Numerous accounting and economics research studies employ an experimental research method requiring student participants to make representations about an individual characteristic (e.g., ability, cost) that provides a basis for payment of cash rewards. In response, many participants intentionally misrepresent the nature of that characteristic to receive a greater reward. Typically, such studies are deemed to be either exempt from review by institutional review boards (IRBs) or subject only to an expedited review. Moreover, investigators seldom debrief participants, purportedly to avoid contamination (...) of the participant pool. The authors question the ethics of inducing strategic misrepresentation and rewarding fraudulent behavior without appropriate debriefing. A theoretical framework of cognitive ethical development indicates that such research methods can be harmful to student participants. Furthermore, principles of operant conditioning suggest that the rewards reinforce fraudulent behavior. It is recommended that research studies inducing strategic misrepresentation should not be exempt from IRB review and should be required to include desensitization procedures for debriefing participants. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Reviewed by:Letting Go: The Story of Zen Master TosuiDavid E. RiggsLetting Go: The Story of Zen Master Tosui. By Peter Haskel. Honolulu: University of Hawai'i Press. Pp. xv + 167. Hardcover $45.00. Paper $17.00.In his latest book, Letting Go: The Story of Zen Master Tōsui, Peter Haskel has taken on the task of translating the traditional biography of an obscure and eccentric Japanese Zen monk of the seventeenth century, (...) the Tōsui oshō densan, which was compiled by the celebrated scholar-monk Menzan Zuihō (1683-1769). Haskel has added an impressively comprehensive critical introduction, extensive footnotes, and a concluding essay. The translation of this collection of anecdotes is accurate and very readable, and the supporting critical apparatus is a concise survey of recent critical scholarship concerning the turbulent world of Zen Buddhism in early Tokugawa Japan.The first half of Tōsui's life was unremarkable: he traveled and met various teachers and then was recognized as a master in his own right. He was eventually invited to preside over a Sōtō Zen training temple, where he settled down and led meditation retreats for five years. By the end of this time he was attracting many disciples, including some very well known monks, when suddenly he simply disappeared. At the end of a training season, instead of presiding over the usual elaborate ceremonies, he stuck a poem to the wall, and without a word to anyone walked out with just the clothes on his back. Even the earlier facts of his life are sketchy, but from this time on all we have are stories that Menzan himself acknowledges cannot be arranged in a clear chronology. According to one tale, after an extensive search, two of his closest disciples found Tōsui living among beggars. His hair and beard were wild, his Buddhist robe was tattered, and his begging bowl was broken. Tōsui berated the two for interfering with his desire to be left alone and stalked off. One disciple continued to pester him; Tōsui relented, and they set off together. At the side of the road Tōsui discovered the body of a dead beggar and set about to bury him with his own hands. He then insisted that the disciple accompany him in eating what food remained in the beggar's bowl, but the disciple was overcome with disgust. Tōsui sent him off with instructions to go study under the émigré Chinese master Kao-ch'uan, an important teacher of the newly imported Chinese Buddhism (called Ōbaku Zen in Japan). As is always the case with these stories, there is no explanation of his actions: no indication of why Tōsui chose this teacher or if there was any significance to sending his student to a teacher in another lineage.Various people continued to attempt to find Tōsui over a span of many years, but he refused to teach or even talk to most of them. Besides anecdotes like this, we have only a few short poems and ripostes that give a flavor of his irreverent style. In response to a merchant who wanted to know how to do Zen meditation, Tōsui would only say, "Soy sauce should be made in midsummer; miso should be made in winter." If people persisted in trying to see him, he simply disappeared rather than deal with them. He lived in tiny rented rooms in towns working as a maker of straw sandals, doing day labor or simply begging for his sustenance. He rejected all offers of support, and if someone attempted to get around his refusals by leaving money or [End Page 132] clothes nearby, he distributed everything to the beggars among whom he lived. As he got older he relented a bit and allowed a follower to provide a meager living for him making vinegar, using the ruse that it wasn't patronage since the rice used for making the vinegar would otherwise have been discarded. When Tōsui died, his funeral was presided over by Kao-ch'uan (the Ōbaku teacher to whom he had entrusted his former students), and his remains were interred at Kao-ch... (shrink)

There is no agreement about the supplement at the end of the first line. almost certainly refers to marriage, discussion of which is postponed till something becomes black or turns dark. Theiler's hardly fits thecontext, and Burkert's with the sense ‘when the grapes ripen’ is not convincing. A metaphorical sense for ‘grapes’ is preferable, e.g. or, better,,, ‘when youwill be old enough to marry’; but the phrase comes with a jolt in the absence of any preparation or immediate follow-up: in (...) the passages of Philodemus andHorace quoted as parallel by Ebert-Luppes the metaphor is not simply a singleword but is extended over two or three lines. (shrink)

There is no agreement about the supplement at the end of the first line. almost certainly refers to marriage, discussion of which is postponed till something becomes black or turns dark. Theiler's hardly fits thecontext, and Burkert's with the sense ‘when the grapes ripen’ is not convincing. A metaphorical sense for ‘grapes’ is preferable, e.g. or, better, , , ‘when youwill be old enough to marry’; but the phrase comes with a jolt in the absence of any preparation or immediate (...) follow-up: in the passages of Philodemus andHorace quoted as parallel by Ebert-Luppes the metaphor is not simply a singleword but is extended over two or three lines. (shrink)

Although researchers have paid much attention to the widespread cheating by students during their college careers and the possible sources behind such unethical behaviors, there has been less attention given to the unethical behaviors of faculty. Research on the types of unethical behaviors of faculty has pointed out the unique nature of higher education and the particular pressures placed on faculty as potential drivers of such behavior. In this paper, we examine the factors and underlying cognitive processes that may drive (...) faculty to engage in such behaviors. Specifically, we identify potential drivers of faculty unethical behavior, the cognitive processes activated by these drivers, and the types of behaviors that are considered most ethically questionable among faculty as they carry out their professional roles. We conclude with research considerations and implications of faculty misconduct on the profession. (shrink)

Philosophy: The Classic Readings is a collection of accessible readings from the history of philosophy specifically focused on metaphysics and epistemology. The philosophers include Plato, Aristotle, Descartes, Locke, Hume, Russell and Princess Elisabeth of Bohemia.

Evolution and Religion in American Education shines a light into one of America’s dark educational corners, exposing the regressive pedagogy that can invade science classrooms when school boards and state overseers take their eyes off the ball. It sets out to examine the development of college students’ attitudes towards biological evolution through their lives. The fascinating insights provided by interviewing students about their world views adds up to a compelling case for additional scrutiny of the way young people’s educational experiences (...) unfold as they consider—and indeed in some cases reject—one of science’s strongest and most cogent theoretical constructs. Inevitably, open discussion and consideration of the theory of evolution can chip away at the mental framework constructed by Creationists, eroding the foundations of their faith. The conceptual battleground is so fraught with logical challenges to Creationist dogma that in a number of cases students’ exposure to such dangerous ideas is actively prevented. This book provides a detailed map of this astonishing struggle in today’s America—a struggle many had thought was done and dusted with the onset of the Enlightenment. (shrink)

This brand new and fully updated edition builds upon nearly three decades of research, thought, conversation, and teaching of the most powerful political ideologies of our era. The Fourth Edition expands the treatment with significantly updated treatments of each ideology and new discussions of conservatism, neoconservativism, imperialism, Islamism, modernity, colonialism, and globalization. It contextualizes and explains the ideological foundations of the American war on terrorism and ongoing developments in nation states where pivotal ideological developments are occurring, especially the United States, (...) China, and Iran. The authors also offer fully updated introductory and concluding chapters on the ongoing significance of studying ideologies and their meaning in a new global era. (shrink)

Introduction: Foundations of faith described -- Christian history : a brief overview -- The Apostolic Age (ca. A.D. 30-100 -- The Patristic Age (ca. A.D. 100-500) -- The Medieval Age (ca. A.D. 500-1500) -- The Reformation/counter-Reformation Age -- The Modern Age (ca. A.D. 1600-1950) -- The Postmodern Age (ca. A.D. 1950-present) -- Mormon and evangelical theology : a comparison -- Scripture and revelation -- God and humanity -- Church and temple -- Salvation and the afterlife -- Moral and social standards (...) -- Mormonism and Christianity -- Sociological foundations of faith -- Question 9: Who was or is the greatest influence on your religious beliefs? -- Question 10: What were the religious beliefs of your family when you were growing up? -- Question 13: How much do you associate with people that hold to other religious beliefs? -- Question 15: What would be the social consequences for you if you converted to another religion? -- Sociological foundations of faith : conclusion -- Spiritual foundations of faith -- Question 4: To what extent has spiritual or religious -- Question 6: Mormons and Evangelicals claim to have the witness of the Holy Ghost/Holy Spirit in their hearts confirming the Mormons and Evangelicals -- Truth of their faith : how do you know that the assurance you have in your heart is from God? -- Question 8: What do you think of the religious experiences of people outside your religion, especially those which seem to confirm their religious beliefs to them? -- Rational foundations of faith -- Question 16: To what extent do you have faith because you think that Mormonism/Evangelicalism is reasonable? -- Question 18: What do you consider to be the best proof or evidence for Mormonism/Evangelicalism? -- Question 19: Would you believe that Mormonism/Evangelicalism is true even if most of the evidence were against it? -- Question 20: How has your assurance changed over time? -- Question 21: What has caused your faith to become stronger or weaker over time? -- Question 22: To what extent do you ever doubt that Mormonism/Evangelicalism is true? -- Question 23: If you sometimes doubt that your beliefs are true, what causes you to doubt? -- Question 24: How do you respond to or deal -- Conversion stories -- Conclusion: Foundations of faith prescribed. (shrink)

Thomas Merton is one of the most important spiritual voices of the last century. He has never been more relevant as new generations look to him for guidance in addressing some of life's biggest questions: how can we find God, how should we engage with other faiths, and how can we oppose violence and injustice? Looking carefully, one can find, tucked away in Merton's prodigious writings, his response to another timeless question: Why do we suffer? Why does an all-powerful and (...) all loving God permit evil and suffering? By carefully examining all of Merton's work, we find that he repeatedly confronted this question throughout most of his adult life. Intriguingly, Merton's approach to this question changed dramatically a few years before he died in 1968. An examination of all aspects of his life yields evidence that Merton’s immersion in Zen during this time contributed most to that change. (shrink)

A shrewd and compelling examination of how political figures throughout history have used scientific findings to achieve their objectives--just as scientists have often put political forces to work to achieve their own goals.

Published in German during the last 15 years, the 13 essays in this volume provide readers with valuable knowledge of the much discussed theme of hermeneutics today. Gadamer was an early student of Martin Heidegger and has been a lifelong friend and interpreter. These essays are an outgrowth of Gadamer's Truth and Method. They can be understood, however, independently of it. Gadamer's standpoint is a blend of Hegel's and Heidegger's, with his own independent development in part. The book contains a (...) long and highly competent introduction by the editor, David E. Linge, who has translated most of the essays. - Choice, on back cover. (shrink)

Personal values have long been associated with individual decision behavior. The role played by personal values in decision making within an organization is less clear. Past research has found that managers tend to respond to ethical dilemmas situationally. This study examines the relationship between personal values and the ethical dimension of decision making using Partial Least Squares (PLS) analysis. The study examines personal values as they relate to five types of ethical dilemmas. We found a significant positive contribution of altruistic (...) values to ethical decision making and a significant negative contribution of self-enhancement values to ethical decision making. (shrink)

We review the major phenomena of skilled typing and propose a model for the control of the hands and fingers during typing. The model is based upon an Activation‐Trigger‐Schema system in which a hierarchical structure of schemata directs the selection of the letters to be typed and, then, controls the hand and finger movements by a cooperative, relaxation algorithm. The interactions of the patterns of activation and inhibition among the schemata determine the temporal ordering for launching the keystrokes. To account (...) for the phenomena of doubling errors, the model has only “type” schemata—no “token” schemata—with only a weak binding between the special schema that signals a doubling, and its argument. The model exists as a working computer simulation and produces an output display of the hands and fingers moving over the keyboard. It reproduces some of the major phenomena of typing, including the interkeystroke interval times, the pattern of transposition errors found in skilled typists, and doubling errors. Although the model is clearly inadequate or wrong in some of its features and assumptions, it serves as a useful first approximation for the understanding of skilled typing. (shrink)

This study uses theories of moral reasoning and moral competence to investigate how university codes of ethics, perceptions of ethical culture, academic pressure from significant others, and ethics pedagogy are related to the moral development of students. Results suggest that ethical codes and student perceptions of such codes affect their perceptions of the ethical nature of the cultures within these institutions. In addition, faculty and student discussion of ethics in business courses is significantly and positively related to moral competence among (...) students. Our results point to the need to further examine the connections among academic institutional structures, ethics pedagogy, and students’ moral development. (shrink)

This collection of Habermas's recent essays on philosophical topics continues the analysis begun in The Philosophical Discourse of Modernity. In a short introductory essay, he outlines the sources of twentieth-century philosophizing, its major themes, and the range of current debates. The remainder of the essays can be seen as his contribution to these debates.Habermas's essay on George Herbert Mead is a focal point of the book. In it he sketches a postmetaphysical, intersubjective approach to questions of individuation and subjectivity. In (...) other essays, he develops his distinctive, communications-theoretic approach to questions of meaning and validity. The book as a whole expands on his earlier efforts to define a middle ground between nostalgic revivals of metaphysical conceptions of reason and radical deconstructions of reason. Jürgen Habermas is Professor of Philosophy at the University of Frankfurt.The Essays: The Horizon of Modernity is Shifting. Metaphysics after Kant. Themes in Postmetaphysical Thinking. Toward a Critique of the Theory of Meaning. Peirce and Communication. The Unity of Reason in the Diversity of Its Voices. Individuation through Socialization: On George Herbert Mead's Theory of Subjectivity. Philosophy and Science as Literature? (shrink)

The two main psychological theories of the ordinary conditional were designed to account for inferences made from assumptions, but few premises in everyday life can be simply assumed true. Useful premises usually have a probability that is less than certainty. But what is the probability of the ordinary conditional and how is it determined? We argue that people use a two stage Ramsey test that we specify to make probability judgements about indicative conditionals in natural language, and we describe experiments (...) that support this conclusion. Our account can explain why most people give the conditional probability as the probability of the conditional, but also why some give the conjunctive probability. We discuss how our psychological work is related to the analysis of ordinary indicative conditionals in philosophical logic. (shrink)

Discussions of “indeterminacy” customarily distinguish two putative types: semantic indeterminacy (SI)—indeterminacy that’s somehow the product of the semantics of our words/concepts—and metaphysical indeterminacy (MI)—indeterminacy that exists as a mind/language-independent feature of reality itself. A popular and influential thought among philosophers is that all indeterminacy must be SI. In this paper we challenge this thought. Our challenge is guided by the question: What, exactly, does it take for a case of indeterminacy to count as SI? We argue that the only satisfactory (...) answer to this question must take SI to be grounded in a more basic type of MI. We conclude that SI cannot be made sense of without implicating MI. If there’s any indeterminacy, there must be indeterminacy in the world itself. (shrink)

The shape of theological humanism -- Ideas and challenges -- The humanist imagination -- Thinking of God -- The logic of Christian humanism -- On the integrity of life -- The task of theological humanism -- Our endangered garden -- A school of conscience -- Masks of mind -- Religion and spiritual integrity -- Living theological humanism.

In this essay, David Meens examines the viability of John Dewey's democratic educational project, as presented in Democracy and Education, under present economic and political conditions. He begins by considering Democracy and Education's central themes in historical context, arguing that Dewey's proposal for democratic education grew out of his recognition of a conflict between how political institutions had traditionally been understood and organized on the one hand, and, on the other, emerging requirements for personal and social development in the (...) increasingly interconnected world of the early twentieth century. Meens next considers Dewey's ideas in our contemporary context, which is dominated by a neoliberal ideology that extends the economic logic of Smithian efficiency to all domains of modern social and political life. He argues that the prevalence of neoliberalism poses two challenges to Deweyan democratic education: first, Dewey's emphasis on general education and a resistance to specialization is economically inefficient; and second, Dewey's strong, democratic conception of the “the public” is anathema to the neoliberal vision of the public as a conglomeration of individual agents. These challenges, he concludes, significantly stack the deck against Deweyan education by ensuring that the latter will be neither economically practicable nor widely understood. (shrink)

We are reporting on how involved the mentor was in promoting responsible research in cases of research misconduct. We reviewed the USPHS misconduct files of the Office of Research Integrity. These files are created by Institutions who prosecute a case of possible research misconduct; ORI has oversight review of these investigations. We explored the role of the mentor in the cases of trainee research misconduct on three specific behaviors that we believe mentors should perform with their trainee: (1) review source (...) data, (2) teach specific research standards and (3) minimize stressful work situations. We found that almost three quarters of the mentors had not reviewed the source data and two thirds had not set standards. These two behaviors are positively correlated. We did not see convincing evidence in the records that mentors were causing stress, but it was apparent in the convicted trainees’ confessions that over 50% experienced some kind of stress. Secondary data, while not created for this research purpose, allows us to look at concrete research behaviors that are otherwise not very researchable. We believe it is important for mentors and institutions to devote more attention to teaching mentors about the process of education and their responsibilities in educating the next generation of scientists. This becomes a critical issue for large research groups who need to determine who is in charge educating, supervising and assuring data integrity. (shrink)

The current literature on indeterminacy centers around two projects. One concerns the logic of indeterminacy; the other concerns its nature or source. The aim of this paper is to introduce, motivate and go some way toward addressing a new, third project: that of providing what I call a minimal characterization of indeterminacy. An MC, to a first approximation, is a relatively pre-theoretical characterization of indeterminacy that is neutral between the various substantive theories of the nature and logic of indeterminacy. An (...) MC thus captures a generic sense of indeterminacy that, at least in principle, is recognized by all parties to the debate over the phenomenon’s underlying nature and logic. I begin by introducing the concept of an MC and outlining some of the main theoretical virtues of providing an MC. I then establish some desiderata on a suitable MC, and use these desiderata to rule out various initially attractive proposals. In the final part of the paper I sketch the beginnings of my own MC and defend it against objections. (shrink)