ABSTRACT:This essay attempts to provide a useful research agenda for researchers in both strategic managementandbusiness ethics. We motivate this agenda by suggesting that the two fields started with similar interests, diverged, and are beginning to converge again. We then identify several streams that hold particular promise for developing our understanding of the relationship between strategy and ethics: stakeholder theory, managerial discretion, behavioral strategy, strategy as practice, and environmental sustainability.

This chapter contains section titled: Organizing the Notes for On Certainty Groundlessness and Language‐games Searching for Primary Links Between Language and Reality Seeing Logic and Practice Pictures, Propositions and Reality Forms of Life Practices and Parallels Is the Title on Certainty a Happy One? Is on Certainty a Polemic against Moore? Is Wittgenstein's Main Interest in Moore's Propositions the Nature of Nonsense? Does Wittgenstein Say that the Propositions he is Interested in Form a Class, and Does he Say the Same (...) of all of Them? Are Wittgenstein's Propositions Context‐free? What is the Connection between Wittgenstein's Propositions and Logic? Is Wittgenstein Appealing to Primitive, Pre‐linguistic Reactions as the Basis of our Language‐games? What is Meant by the Sureness in Our Language‐games? How are Our Conclusions Related to the Notions of a Form of Life or World‐picture? How do Wittgenstein's Conclusions Differ from Some Classical and Contemporary Views of Our Relation to the World? Rhees's Development of Wittgenstein's Concerns. (shrink)

Introduces students to theories that have stood the test of time and those that have provided the historical foundation for the best of contemporary educational theory and practice.

Education as a necessity of life -- Education as a social function -- Education as direction -- Education as growth -- Preparation, unfolding, and formal discipline -- Education as conservative and progressive -- The democratic conception in education -- Aims in education -- Natural development and social efficiency as aims -- Interest and discipline -- Experience and thinking -- Thinking in education -- The nature of method -- The nature of subject matter -- Play and work in the curriculum -- (...) The significance of geography and history -- Science in the course of study -- Educational values -- Labor and leisure -- Intellectual and practical studies -- Physical and social studies : naturalism and humanism -- The individual and the world -- Vocational aspects of education -- Philosophy of education -- Theories of knowledge -- Theories of morals. (shrink)

What is one to make of Sartre's treatment of his waiter in one of his famous analyses of bad faith? The example is supposed to be an obvious one, but the more we examine it, the less obvious it becomes. Let us remind ourselves of Sartre's example: Let us consider this waiter in the café. His movement is quick and forward, a little too precise, a little too rapid. He comes toward the patrons with a step a little too quick. (...) He bends forward a little too eagerly; his voice, his eyes express an interest a little too solicitous for the order of the customer. Finally there he returns, trying to imitate in his walk the inflexible stiffness of some kind of automaton while carrying his tray with a recklessness of a tight-rope walker by putting it in a perpetually unstable, perpetually broken equilibrium which he perpetually re-establishes by a light movement of the arm and hand. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hildegard and HolismSuzanne M. Phillips (bio) and Monique D. Boivin (bio)Keywordsbiopsychosocial, integration, medieval, mental illnessWe appreciate the careful and enriching commentary offered by Kroll and by Radden on our paper about holistic views of mental illness in the writings of the twelfth-century abbess and healer Hildegard of Bingen. Both reviewers are well-established figures in the study of historical perspectives on mental illness, an area that we have just (...) begun to explore. We are glad for the opportunity to respond to their observations and thereby to continue the dialogue.First, we would like to clarify our purpose in preparing this paper. Nowhere do we claim that Hildegard used a biopsychosocial model of mental illness, either in addressing the needs of the particular case of Sigewiza, or more generally in her writings on illness and health. In fact, we agree with Kroll (2007, 370), when he states that Hildegard did not use a biopsychosocial model. We use the term “biopsychosocial” only three times in the paper, always by contrast with what we see in Hildegard’s writings. The present-day biopsychosocial model focuses on getting a range of perspectives on the table, encouraging the consideration of biological, psychological, and social issues when thinking about mental illness. This is a good thing, but we argue that it does not go far enough. Specifically, there has been insufficient attention to ways these perspectives might interact.How, then, might we describe Hildegard’s way of conceptualizing mental illness? In place of the label “biopsychosocial model,” Kroll suggests that Hildegard’s approach could be described as a “religious model” (p. 372). Here we disagree. By our reading, Hildegard’s description of mental illness involves religious components, certainly, but also humoral, astrological, interpersonal, community, and intrapsychic components. Radden correctly notes that we are not so much interested in the particular components as we are in their interactions. We are attracted to Hildegard’s writings because she attends to these interactions. Our students, like Kroll’s (p. 371), are curious about mind–body relationships, which represent one example of the interplay between components. Our concern is that the current biopsychosocial model often fails to satisfy our own, and our students’, interest in the nature of those interactions. Our hope is that Hildegard’s writings might help us to think more richly about the interactions.As Radden (2007, 373) points out, present-day psychiatrists and psychologists do in fact use mul-ticausal accounts of depression. And we agree that such accounts need not be reductionistic (Kroll, 371). But we also recognize that psychology and psychiatry have well-established reductionist (more specifically, materialist) habits. To borrow [End Page 377] Kroll’s phrase, the biological model threatens “to swallow all other models” (p. 371). We must guard against such reductionism, given the habits of our disciplines. As we noted, McHugh and Slavney (1998) respond to that threat by building walls between the perspectives, suggesting that we might use different perspectives when thinking about different sorts of problems. We think that there ought to be more synthetic, holistic ways of responding to that threat, and we are hopeful that Hildegard’s writings can help us to develop those.At a basic level, we see Hildegard asking different questions than people ask today. On the first page of his commentary, for example, Kroll poses the question of “which of these three modalities [bio-, psycho-, social] may be sufficient” (p. 369) in the particular medieval text. We found that the sufficiency of one modality or another does not concern Hildegard. We are not able to speak to the general point that Kroll raises, that one or another element is emphasized depending on the goal of the medieval text; we can report our experience in reading Hildegard, where we found no sense in which one or another component is privileged. Even though Hildegard operated within a thoroughly religious context, we did not find examples of her subsuming other factors under religion. Everything interacts with spiritual concerns, to be sure, but everything also interacts with the biological, and with the interpersonal, and with the astrological. Although it may seem odd to us post-Darwinian thinkers, Hildegard’s model is essentially... (shrink)

In 1958, moral philosophers were given rather startling advice. They were told that their subject was not worth pursuing further until they possessed an adequate philosophy of psychology. What is needed, they were told, is an enquiry into what type of characteristic a virtue is, and, furthermore, it was suggested that this question could be resolved in part by exploring the connection between what a man ought to do and what he needs : perhaps man needs certain things in order (...) to flourish, just as a plant needs water; and perhaps what men need are the virtues, courage, honesty, loyalty, etc. Thus, in telling a man that he ought to be honest, we should not be using any special sense of ought: a man ought to be honest just as a plant ought to be watered. The ‘ought’ is the same: it tells us what a man needs. (shrink)

Current efforts to think holistically about mental disorder may be assisted by considering the integrative strategies used by Hildegard of Bingen, a twelfth-century abbess and healer. We search for integrative strategies in the detailed records of Hilde-gard’s treatment of the noblewoman Sigewiza and in Hildegard’s more general writings. Three strategies support Hildegard’s holistic thinking: the use of narrative approaches to mental illness, acknowledging interdependence between perspectives, and applying principles of balance to the relationships between perspectives. Applying these three strategies to (...) the present-day conceptualization and treatment of mental disorder could move us toward a more thoroughly integrated understanding of the field. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Hume on the Idea of Existence1 Phillip D. Cummins One, the primary, aim of this paper is to understand an argument Hume employed to defend his contention that there is no special or distinctidea ofexistence. This contention he expressedvariouslyin the following passage: The idea ofexistence, then, is the very same with the idea of what we conceive tobe existent. To reflect on any thing simply, and to reflect on (...) it as existent, are nothing different from each other. That idea, when conjoin'd with the idea of any object, makes no addition to it. Whatever we conceive, we conceive to be existent. Any idea we please to form is the idea ofa being; and the idea of a being is any idea we please to form.2 My secondary aim is to understand what the quoted claim amounts to as a characterization of the idea of existence. I am among those who have serious difficulty understanding what precisely Hume is here claiming. Specifically, I am not sure how, if at all, his position on the idea ofexistence fits with other elements ofhis theory ofthought.3 For example, earlier in the Treatise, in "OfAbstract Ideas," Hume argued that under suitable conditions of habituation and linguistic competence, a single simple4 idea could be the idea ofboth a particular object, a line drawn on a particular sheet ofpaper, and a type ofobject, line in general (T 20-24). Further, on the basis of appropriate comparisons, a single simple idea can also be the idea oftwo different quaUties, purple and extended, for example (T 24-25, 34). The former claim is the positive component ofHume's account ofabstract thinking; the latter is the positive component of his position on distinctions of reason. Hume goes out ofhis way to distinguish his position on the idea of existence from his position on distinctions of reason (T 67). As for how it differs, ifat all, from his position on abstract ideas, a matter by no means obvious, Hume says nothing at all. His silence does not preclude speculation on the subject—on the contrary, it makes such speculation unavoidable—but it does give special importance to his brief and puzzhng proof that there is no special or distinct idea of existence. Volume XVII Number 1 61 PHILLIP D. CUMMINS I. Hume's Argument In making his case that we have no distinct idea of existence Hume first insists that we have an idea of existence, appealing to what he regards as an undeniable matter of psychological fact. He writes, There is no impression nor idea ofany kind, ofwhich we have anyconsciousness or memory, thatis not conceiVd as existent; and 'tis evident, that from this consciousness the most perfect idea and assurance ofbeing is deriv'd. (T 66) The argument seems to comprise the following propositions: attending to consciousness and memory reveals that all the perceptions we experience or remember are believed to exist; one cannot beUeve in the existence of something unless one has an idea of existence; therefore, there is an idea ofexistence (being) which in some way is derived from consciousness and memory. Hume next formulates what he calls a dilemma. From hence we may form a dilemma, the most clear and conclusive that can be imagin'd, viz. that since we never remember any idea or impression without attributing existence toit, the idea ofexistence must eitherbe deriv'd from a distinct impression, conjoin'd with every perception or object ofour thought, or must be the very same with the idea of the perception or object. (T 66) The alternatives seem clear: either, in believing in the past existence of, say, a blue spot once seen, one has two ideas, one of the blue spot and a different one of existence, or one has only one idea, which somehow is both the idea of the spot and the idea ofexistence. What is not immediately obvious is why Hume speaks ofa dilemma. From the supposed psychological fact (we never remember any idea or impression without attributing existence to it) and its corollary (we have an idea ofexistence) Hume develops a disjunction (either the idea ofexistence is derived from a distinct impression conjoined with every perception, or... (shrink)

Many philosophers, of very different persuasions, think that the time has come for philosophy to give up its epistemological pretensions. It must cease to see itself as the arbiter of rationality and truth. Its role as such an arbiter is due, in part, to confusions involved in representationalist theories in epistemology. According to these, our epistemic practices are judged by whether they adequately represent something said to be independent of them all called Reality or Truth. These judgments are said to (...) be the business of philosophy. But, now, it is said that philosophy is redundant in this respect The trouble was not that it did its work badly. There was never any work to perform. Philosophy traded under false pretences. (shrink)

Bouts of exercise performed either prior to or immediately following study periods enhance encoding and learning. Empirical evidence supporting the benefits of interventions that simultaneously pair physical activity with material to be learned is not conclusive, however. A narrative, theory-based review of dual-task experiments evaluated studies in terms of arousal theories, attention theories, cognitive-energetic theories, and entrainment theories. The pattern of the results of these studies suggests that cognitive-motor interference can either impair or enhance memory of semantic information and the (...) manner in which physical activity impacts working memory within executive processing appears to explain disparate outcomes. The integration and timing of physical movements in concert with the type of information to be encoded and remembered appears to be a critical requirement for learning. These observations have implications for the role of physical activity in education, rehabilitation, and gerontological settings. (shrink)

A psychoanalyst is said to provide the real explanation of a person's behaviour; an explanation which the person has arrived at with the help of a psychoanalyst. The person was not aware of the real character of his behaviour. It may have exhibited unconscious thoughts, beliefs, motives, intentions and emotions. In his paper ‘The Unconscious’, in Mind 1959, Ilham Dilman says, ‘What those who talked of “Freud's discovery of the unconscious” had in mind is a group of innovations which “the (...) founder of psycho-analysis” brought to bear on the study of the human mind’. I have ten questions concerning the relation of this ‘group of innovations’ to human behaviour. (shrink)

British marriage statistics suggest that women of breeding age choose young men. Women past breeding age who could still be raising children extend choices to include older men. After this, women do not marry. The choices of men over 50 are restricted to women between 40 and 55: past breeding but young enough to be raising children; the few men over 50 that marry choose women in this age range.

The Principle that freedom is necessary for moral responsibility has received a variety of explications, but few philosophers have doubted that in some plausible sense it is true. However, two philosophers have recently challenged it using very different but equally ingenious arguments. J.F.M. Hunter has provided the more obviously direct attack in arguing that considerations of freedom as such are in no way relevant to assessments of moral responsibility. Harry Frankfurt has directed his fire at the version of the freedom (...) principle which says that a person is morally responsible for what he has done only if he could have done otherwise. Both Frankfurt and Hunter point out the significance of their arguments for the determinism/moral responsibility debate: if there is no freedom requirement for moral responsibility, then even if determinism threatens freedom, it does not follow that determinism threatens moral responsibility. (shrink)

C. A. Campbell has for many years defended vigorously, and often persuasively, the following libertarian claims: that the libertarian concept of freedom of choice is meaningful; that the libertarian variety of freedom of choice is necessary for moral responsibility; and that the libertarian variety of freedom of choice is a reality. This paper will be concerned with Campbell's effort of will argument for the last claim.

In lieu of an abstract, here is a brief excerpt of the content:Hume Studies Volume XXI, Number 1, April 1995, pp. 47-55 Hume as Dualist and Anti-Dualist PHILLIP D. CUMMINS Lome Falkenstein's recognition in "Hume and Reid on the Simplicity of the Soul" of the importance of the section of A Treatise of Human Nature entitled "Of the immateriality of the soul" is as praiseworthy as it is uncommon. His suggestion that Reid's intentionalist account of representation was motivated by his (...) desire to save the doctrine of the immaterial self from Hume's demolition of it in "Of the immateriality of the soul," though not proven, is highly provocative. Although I am going to offer a somewhat different reading of "Of the immateriality of the soul" and thereby imply that Falkenstein did not sufficiently appreciate Hume's version of mental-physical dualism, I regard his paper as both informative and insightful and consider my proposed corrections fully compatible with most, if not all, of his substantive claims. Let me begin by contrasting two questions relating to mental-physical dualism. One is whether mental states or properties are irreducibly different from physical states or properties. Materialists generally acknowledge that there is an apparent, putative, or presumed difference between them, only to argue one way or another that the only genuine properties are material ones. Defenders of what I shall call Minimal Mental/Physical Dualism insist that the distinction between two fundamentally different kinds of properties remains at even the deepest levels of metaphysical analysis. One version of the second question is: Are there any immaterial beings? This question really concerns individual subjects, the items to which states or properties are assigned; it asks: do any individual subjects have only mental properties? To answer "yes" is to Phillip D. Cummins is at the Department of Philosophy, 269 English Philosophy Building, The University of Iowa, Iowa City, IA 52242-1408 USA. e-mail: [email protected] 48 Phillip D. Cummins hold what I shall call Strong Mental/Physical Dualism. Its opponents either answer "no" or take an agnostic stance. The two questions are not completely unrelated.1 As Descartes argued in the Sixth Meditation, an irreducible difference between mental and physical properties guarantees at least the metaphysical possibility of a disembodied mind.2 Despite this, an affirmative answer to the first question does not secure an affirmative answer to the second question. Minimal Mental/Physical Dualism does not entail Strong Mental/Physical Dualism. If it is possible for the same individual subject to have both mental and physical properties, it may be the case that whenever an individual subject has a mental property it also has a physical property.3 Consequently, an obvious strategy for establishing Strong Mental/ Physical Dualism is defending the impossibility of an individual subject's having both mental and physical properties, that is, arguing that the two kinds of properties are essentially incompatible with one another. Call this the Incompatible Properties Thesis. If it can be secured, to discover an individual with a mental property is virtually to discover an immaterial thing. Descartes utilized this strategy, also in the Sixth Meditation, where he wrote, The first observation I make at this point is that there is a great difference between the mind and the body, inasmuch as the body is by its very nature always divisible, while the mind is utterly indivisible. For when I consider the mind, or myself in so far as I am merely a thinking thing, I am unable to distinguish any parts within myself; I understand myself to be something quite single and complete. Although the whole mind seems to be united to the whole body, I recognize that if a foot or arm or any other part of the body is cut off, nothing has thereby been taken away from the mind. As for the faculties of willing, of understanding, of sensory perception and so on, these cannot be termed parts of the mind, since it is one and the same mind that wills, and understands and has sensory perceptions. By contrast, there is no corporeal or extended thing that I can think of which in my thought I cannot easily divide into parts; and this very fact makes me... (shrink)

Measuring event-related potentials (ERPs) has been fundamental to our understanding of how language is encoded in the brain. One particular ERP response, the N400 response, has been especially influential as an index of lexical and semantic processing. However, there remains a lack of consensus on the interpretation of this component. Resolving this issue has important consequences for neural models of language comprehension. Here we show that evidence bearing on where the N400 response is generated provides key insights into what it (...) reflects. A neuroanatomical model of semantic processing is used as a guide to interpret the pattern of activated regions in functional MRI, magnetoencephalography and intracranial recordings that are associated with contextual semantic manipulations that lead to N400 effects. (shrink)

One of the chief problems facing interpreters of Hume's philosophy is what I shall call the integration problem. It is a global problem inasmuch as it casts a shadow on every component of his philosophy, but does not directly affect how we interpret their details. The integration problem arises at the end of Book I of A Treatise of Human Nature, where Hume seemed to acknowledge that his account of human understanding, his logic, leads directly to total skepticism regarding both (...) everyday beliefs and abstruse thought. Nonetheless, he neither reconsidered and repudiated this virulent skepticism nor aborted and disowned his investigation of human nature, the project announced in the Introduction to the Treatise. Instead, he continues with Books II and III, neither of which dwells on or even acknowledges the skepticism with which Book I concludes. The resulting puzzle is not just about his decision to publish the three books as one work, since Hume appears paradoxically to endorse the triumph of skepticism and, yet, continue his pursuit of just the kind of knowledge the triumph of skepticism would entirely preclude. How, one is led to ask, can Hume consistently integrate the destructive skepticism of Book I with the constructive project of explaining and understanding human nature? It is not surprising that a wide range of proposals have been put forward by Hume scholars in response to this question. The crux of every such proposal is specifying how the skepticism of Book I is to be regarded. Is it genuine, a mere facade, or something in between? (shrink)