In this paper, we present an ethical and strategic approach to managing organizational crises. The proposed crisis management model (1) offers a new approach to guide an organization’s strategic and ethical response to crisis, and (2) provides a two-by-two framework for classifying organizational crises. The ethically rational approach to crisis draws upon strategic rationality, crisis, and ethics literature to understand and address organizational crises. Recent examples of corporate crises are employed to illustrate the theoretical claims advanced. Finally, the paper provides (...) guidelines for a morally optimal outcome for the organization and its stakeholders. (shrink)

While some argue that the only way to make a place for Philosophy for Children in today's strict, standardised classroom is to measure its efficacy in promoting reasoning, we believe that this must be avoided in order to safeguard what is truly unique in P4C dialogue. When P4C acquiesces to the very same quantitative measures that define the rest of learning, then the philosophical dimension drops out and P4C becomes yet another progressive curriculum and pedagogy for enhancing argumentation skills that (...) can easily be appropriated by any content area. What we want to offer in this article is a reevaluation of P4C that remains faithful to a radical kernel that we find when we do philosophy with children and young adults. To theorise the potential for P4C, we draw heavily on Agamben's work, and in particular his reflections on speech and infancy. We propose that the redemption of P4C necessitates a shift from a community of inquiry to a community of infancy. Such a community is not a community that operates according to predefined rules or standardised assessment protocols but rather is an inoperative community that is defined by letting ends idle. On our account, a community of infancy is an example of dialogic studious play that is neither ritual nor just play, thus avoiding the extreme polarities of the ritualised classrooms of high-stakes testing and the ‘ludic’ postmodern classroom of free play. What is at stake here is to preserve the last vestige of freedom within the school. (shrink)

In their insightful article, Brent Kious and Margaret Battin (2019) correctly identify an inconsistency between an involuntary psychiatric commitment for suicide prevention and physician aid in dying (PAD). They declare that it may be possible to resolve the problem by articulating “objective standards for evaluating the severity of others’ suffering,” but ultimately they admit that this task is beyond the scope of their article since the solution depends on “a deep and difficult” question about comparing the worseness of two possible (...) scenarios: letting someone die (who could have been helped) with not letting someone die (whose suffering could only be alleviated by death). In our commentary, we argue that creating such standards is more difficult than the authors assume because of the many types of deep uncertainties we have to deal with: (1) diagnostic, (2) motivational, and (3) existential. (shrink)

While agreeing with the main conclusion of Dominic Wilkinson and colleagues (Wilkinson, Butcherine, and Savulescu 2019), namely, that there is no moral difference between treatment withholding and withdrawal as such, we wish to criticize their approach on the basis that it treats the widespread acceptance of withdrawal aversion (WA) as a cognitive bias. Wilkinson and colleagues understand WA as “a nonrational preference for withholding (WH) treatment over withdrawal (WD) of treatment” (22). They treat WA as a manifestation of loss aversion (...) and refer to Kahneman and colleagues (1991), which defined this effect as follows: “the disutility of giving up an object is greater that the utility associated with acquiring it” (194). In a previous work, Wilkinson and Savulescu understood nonequivalence between treatment withholding and withdrawal as a reflection of slightly different, although related, phenomena: status quo bias or omission bias (Wilkinson and Savulescu 2012, 130–131). In neither of these two papers do they describe precisely the relation between these well-known psychological effects and WA, nor do they explain why they treat these effects as examples of nonrational preferences, despite the fact that these issues have been the subject of wide-ranging discussions on the intersection of psychology, economy, and philosophy. (shrink)

RÉSUMÉNous proposons une théorie compatibiliste du libre arbitre, dans la tradition de la philosophie naturalisée, qui tente : 1) de fournir une synthèse de théories bien connues, capable de résoudre certains problèmes de ces dernières; 2) de tenir compte du fait que le libre arbitre a des degrés; 3) d’établir des liens avec la neurobiologie. Nous arguons que le libre arbitre d'un agent varie par degrés en fonction de la capacité de l'agent à faire des hypothèses et à utiliser des (...) théories. Notre modèle met en évidence que des actions «libres» sont consciemment surveillées par l'agent, à travers des croyances, des hypothèses et finalement des théories — d'où l'expression «modèle CMT» (pour Conscious-through-Monitoring-through-Theories). (shrink)

This paper reassesses a perennial concern of philosophy of education: the nature of the educational community and the role of the teacher in relation to such a community. As an entry point into this broader question, we turn to Philosophy for children, which has consistently emphasized the importance of community. Yet, not unlike pragmatist notions of community more broadly, the P4C community has largely focused on the goal-directed, purposive, aspect of the process of inquiry. The purpose of our paper is (...) to move beyond P4C in order to theorize a non-instrumental, in-tentional, educational community without pre-conceived goals or intentions. Drawing largely from the work of Italian philosopher Giorgio Agamben, we describe the P4C-classroom as one that refuses to be operative and thus undermines the taken-for-granted logic of means and ends that underlies how educational communities are typically depicted and justified. Again drawing from Agamben, we identify the specific ways in which the experience of love and friendship constitute the in-tentional community. The silence of the voice of the teacher enables the experience of love and friendship to come about. Being included as an exclusion via his/her silence, the teacher is neither immanent nor transcendent but alongside the community as a paradigm of friendship. (shrink)

In this paper we investigate computable isomorphisms of Boolean algebras with operators (BAOs). We prove that there are examples of polymodal Boolean algebras with finitely many computable isomorphism types. We provide an example of a polymodal BAO such that it has exactly one computable isomorphism type but whose expansions by a constant have more than one computable isomorphism type. We also prove a general result showing that BAOs are complete with respect to the degree spectra of structures, computable dimensions, expansions (...) by constants, and the degree spectra of relations. (shrink)

Juristic argumentation must in normal cases lead to a positive conclusion. The adoption of the rules of the burden of argumentation is, therefore, necessary. It is the task of the normative theory of juristic argumentation to formulate and to justify these rules., The rules of the burden of argumentation are constitutive rules. They do not impose duties or obligations to justify, but they state under what conditions a thesis counts as justified. The basic problem lies in the second‐order justification, that (...) is, in the justification of the rules of the burden of argumentation. Their rational justification is a precondition for rational juristic discourse. (shrink)

With the limited initial availability of COVID-19 vaccines in the first months of 2021, decision-makers had to determine the order in which different groups were prioritized. Our aim was to find out what normative approaches to the allocation of scarce preventive resources were embedded in the national COVID-19 vaccination schedules. We systematically reviewed and compared prioritization regulations in 27 members of the European Union, the United Kingdom, and Israel. We differentiated between two types of priority categories: groups that have increased (...) infection fatality rate (IFR) compared to the average for the general population and groups chosen because their members experience increased risk of being infected (ROI). Our findings show a clear trend: all researched schedules prioritized criteria referring to IFR (being over 65 years old and coexisting health conditions) over the ROI criteria (eg occupation and housing conditions). This is surprising since, in the context of treatment, it is common and justifiable to adopt different allocation principles (eg introducing a saving more life-year approach or prioritizing younger patients). We discuss how utilitarian, prioritarian, and egalitarian principles can be applied to interpret normative differences between the allocation of curative and preventive interventions. (shrink)

Studies show that rejection increases negative affect and aggression and decreases helping behavior toward the excluder. Less is known about emotions and behavior after rejection by a friend for someone else. In two experimental studies (N = 101 and N = 169), we tested the predictions that rejection would feel worse in a close relationship but would result in less aggression and more reconnecting behavior, especially when the reasons for rejection were unknown. The results of study 1 showed that, as (...) expected, among acquaintances, more aggression was noted only after comparative rejection, but among strangers, aggression was also observed after rejection with no stated reason. Negative feelings toward a new acquaintance were only marginally stronger than those toward a stranger in study 1, but study 2 confirmed that rejection by a best friend, and especially comparative rejection by a friend, felt worse than other conditions. Study 2 also showed that reconnecting behavior was more likely to dominate over aggressive behavior between people in close relationships than between strangers. The results are discussed mostly in light of the multimotive model of rejection. (shrink)

One of the most common questions in today’s cognitive studies is the one regarding embodied cognition. The answer to this question draws our attention to many factors, including bodily actions, which also work to embody cognition. With this in mind, enactivism is included in discussions of embodiment.

Artykuł, opublikowany po raz pierwszy w 1979 r., jest jednym z najczęściej cytowanych tekstów filozoficznych z drugiej połowy XX wieku. Tekst Bernarda Williamsa zainicjował kilka ważnych debat, toczących się do dziś w etyce i filozofii działania. Zaproponowana przez niego interpretacja pojęcia racji działania jest, z jednej strony, niezwykle wpływowa, ale z drugiej bardzo niejednoznaczna i często krytykowana. Williams broni stanowiska, które z czasem zaczęto określać jako internalizm racji: pewne względy są racjami działania dla danego podmiotu tylko wtedy, gdy mają ścisły (...) związek z "subiektywnym układem motywacyjnym" tego podmiotu, czyli z jakimiś aspektami jego psychiki, charakteru, celów, pragnień, planów, relacji z innymi itd. Stwierdzenie, że ktoś ma rację, by coś zrobić (a jeśli uznajemy, że jest to racja przeważająca - to, że powinien to coś zrobić), znaczy więc wedle tego stanowiska tyle, że ten ktoś jest w stanie być motywowany, by to coś zrobić. W przeciwieństwie do tego stanowisko określane obecnie ako eksternalizm racji głosi, że pewne względy mogą być racjami działania dla danego podmiotu także wtedy, gdy odwołują się do niezależnych od jego układu motywacyjnego własności świata. Williams wychodzi od modelu działania nawiązującego do koncepcji Hume'owskiej, następnie przedstawia jego bardziej rozbudowaną wersję, omawia rolę namysłu, naturę potrzeb, a także przedstawia argument za internalizmem racji, określany jako argument z wyjaśniania działania. Głosi on, że nawet gdyby istniały zewnętrzne racje działania, niezwiązane z subiektywnym układem motywacyjnym danego podmiotu, to odwołanie się do nich nie byłoby w stanie wyjaśnić, dlaczego dany podmiot postąpił tak, a nie inaczej, gdyż "nic nie jest w stanie wyjaśnić (zamierzonych) działań podmiotu za wyjątkiem czegoś, co motywuje go działania". (shrink)

This paper explores the psychometric properties of the Polish adaptation of the MBI-SS questionnaire, which measures academic burnout in students. The factorial structure of the tool was examined, and its validity was evaluated using a sample from Polish state universities (N=935). Findings suggest that the MBI-SS possesses strong psychometric parameters. Data supports the tool's 3-factor structure and internal consistency. However, there are reservations regarding one item (MBI_6). Consequently, the 15- item version of the MBI-SS is recommended as a suitable tool (...) for assessing burnout in Polish students. (shrink)

Książka zawiera wybrane teksty najważniejszych myślicieli zaliczanych do dwóch najbardziej znaczących kierunków neokantowskich, a mianowicie do szkoły badeńskiej i szkoły marburskiej. Szkoły te wyłoniły się w konsekwencji podziałów, jakie dokonywały się w ramach neokantyzmu, niezwykle złożonego kierunku filozoficznego drugiej połowy XIX wieku i początków wieku XX. Mówienie o neokantyzmie jest złożone, gdyż nie można podać ani daty jego powstania, ani też daty zakończenia, co przysparza wielu kłopotów z jego historycznym określeniem. Pomijając wszelkie trudności klasyfikacyjne, antologia ogranicza się do zaprezentowania poglądów (...) dwóch najważniejszych szkół. Poglądy szkoły badeńskiej ukazują teksty Wilhelma Windelbanda i Heinricha Rickerta, Emila Laska i Brunona Baucha. Natomiast poglądy szkoły marburskiej prezentują teksty Hermanna Cohena i Paula Natorpa oraz ich najwybitniejszych uczniów, tzn. Ernsta Cassirera i Nicolaia Hartmanna. Autorzy żywią przekonanie, że zamieszczone teksty są najbardziej reprezentatywne dla neokantyzmu prezentowanych szkół. (shrink)

We assess Cartwright's models for probabilistic causality, and in particular, her models for EPR-like experiments of quantum mechanics. We show that her models for the EPR are mathematically incorrect and physically implausible. Finally, we argue that her models are not adequate for EPR-phenomena, since they ignore modal and spatiotemporal aspects inherent in their setup.

In this paper, we discuss the problem of the relationship between legal concepts and legal norms. We argue that one of the widespread theories of legal concepts, which we call ‘the embedding theory’, is false. The theory is based on the assumption that legal norms are central for any legal system and that each legal norm establishes an inferential link between a certain class of facts and a certain class of legal consequences. Alf Ross’s embedding theory was presented in his (...) famous paper “Tu–Tu”. According to Ross, the sole function of legal concepts is to simplify normative information. Hence, the use of legal concepts may be a matter of convenience, rather than necessity. We criticize this approach mainly by pointing to the existence of so-called second order substantive concepts, which are not reducible to any determined set of conditional sentences (inferential links). In short, second order substantive concepts play the role of general standards, and general standards are used to provide flexibility for a particular legal system. In addition, general standards are ‘value loaded’, since they serve as a frame of reference for judges applying law to particular cases. To understand such general standards as a predefined set of conditionals means to overlook their ‘open’ content, and thus their function. In our opinion, the acceptance of the embedding theory means to misinterpret the function of general standards. We also argue that Giovani Sartor’s idea of defective legal concepts doesn’t help to clarify or defend the embedding theory. (shrink)

Volume 10, Issue 4, December 2019, Page 582-587.

Am(B m B). Specifically I was wondering whether for every BCI-provable formula A there is a B for which the inset formula was provable. If you want to read about this issue, which I..

We show that the countable universal homogeneous meet-tree has a generic automorphism, but does not have a generic pair of automorphisms.

We present the (Lascar) Galois group of any countable theory as a quotient of a compact Polish group by an F_σ normal subgroup: in general, as a topological group, and under NIP, also in terms of Borel cardinality. This allows us to obtain similar results for arbitrary strong types defined on a single complete type over ∅. As an easy conclusion of our main theorem, we get the main result of [K. Krupiński, A. Pillay and T. Rzepecki, Topological dynamics and (...) the complexity of strong types, Israel J. Math.228 (2018) 863–932] which says that for any strong type defined on a single complete type over ∅, smoothness is equivalent to type-definability. We also explain how similar results are obtained in the case of bounded quotients of type-definable groups. This gives us a generalization of a former result from the paper mentioned above about bounded quotients of type-definable subgroups of definable groups. (shrink)

Knobe contends that in making judgments about a wide range of matters, moral considerations and scientific considerations are and thus that We argue that his own account of the mechanism underlying these judgments does not support this radical conclusion.

A subset of the Cantor cube is null-additive if its algebraic sum with any null set is null. We construct a set of cardinality continuum such that: all continuous images of the set into the Cantor cube are null-additive, it contains a homeomorphic copy of a set that is not null-additive, and it has the property $\unicode{x3b3} $, a strong combinatorial covering property. We also construct a nontrivial subset of the Cantor cube with the property $\unicode{x3b3} $ that is not (...) null additive. Set-theoretic assumptions used in our constructions are far milder than used earlier by Galvin–Miller and Bartoszyński–Recław, to obtain sets with analogous properties. We also consider products of Sierpiński sets in the context of combinatorial covering properties. (shrink)

In this paper, I argue that potentialism is uniquely able to articulate the value of educational practices that lack the kind of directionality commonly associated with educational activities. It does so by operating with radically different assumptions about the nature and value of education – assumptions that can be derived from the basic premise of progressive education that education needs to be rooted in experience. I follow here a line of thought that leads from Dewey’s notion of experience aimed at (...) new and better experiences, to Ivan Illich’s emphasis on the experience of the new, to Gert Biesta’s idea that education needs to allow students to bring something new into the world, to Jan Masschelein and Maarten Simons’ emphasis on the experience of the possibility of the new. Finally, drawing from the work of Giorgio Agamben and Tyson E. Lewis, I show how a potentialist notion of experience operates with a different temporality, enabling us to think of the experience of the potentiality of the new as such as what accounts for the educational value of non-directional practices – not only in spite of, but because of their lack of directionality. (shrink)