Provides an overview of the complex history of the secular tradition of science and its interactions with religions and spiritual traditions.

John Dewey wished to place development of the ability to think at the core of school education. The kind of thinking that Dewey had in mind was based on his conception of scientific inquiry. Matthew Lipman was likewise committed to an education centred on thinking, but he claimed that we should turn to philosophy rather than to science in order to secure this end. In his view, philosophy has a stronger claim to this mantle than does science, or any other (...) subject, when it is appropriately reconstructed and taught. He developed various arguments to that effect, but the one considered here is that philosophical thinking has a generic character that especially suits it for the role. I examine this argument to see how compelling a case it makes for the inclusion of philosophy in the school curriculum. (shrink)

Great leaders are ethical stewards who generate high levels of commitment from followers. In this paper, we propose that perceptions about the trustworthiness of leader behaviors enable those leaders to be perceived as ethical stewards. We define ethical stewardship as the honoring of duties owed to employees, stakeholders, and society in the pursuit of long-term wealth creation. Our model of relationship between leadership behaviors, perceptions of trustworthiness, and the nature of ethical stewardship reinforces the importance of ethical governance in dealing (...) with employees and in creating organizational systems that are congruent with espoused organizational values. (shrink)

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I (...) will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. (shrink)

This special issue of the Journal of Philosophy in Schools is based on papers presented at the Federation of Asia-Pacific Philosophy in Schools Associations (FAPSA) conference on Communities of Inquiry: Significance, Cultural Change and the Ongoing Relationship to P4C, and held at the University of Melbourne from 1 to 3 October 2022.

How can materialists begin to do justice to the experiencing subject? Some materialists, whom I call ?structuralists?, believe that the brain sciences offer at least the distant prospect of a materialist psychology with an experiencing subject. Others, and notably those materialists who are functionalists, believe that this faith is misplaced, and offer us instead a functional psychology. I argue, briefly, that functionalism cannot deliver the goods, and go on to elaborate and defend the structuralist claim that consciousness or experience is (...) the formation of content conceived as that laying down of traces commonly assumed to be involved in perception and cognition. (shrink)

Certain enterprises at the fringes of science, such as intelligent design creationism, claim to identify phenomena that go beyond not just our present physics but any possible physical explanation. Asking what it would take for such a claim to succeed, we introduce a version of physicalism that formulates the proposition that all available data sets are best explained by combinations of “chance and necessity”—algorithmic rules and randomness. Physicalism would then be violated by the existence of oracles that produce certain kinds (...) of noncomputable functions. Examining how a candidate for such an oracle would be evaluated leads to questions that do not admit an easy resolution. Since we lack any plausible candidate for any such oracle, however, chance-and-necessity physicalism appears very likely to be correct. (shrink)

Trust within a secular or organizational context is much like the concept of faith within a religious framework. The purpose of this article is to identify parallels between trust and faith, particularly from the individual perspective of the person who perceives a duty owed to him or her. Betrayal is often a subjectively derived construct based upon each individual's subjective mediating lens. We analyze the nature of trust and betrayal and offer insights that a wise believer might use in understanding (...) his or her relationship with the divine. We suggest that the parallels between trust and faith involve a willingness to relinquish one's power or control in the expectant hope that our needs will be met. Betrayal, however, is often profoundly misunderstood. (shrink)

Although trustworthiness has been described as a source of competitive advantage, its value extends to organizational governance and wealth creation. We identify the importance of the commitment—compliance continuum in the decision to trust and note that trustworthiness is a subjective perception viewed through each person's mediating lens. That lens and each person's interpretation of the social contract impact one's commitment to cooperate. We suggest five propositions that integrate trustworthiness, governance, and wealth creation.

Gödel's Theorem is often used in arguments against machine intelligence, suggesting humans are not bound by the rules of any formal system. However, Gödelian arguments can be used to support AI, provided we extend our notion of computation to include devices incorporating random number generators. A complete description scheme can be given for integer functions, by which nonalgorithmic functions are shown to be partly random. Not being restricted to algorithms can be accounted for by the availability of an arbitrary random (...) function. Humans, then, might not be rule-bound, but Gödelian arguments also suggest how the relevant sort of nonalgorithmicity may be trivially made available to machines. (shrink)

The research about strategic human resource management (SHRM) has suggested that human resource professionals (HRPs) have the opportunity to play a greater role in contributing to organizational success if they are effective in developing systems and policies aligned with the organization's values, goals, and mission. We suggest that HRPs need to raise the standard of their performance and that the competitive demands of the modern economic environment create implicit ethical duties that HRPs owe to their organizations. We define ethical stewardship (...) as a model of governance that honors obligations due to the many stakeholders and that maximizes long-term organizational wealth creation. We propose that if HRPs adopt an ethical stewardship framework and the qualities of transformative leaders, they will be more aware of their ethical duties to their organizations and more effective in helping their organizations to create increased wealth, achieve desired organizational outcomes, and establish work environments that are more satisfying to employees. (shrink)

Judgments of the rationality of beliefs must take the costs of acquiring and possessing beliefs into consideration. In that case, certain false beliefs, especially those that are associated with the benefits of a cohesive community, can be seen to be useful for an agent and perhaps instrumentally rational to hold. A distinction should be made between excusable misbeliefs, which a rational agent should tolerate, and misbeliefs that are defensible in their own right because they confer benefits on the agent. Likely (...) candidates for such misbeliefs are to be found in the realm of nationalism and religion, where the possession costs of true beliefs are high, and where collective beliefs in falsehoods may allow for a cohesive community. We discuss the paradoxes of reflective awareness involved in the idea of deliberately embracing falsehoods. More rigorous, fully reflective concepts of rationality would still disallow false beliefs, but such demanding versions of rationality would commit agents to pay large costs, thereby weakening the motivation for acquiring true beliefs. (shrink)

In the past centuries, most Muslims have encountered modern science as a Western import. To avoid being overwhelmed by the military and commercial advantages enjoyed by technologically advanced nations, Middle Eastern Muslim societies had to begin adopting modern knowledge. As westernization started to shape social structures and institutions as well as technologies, conservative Muslim responses to modern science typically became conditioned by the demands of cultural defense. Many Muslim thinkers argued that upholding the religious character of Muslim civilization meant borrowing (...) technology but rejecting the perceived materialism pervading the conceptual frameworks of modern science. This defensive approach remains prominent in present Muslim thinking about science. Almost all religiously oriented Muslim thinkers take harmony between science and Islam for granted, but in practice, conservative Muslims often express deep reservations about the naturalistic perspectives dominating modern science. Especially in the popular literature, religiously motivated distortions of science are common. Darwinian evolution is a particular target of rejection. (shrink)

While concern about public irrationality and antiscientific movements is not new, the increasing power of right-wing populist movements that promote distrust of expertise and of scientific institutions gives such concerns a new context. Experience with classic pseudosciences such as creationism, and the long-running efforts by defenders of science to oppose such pseudosciences, may also help us understand today’s post-truth populism. The politics of creationism and science education in the United States and in Turkey does not, however, suggest easy answers. Moreover, (...) there are important features of politics in liberal democracies that drive a populist backlash, which makes it counterproductive for defenders of science to call for deference to all forms of expertise claimed by professionals. There is a danger that the rhetoric of reason that is used to defend science will become part of a more general apologetics for an unsustainable status quo. (shrink)

Atheists, conservative theists, and religious liberals often read the history of science in ways that support their own position. Atheists expect continual mutual support between science and nonbelief, conservatives emphasize theistic metaphysical foundations for science; and liberals find a historical development toward separate spheres for science and religion. The rise of science was more complicated than anticipated by any of these stories. Atheism and science have usually developed almost independently, with weak connections. Today, the naturalism of modern scientific descriptions of (...) the world is consonant with an atheistic position. But even now, significant tensions between science and atheism remain. (shrink)

Au sein de la littérature vietnamienne où l’amitié est quasi-absente, se distingue l’œuvre de Phan Hồn Nhiên dont les personnages sont en quête de cette forme d’affection. Notre article s’interroge sur la spécificité de l’exercice amical chez l’écrivaine née en 1972. Comment articule-t-elle ce lien fondé sur la durée, au caractère éphémère des échanges, caractéristique de notre époque? Comment tient-elle compte des effets de la mondialisation? Comment le thème de l’amitié lui permet-il de renouveler la question de la condition de (...) l’individu contemporain et de sa pratique des relations interpersonnelles? (shrink)

This chapter contains sections titled: Scientific Reasons Motivated by Morality? The Science of Religion Notes.

Doing philosophy encourages us to explore beneath the surface of things. It challenges us to ask questions and go beyond easy, obvious answers. Doing philosophy with children is exciting. It is surprising, challenging, awe-inspiring and fun.

Sartre's theory of the imagination is important both as an alternative to the idea that the imagination consists of images contained somehow in the mind - the "illusion of immanence" — and as an early formulation of Sartre's conception of consciousness. In this paper I defend Sartre's theory of imaginative consciousness against some of its critics. I show how difficulties with his theory parallel a perennial problem in Sartre-interpretation, that of understanding how consciousness can negate its past and posit possibilities (...) beyond the facticity of its situation. In this short essay I will not provide a detailed exposition of Sartre's theory of the imagination. Rather, I provide the basis of an interpretation of this theory that emphasizes the role that the past plays in imaginative consciousness. (shrink)

In a world that has become increasingly dependent upon employee ownership, commitment, and initiative, organizations need leaders who can inspire their␣employees and motivate them individually. Love, forgiveness, and trust are critical values of today’s organization leaders who are committed to maximizing value for organizations while helping organization members to become their best. We explain the importance of love, forgiveness, and trust in the modern organization and identify 10 commonalities of these virtues.

. American businesses and corporate executives are faced with a serious problem the loss of public confidence. Public criticism, increased government controls, and growing expectations for improved financial performance and accountability have accompanied this decline in trust. Traditional approaches to corporate governance, typified by agency theory and stakeholder theory, have been expensive to direct and have focused on short-term profits and organizational systems that fail to achieve desired results. We explain why the organizational governance theories are fundamentally, inadequate to build (...) trust. We advance a conceptual framework based on stewardship theory characterized by “covenantal relationships” and argue that design of governance mechanisms using a covenantal approach is more effective in building trust in organizations. A covenantal relationship is a specialized form of a relational contract between an employee and his or her organization. We argue that regardless of incentives and control mechanisms carefully designed through contractual mechanisms, in the absence of covenantal relationships it is extremely difficult to build trust within organizations. We propose that organizations are more likely to build trust – both at the organizational level and at the interpersonal level – when they create reinforcing and integrated systems that honor implied duties of “covenantal relationships.”. (shrink)

This chapter considers what Ender's experiences tell us about the differences between liberal education, vocational training, critical inquiry, and that elusive matter of freedom in, and as a result of education. Specifically, the chapter addresses the following questions: Does everyone need a liberal education? Are schools training grounds for the workplace? And finally, is critical inquiry essential to being an educated person? Ender does get a kind of liberal education with three core aspects. First, in terms of comprehension and performance, (...) Ender learns about military history, military tactics, and strategic‐oriented mathematical calculations in the classroom. Second, he develops problem‐solving skills in the cyber‐reality of the computer game, the Giant's Drink. Third, in terms of interactive performance and cognition, Ender learns about hand‐to‐hand combat and command in the simulated war games of the battleroom. Ender's Game illustrates just how different views of pedagogy can intermingle and conflict with one another. (shrink)

The problem of academic dishonesty in Business Schools has risen to the level of a crisis according to some authors, with the incidence of reports on student cheating rising to more than half of all the business students. In this article we introduce the problem of academic integrity as a holistic issue that requires creating a␣cultural change involving students, faculty, and administrators in an integrated process. Integrating the extensive literature from other scholars, we offer a ten-step model which can create (...) a positive culture for academic integrity. The successful implementation of a well-crafted academic integrity program can have a positive impact on business schools and improve the reputation of tomorrow’s business leaders. (shrink)