Greek and U.S. students. Discussion and implications for business ethics teaching and research were discussed. (shrink)

Extant research has shown personality to be a predictor of engagement in academic dishonesty. The current study seeks to determine whether the type of personality measure affects predictive efficacy by comparing single stimulus and forced-choice measures of personality using a sample of 278 undergraduate students in two U.S. universities. Students scoring high on conscientiousness reported as engaging in fewer academic cheating behaviors than those scoring low on conscientiousness regardless of whether conscientiousness was measured using the forced-choice or single stimulus scale (...) format. In addition, the forced-choice and single stimulus measures each contributed significant unique variance to prediction of academic dishonesty. For agreeableness, scores on the single stimulus measure were negatively correlated with academic dishonesty whereas there was a positive relationship found for the forced-choice measure. Overall, the forced-choice format of the Occupational Personality Questionnaire 32r did not show higher validities than the single stimulus IPIP counterpart in predicting self-reported academic dishonesty. Implications for future research and management education are discussed. (shrink)

Wilfrid Sellars [1962: 1] described philosophy as an attempt to ‘understand how things in the broadest possible sense of the term hang together in the broadest possible sense of the term’. But it is distinctive of philosophy that many of us are interested not only in how the world is but in ways that it could be. That is, philosophy is concerned with facts about modality. Some of the most important arguments in philosophy hinge on modal premises, and philosophers have (...) typically assumed special expertise in evaluating these modal premises. Replicating Goldvarg and Johnson-Laird’s [2000] study of modal illusions, we show that training in mathematics and not philosophy predicts success in overcoming such illusions (n = 395). This study is the first to test the modal expertise of professional philosophers directly. Our findings undermine claims to modal expertise. Philosophical training does not inoculate expert philosophers against basic mistakes in modal judgment. (shrink)

This paper argues that public sector organizational failure may be best understood from a perspective of collective denial. The rise of this phenomenon is examined using testimony from a Public Inquiry into the downfall of a UK hospital, where falling organizational standards led to unethical decision making and an unacceptable number of patient deaths. In this paper, we show how collective denial, over time, became a process that resided within the fabric of organizational life. To explore the organizational processes associated (...) with collective denial, and how and why it occurs, we identify the influence of a ‘narrative of silence.’ This narrative allows ever more serious failings to be justified as organizational members lose contact with reality entering a downward spiral with no recovery. The combined impact of assumptions about leadership capability, enculturated professional identities, and organizational loyalty create an environment where a narrative of silence can develop. (shrink)

In this study, we explored student team debates as a tool in teaching a business ethics course using a sample of upper level undergraduate business students enrolled in two sections of a business ethics course in the U.S. Eight teams each consisting of 4-5 students debated four topics throughout the spring semester of 2016. Their oral arguments were evaluated in the classroom by their non-debating peers. Results showed that after watching the debates, non-debating students changed their position on three out (...) of four debate issues. Further, we found that non-debating students discounted their political orientation in judging which team won the debate. We offer a discussion and implications on teaching business ethics using team debates. (shrink)

Transcranial magnetic stimulation studies have demonstrated increased cortical facilitation and reduced inhibition following aerobic exercise, even when examining motor regions separate to the exercised muscle group. These changes in brain physiology following exercise may create favorable conditions for adaptive plasticity and motor learning. One candidate mechanism behind these benefits is the increase in brain-derived neurotropic factor observed following exercise, which can be quantified from a venous blood draw. The aim of this study was to investigate changes in motor cortex excitability (...) and inhibition of the upper limb, and circulating BDNF, following high-intensity interval training on a stationary bicycle. Nineteen sedentary adults participated in a randomized crossover design study involving a single bout of high-intensity interval cycling for 20 min or seated rest. Venous blood samples were collected, and transcranial magnetic stimulation was used to stimulate the extensor carpi radialis, where motor evoked potentials were recorded pre- and post-condition. Following exercise, there was a significant increase in corticospinal excitability measured at 120% of resting motor threshold and a reduction in short-interval cortical inhibition. There was a non-significant 23.6% increase in BDNF levels. Collectively, these results reflect a net reduction in gamma aminobutyric acid ergic synaptic transmission and increased glutamatergic facilitation, resulting in increased corticospinal excitability. This study supports the notion that acute high-intensity exercise provides a potent stimulus for inducing cortical neuroplasticity, which may support enhanced motor learning. (shrink)

In this study, Open Mind – an interactive learning platform – was introduced as a pedagogical tool in developing students’ intellectual humility using a sample of 35 upper level undergraduate business students enrolled in a business ethics course in the mid-Atlantic region of the U.S.. Students completed the 5-step Open Mind learning assignment as a measure of intellectual humility during the first four weeks of class. Class lectures were concurrently given while students completed the Open Mind exercise. Students were subsequently (...) required to debate a controversial topic during the remaining 11 weeks of the class. Various grading rubrics as well as skill assessment matrix are provided to assist faculty in adopting this learning platform in their classrooms. Initial evidence showed that Open Mind was efficacious in fostering student intellectual humility. Implications for teaching business ethics using Open Mind to cultivate intellectual humility are discussed. (shrink)

During the last three decades, reflections on the growth of scientific knowledge have inspired historians, sociologists, and some philosophers to contend that scientific objectivity is a myth. In this book, Kitcher attempts to resurrect the notions of objectivity and progress in science by identifying both the limitations of idealized treatments of growth of knowledge and the overreactions to philosophical idealizations. Recognizing that science is done not by logically omniscient subjects working in isolation, but by people with a variety of personal (...) and social interests, who cooperate and compete with one another, he argues that, nonetheless, we may conceive the growth of science as a process in which both our vision of nature and our ways of learning more about nature improve. Offering a detailed picture of the advancement of science, he sets a new agenda for the philosophy of science and for other "science studies" disciplines. (shrink)

This is the first full-length presentation of a republican alternative to the liberal and communitarian theories that have dominated political philosophy in recent years. The latest addition to the acclaimed Oxford Political Theory series, Pettit's eloquent and compelling account opens with an examination of the traditional republican conception of freedom as non-domination, contrasting this with established negative and positive views of liberty. The first part of the book traces the rise and decline of this conception, displays its many attractions, and (...) makes a case for why it should still be regarded as a central political ideal. The second part of the book looks at what the implementation of the ideal would imply for substantive policy-making, constitutional and democratic design, regulatory control and the relation between state and civil society. Prominent in this account is a novel concept of democracy, under which government is exposed to systematic contestation, and a vision of relations between state and society founded upon civility and trust. Pettit's powerful and insightful new work offers not only a unified, theoretical overview of the many strands of republican ideas, but also a new and sophisticated perspective on studies in related fields including the history of ideas, jurisprudence, and criminology. (shrink)

This book argues against the view that mathematical knowledge is a priori,contending that mathematics is an empirical science and develops historically,just as ...

Current educational research focuses on classroom instruction and employing technology to improve learning. This research proposes Digital Mind Mapping with Collaborative Learning in the fourth semester of the English department curriculum. This research investigates the possibility of using Digital Mind Mapping, combined with Collaborative Learning, to enhance academic performance in students. The data on these issues is collected by implementing a research project incorporating mixed methods research. The research comprises interviews with teachers and students currently enrolled in the English Department (...) Programme at Universitas Jabal Ghafur and firsthand observations on their classrooms. In addition, both pre and post-tests will be conducted. This study demonstrates that cognitive talents and traits affect the efficiency of Digital Mind Mapping with Collaborative Learning as an educational tool. The presence of these attributes and educational competencies has positively influenced the academic achievement of students. The study also identified many challenges educators and learners have when incorporating Digital Mind Mapping and collaborative learning approaches into their educational settings. This research emphasises the need to modify educational approaches in education, particularly for the purpose of English language acquisition. It evaluates the degree to which this tactic might enhance these methodologies. (shrink)

Four detailed cases of delusions of misidentification (DM) are presented: two cases of misidentification of the reflected self, one of reverse intermetamorphosis, and one of reduplicative paramnesia. The cases are discussed in the context of three levels of interpretation: neurological, cognitive and phenomenological. The findings are compared to previous work with DM patients, particularly the work of Ellis and Young (1990; Young, 1998) who found that loss of the normal affective response to familiar faces was a contributing factor in the (...) Capgras delusion. The four cases presented suggest that this particular deficit is not a critical factor in the development of other forms of DM. (shrink)

This innovative approach to freedom starts from an account of what we mean by describing someone, in a psychological vein, as a free subject. Pettit develops an argument as to what it is that makes someone free in that basic sense; and then goes on to derive the implications of the approach for issues of freedom in political theory. Freedom in the subject is equated with the person's being fit to be held responsible and to be authorized as a partner (...) in interaction. This book is unique among contemporary approaches - although it is true to the spirit of classical writers like Hobbes and Kant - in seeking a theory that applies to psychological issues of free agency and free will as well as to political issues in the theory of the free state and the free constitution. The driving thesis is that it is only by connecting up the different issues of freedom, psychological and political, that we can fully appreciate the nature of the questions involved, and the requirements for their resolution. The book does not not seek a comprehensive reach just for its own sake, but rather for the sake of the illumination it provides._ _ _A Theory of Freedom_ is a ground-breaking volume which will be of wide interest to scholars and students in political philosophy and political science. (shrink)

Studdert-Kennedy, Gerald, Evidence and Explanation in Social Science. ... Kauffman, Stuart, "Articulation of Parts Explanation in Biology and the Rational ...

This study examined whether the Flipped Classroom (FC) approach is the most effective approach for teachers to create a stimulating and interactive environment that helps students overcome speaking challenges and enhance their English-speaking performance in the context of EFL learners. The study employed quantitative research with a quasi-experimental design. An oral speaking test and a Likert-scale questionnaire were used in this study. The oral speaking test was used to investigate students' improvement in speaking performance before and after the implementation of (...) the FC approach in speaking class. A Likert scale was distributed to determine the students' perspectives on using the FC approach in speaking class. A paired t-test was used to compare the pre and post-test results of the EFL students. Percentage analysis was used to interpret the questionnaire results. The results show that there is a statistically significant difference between the total score of the learners on the post-test (M = 24.53, SD = 5.518) and the total score on the pre-test (M = 21.25, SD = 4.711). This indicates that the participants' performance on the post-test was superior to their performance on the pre-test. In other words, the learners' English-speaking performance has significantly improved in the post-test results. Furthermore, based on the analysis of the questionnaire, the data revealed that most students have positive perspectives or views on the use of FC in speaking class based on the indicator of (1) students' perspectives; (2) students' feedback; and (3) the role of the video materials. (shrink)

Academic misconduct is a threat to the validity and reliability of online examinations, and media reports suggest that misconduct spiked dramatically in higher education during the emergency shift to online exams caused by the COVID-19 pandemic. This study reviewed survey research to determine how common it is for university students to admit cheating in online exams, and how and why they do it. We also assessed whether these self-reports of cheating increased during the COVID-19 pandemic, along with an evaluation of (...) the quality of the research evidence which addressed these questions. 25 samples were identified from 19 Studies, including 4672 participants, going back to 2012. Online exam cheating was self-reported by a substantial minority (44.7%) of students in total. Pre-COVID this was 29.9%, but during COVID cheating jumped to 54.7%, although these samples were more heterogenous. Individual cheating was more common than group cheating, and the most common reason students reported for cheating was simply that there was an opportunity to do so. Remote proctoring appeared to reduce the occurrence of cheating, although data were limited. However there were a number of methodological features which reduce confidence in the accuracy of all these findings. Most samples were collected using designs which makes it likely that online exam cheating is under-reported, for example using convenience sampling, a modest sample size and insufficient information to calculate response rate. No studies considered whether samples were representative of their population. Future approaches to online exams should consider how the basic validity of examinations can be maintained, considering the substantial numbers of students who appear to be willing to admit engaging in misconduct. Future research on academic misconduct would benefit from using large representative samples, guaranteeing participants anonymity. (shrink)

This book presents views of the concept of intention and its relationship to communication from three perspectives: philosphy, linguistics, and artificial intelligence. The book is a record of a workshop held in 1987.

What are the strengths and weaknesses of contemporary philosophy of technology, and how may the field be developed and improved in the future? That is the question I will address in this paper. I will argue that in the past twenty-five years, philosophy of technology has entered a new era. This era has arrived with new and distinct issues and approaches that differ from those that came before it. Many of the new developments have been for the good. Yet, I (...) will also argue, there are still large areas in the field that are currently underdeveloped or have been stagnant. I will identify these areas and suggest ways of moving forward in them. (shrink)

Cognitive science is shamelessly materialistic. It maintains that human beings are nothing more than complex physical systems, ultimately and completely explicable in mechanistic terms. But this conception of humanity does not ?t well with common sense. To think of the creatures we spend much of our day loving, hating, admiring, resenting, comparing ourselves to, trying to understand, blaming, and thanking -- to think of them as mere mechanisms seems at best counterintuitive and unhelpful. More often it may strike us as (...) ludicrous, or even abhorrent. We are. (shrink)

This paper explores the truism that people think about what they say. It proposes that, to satisfy their own goals, people often plan their speech acts to affect their listeners' beliefs, goals, and emotional states. Such language use can be modelled by viewing speech acts as operators in a planning system, thus allowing both physical and speech acts to be integrated into plans. Methodological issues of how speech acts should be defined in a planbased theory are illustrated by defining operators (...) for requesting and informing. Plans containing those operators are presented and comparisons are drawn with Searle's formulation. The operators are shown to be inadequate since they cannot be composed to form questions (requests to inform) and multiparty requests (requests to request). By refining the operator definitions and by identifying some of the side effects of requesting, compositional adequacy is achieved.The solution leads to a metatheoretical principle for modelling speech acts as planning operators. (shrink)

This paper develops a philosophical account of moral disruption. According to Robert Baker (2013), moral disruption is a process in which technological innovations undermine established moral norms without clearly leading to a new set of norms. Here I analyze this process in terms of moral uncertainty, formulating a philosophical account with two variants. On the Harm Account, such uncertainty is always harmful because it blocks our knowledge of our own and others’ moral obligations. On the Qualified Harm Account, there is (...) no harm in cases where moral uncertainty is related to innovation that is “for the best” in historical perspective, or where uncertainty is the expression of a deliberative virtue. The two accounts are compared by applying them to Baker’s historical case of the introduction of mechanical ventilation and organ transplantation technologies, as well as the present-day case of mass data practices in the health domain. (shrink)

This paper defends the view that trust is a moral attitude, by putting forward the Obligation-Ascription Thesis: If E trusts F to do X, this implies that E ascribes an obligation to F to do X. I explicate the idea of obligation-ascription in terms of requirement and the appropriateness of blame. Then, drawing a distinction between attitude and ground, I argue that this account of the attitude of trust is compatible with the possibility of amoral trust, that is, trust held (...) among amoral persons on the basis of amoral grounds. It is also compatible with trust adopted on purely predictive grounds. Then, defending the thesis against a challenge of motivational inefficacy, I argue that obligation-ascription can motivate people to act even in the absence of definite, mutually-known agreements. I end by explaining, briefly, the advantages of this sort of moral account of trust over a view based on reactive attitudes such as resentment. (shrink)

A point of contention in recent discussions of the epistemic condition of moral responsibility is whether culpable ignorance must trace to akratic belief mismanagement. Neil Levy has recently defended an akrasia requirement by arguing that only an akratic agent has the capacity rationally to comply with epistemic expectations the violation of which contributes to her ignorance. In this paper I show that Levy’s argument is unsound. It is possible to have the relevant rational capacity in the absence of akrasia. I (...) also argue that the internalist account of rationality that does much of the work in his argument is problematic. (shrink)

As an alternative to establishing awareness thresholds, stimulus contexts in which there were either greater conscious or greater unconscious influences were defined on the basis of performance on an exclusion task. Target words were presented for brief durations and each target word was followed immediately by its three-letter stem. Subjects were instructed to complete each stem with any word other than the target word. With this task, failures to exclude target words indicate greater unconscious influences, whereas successful exclusion indicates greater (...) conscious influences. Conscious influences were dominant at long durations , but unconscious influences were dominant at short durations . Performance on the exclusion task successfully predicated both qualitative differences in Stroop priming and qualitative differences in recognition memory previously associated with the different effects of conscious and unconscious influences. Taken together, these results demonstrate that an exclusion task allows both unconscious and conscious influences to be defined in terms of significant deviations from baseline performance. As such, exclusion tasks provide a method for distinguishing conscious from unconscious influences that does not require establishing thresholds for null awareness. (shrink)

The property theory of musical works says that each musical work is a property that is instantiated by its occurrences, that is, the work's performances and playings. The property theory provides ontological explanations very similar to those given by its popular cousin, the type/token theory of musical works, but it is both simpler and stronger. However, type/token theorists often dismiss the property theory. In this essay, I formulate a version of the property theory that identifies each type (thus, each musical (...) work) with a unique property. I then scrutinize the arguments offered for thinking that types, including musical works, are distinct from properties. I respond that no such argument is forceful and conclude that the property theory of musical works is superior to the type/token theory. (shrink)

It is a priori on many accounts of colour concepts that something is red if and only if it is such that it would look red to normal observers in normal circumstances: it is such that it would look red, as we can say, under normal conditions of observation. And as this sort of formula is widely applied to colour concepts, so similar schemas are commonly defended in relation to a variety of other concepts too. Not only are colour concepts (...) connected in such a fashion with human responses, so by many accounts are secondary quality concepts in general; aesthetic concepts, moral concepts and evaluative concepts of all kinds; modal concepts that serve to pick out the possible and the necessary; and so on. The fashion for resorting to such formulas should not be surprising. Most of us suppose that whether a given, ostensively introduced term has a certain semantic value – whether, for example, it designates a certain property – ought to show up in people’s tending to use it of things, and only of things, that apparently have that property. The obvious way of expressing this expectation is to require that the use of the ostensive term covary with the presence of the property in conditions that are normal in some sense for detecting that property. Thus there is prima facie reason to hold, and hold as an a priori matter, that for any ostensively introduced term, ‘P’, something is P if and only if it is such that it would seem P – people would be disposed to use ‘P’ to ascribe the corresponding property to it – under normal conditions of observation. The schemas invoked under this motivation may vary in many different ways, of course. First, they may not connect the bare or simple reality of being P with a normalised human response, as Philosophical Studies 96: 21–44, 1999. © 1999 Kluwer Academic Publishers. Printed in the Netherlands. 22. (shrink)