Carl Schmitt was the most famous and controversial defender of political theology in the twentieth century. But in his best-known work, _The Concept of the Political_, issued in 1927, 1932, and 1933, political considerations led him to conceal the dependence of his political theory on his faith in divine revelation. In 1932 Leo Strauss published a critical review of _Concept _that initiated an extremely subtle exchange between Schmitt and Strauss regarding Schmitt’s critique of liberalism. Although Schmitt never answered Strauss publicly, (...) in the third edition of his book he changed a number of passages in response to Strauss’s criticisms. Now, in this elegant translation by J. Harvey Lomax, Heinrich Meier shows us what the remarkable dialogue between Schmitt and Strauss reveals about the development of these two seminal thinkers. Meier contends that their exchange only ostensibly revolves around liberalism. At its heart, their “hidden dialogue” explores the fundamental conflict between political theology and political philosophy, between revelation and reason­and ultimately, the vital question of how human beings ought to live their lives. “Heinrich Meier’s treatment of Schmitt’s writings is morally analytical without moralizing, a remarkable feat in view of Schmitt’s past. He wishes to understand what Schmitt was after rather than to dismiss him out of hand or bowdlerize his thoughts for contemporary political purposes.”—Mark Lilla, _New York__ Review of Books _. (shrink)

Carl Schmitt was the most famous and controversial defender of political theology in the twentieth century. But in his best-known work, _The Concept of the Political_, issued in 1927, 1932, and 1933, political considerations led him to conceal the dependence of his political theory on his faith in divine revelation. In 1932 Leo Strauss published a critical review of _Concept _that initiated an extremely subtle exchange between Schmitt and Strauss regarding Schmitt’s critique of liberalism. Although Schmitt never answered Strauss publicly, (...) in the third edition of his book he changed a number of passages in response to Strauss’s criticisms. Now, in this elegant translation by J. Harvey Lomax, Heinrich Meier shows us what the remarkable dialogue between Schmitt and Strauss reveals about the development of these two seminal thinkers. Meier contends that their exchange only ostensibly revolves around liberalism. At its heart, their “hidden dialogue” explores the fundamental conflict between political theology and political philosophy, between revelation and reason­and ultimately, the vital question of how human beings ought to live their lives. “Heinrich Meier’s treatment of Schmitt’s writings is morally analytical without moralizing, a remarkable feat in view of Schmitt’s past. He wishes to understand what Schmitt was after rather than to dismiss him out of hand or bowdlerize his thoughts for contemporary political purposes.”—Mark Lilla, _New York__ Review of Books _. (shrink)

This long overdue English translation of Karl Löwith's magisterial study is a major event in Nietzsche scholarship in the Anglo-American intellectual world. Its initial publication was extraordinary in itself—a dissident interpretation, written by a Jew, appearing in National Socialist Germany in 1935. Since then, Löwith's book has continued to gain recognition as one of the key texts in the German Nietzsche reception, as well as a remarkable effort to reclaim the philosopher's work from political misappropriation. For Löwith, the centerpiece of (...) Nietzsche's thought is the doctrine of eternal recurrence, a notion which Löwith, unlike Heidegger, deems incompatible with the will to power. His careful examination of Nietzsche's cosmological theory of the infinite repetition of a finite number of states of the world suggests the paradoxical consequences this theory implies for human freedom. How is it possible to will the eternal recurrence of each moment of one's life, if both this decision and the states of affairs governed by it appear to be predestined? Löwith's book, one of the most important, if seldom acknowledged, sources for recent Anglophone Nietzsche studies, remains a central text for all concerned with understanding the philosopher's work. (shrink)

This paper questions the dogmatic stance of the domestic courts toward mandatory orders for treatment, arguing that this has the potential to subjugate patients' interests to clinical discretion, and proposing a via media to accommodate the legitimate concerns of all parties.

We hypothesised that belief in conspiracy theories would be predicted by the general tendency to attribute agency and intentionality where it is unlikely to exist. We further hypothesised that this tendency would explain the relationship between education level and belief in conspiracy theories, where lower levels of education have been found to be associated with higher conspiracy belief. In Study 1 participants were more likely to agree with a range of conspiracy theories if they also tended to attribute intentionality and (...) agency to inanimate objects. As predicted, this relationship accounted for the link between education level and belief in conspiracy theories. We replicated this finding in Study 2, whilst taking into account beliefs in paranormal phenomena. These results suggest that education may undermine the reasoning processes and assumptions that are reflected in conspiracy belief. (shrink)

Although workplace bullying is common and has universally harmful effects on employees’ outcomes, little is known about workplace bullies. To address this gap in knowledge, we draw from the tenets of social exchange and displaced aggression theories in order to develop and test a model of workplace bullying that incorporates the effects of employees’ individual differences, perceptions of their work environments, and perceptions of supervisory treatment on their tendencies to bully coworkers. The results of mediated moderation analyses that examine responses (...) from two samples of working adults support our hypotheses. Specifically, we find evidence of an indirect relationship between entitlement and coworker bullying through perceptions of abusive supervision that is stronger for employees who report lower levels of felt accountability than employees who report higher levels of felt accountability. This study makes important theoretical and practical contributions to abusive supervision research, bullying research, and organizational efforts to promote ethical work environments devoid of interpersonal mistreatment by providing novel insight into how employees’ entitlement and felt accountability combine to influence their tendencies to perceive themselves as victims of abusive supervision and culprits of coworker bullying. (shrink)

Thought-provoking explorations of the relationship between psychoanalysis and Judaism.

Lomax pays particular attention to the problematic concept of nobility, which concerned Nietzsche during his later years. This study provides a close textual analysis and a thoughtful reconceptualization ofBeyond Good and Evil.

In 1991, Jones developed an issue-contingent model of ethical decision making in which moral intensity is posited to affect the four stages of Rest's 1986 model. Jones claimed that moral intensity, which is "the extent of issue-related moral imperative in a situation", consists of six characteristics: magnitude of consequences, social consensus, probability of effect, temporal immediacy, proximity, and concentration of effect. This article reports the findings of two studies that analyzed the factor structure of moral intensity, operationalized by a 12-item (...) Perceived Moral Intensity Scale adapted from the work of Sing-hapakdi et al. [1996, Journal of Business Research, 36, 245-255] and Frey [2000, Journal of Business Ethics, 26, 181-195]. The two items that were purported to measure CE were dropped due to their inability to effectively tap into the characteristic proposed by Jones. Factor analyses of the remaining 10 items supported a 3-factor structure, with the MC, PE, and TI items loading on the first factor, the PX items loading on the second factor, and the SC items loading on the third factor. These factors were labeled: Probable Magnitude of Consequences, Proximity, and Social Consensus. The authors conclude that moral intensity consists of three characteristics, rather than the six posited by Jones. (shrink)

Following an extensive review of the moral intensity literature, this article reports the findings of two studies (one between-subjects, the other within-subject) that examined the effect of manipulated and perceived moral intensity on ethical judgment. In the between-subjects study participants judged actions taken in manipulated high moral intensity scenarios to be more unethical than the same actions taken in manipulated low moral intensity scenarios. Findings were mixed for the effect of perceived moral intensity. Both probable magnitude of consequences (a factor (...) consisting of magnitude of consequences, probability of effect, and temporal immediacy) and social consensus had a significant effect; proximity did not. In the within-subject study manipulated moral intensity had a significant effect on ethical judgment, but perceived moral intensity did not. Regression of ethical judgment on age, gender, major, and the three perceived moral intensity factors was significant between-subjects, but not within-subject. Ethical judgment was found to be a more robust predictor of intention than perceived moral intensity using a within-subject design. (shrink)

The factor structure of the Multidimensional Ethics Scale (MES; Reidenbach and Robin: 1988, Journal of Business Ethics 7, 871–879; 1990, Journal of Business Ethics 9, 639–653) was examined for the 8-item short form (N = 328) and the original 30-item pool (N = 260). The objectives of the study were: to verify the dimensionality of the MES; to increase the amount of true cross-scenario variance through the use of 18 scenarios varying in moral intensity (Jones: 1991, Academy of Management Review (...) 16, 366–395); and, to examine the items for measurement precision using item-response theory (IRT) methods. Results of confirmatory and exploratory factor analysis failed to conclusively support the hypothesized 3- (short form) or 5-factor (long form) structure; both instruments were instead dominated by a general factor. Item response theory analyses using Samejima’s (1969, Psychometrika Monograph Supplement 34, (4, Pt. 2)) graded response model revealed that many items in the 30-item pool performed very well, and suggested that a different collection of items be used to form a short-form version of the MES. Our proposed 10-item instrument includes more discriminating items than the 8-item version, and has the added advantage of including two items from each of the five ethical philosophies represented in the original 30-item pool. (shrink)

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology (e.g., Montmarquet 1993; Zagzebski 1996; Battaly 2006; Baehr 2011) – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists (most notably Baehr, 2013) have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as (...) the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position – that the primary aim of education is the promotion of critical thinking (Scheffler 1989; Siegel 1988; 1997; 2017). In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach (borrowed largely from exemplarist thinking) is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

America’s unfinished revolution The_revolutionary spirit that runs through American history and whose_founding_father and greatest advocate was Thomas Paine is fiercely traced in Thomas Paine and the Promise of America ._Showing how Paine turned Americans into radicals—and how we have remained radicals at heart ever since—Harvey J. Kaye presents the nation’s democratic story with wit, subtlety, and, above all, passion. Paine was one of the most remarkable political writers of the modern world and the greatest radical of a radical age._Through (...) writings like Common Sense —and words such as “The sun never shined on a cause of greater worth,” “We have it in our power to begin the world over again,” and “These are the times that try men’s souls”—he not only turned America’s colonial rebellion into a revolutionary war but, as Kaye demonstrates, articulated an American identity charged with exceptional purpose and promise. Beginning with Paine’s life and ideas and following their vigorous influence through to our own day, Thomas Paine and the Promise of America reveals how, while the powers that be repeatedly sought to suppress, defame, and most recently co-opt Paine’s memory, generations of radical and liberal Americans turned to Paine for inspiration as they endeavored to expand American freedom, equality, and democracy. (shrink)

The phrase “Cosmic Purpose” and others akin to it are familiar enough, particularly in the literature of edification. It is the aim of this article to examine the idea the words convey rather more closely than we do in our common use of them; to deflate the expression, so to speak, of those gaseous suggestions of “uplift” which too often hang about it. The question involved is, of course, in what sense, if in any, purpose may be attributed to the (...) Cosmos, to the universe in its totality. And we have to ask, in case the term so used should turn out to be really misused, Is it a sheer error that dissolves away under criticism, or is there some valid core of meaning which may be restated in other terms? If these are well-worn questions, yet the problem is too fundamental for them ever to be altogether trite. (shrink)

Contemplating the catastrophic course of the Nazi Revolution we may well find it all too easy to see nothing in the spectacle but the nether darkness made visible; and if we are advised that it is not merely permissible but highly advisable to learn from the enemy, we may be tempted to think that whatever the Nazi war-machine has to teach the strategist and the technician, the political history of Germany in the last decade, and in particular the political ideology (...) that has imposed itself upon the German mind with such apparent thoroughness, can yield only the negative lesson of a warning, by displaying upon the world-wide stage the doomful consequences of wrong principles ruthlessly pushed to their extreme. But it is certainly an error to deny that nothing of more positive value has emerged out of the revolutionary cauldron: and indeed it would be more than strange, where such whole-hearted energies of mind are being enlisted in the evil cause of Nazism, if none of its votaries had ever stumbled for a time into wisdom. (shrink)

It is proposed in this paper that enzymes, by virtue of a number of correctly positioned sites of interaction with substrates, can force the compression of hydrogen bonds, increasing the probability of proton transfer by quantum mechanical tunneling. By such a catalytic mechanism a rate enhancement of many orders of magnitude may be obtained with a very low energy input requirement. The mechanism would, however, require a highly structured catalyst.Pertinent aspects of hydrogen bond theory and of tunneling theory are briefly (...) reviewed. (shrink)

This chapter contains sections titled: What Is in the Head What Ain't in the Head A Change of Mind The Ideal and the Real Facts and Values Is Putnam Postmodern Despite Himself?

Virtue epistemology is among the dominant influences in mainstream epistemology today. An important commitment of one strand of virtue epistemology – responsibilist virtue epistemology – is that it must provide regulative normative guidance for good thinking. Recently, a number of virtue epistemologists have held that virtue epistemology not only can provide regulative normative guidance, but moreover that we should reconceive the primary epistemic aim of all education as the inculcation of the intellectual virtues. Baehr’s picture contrasts with another well-known position (...) – that the primary aim of education is the promotion of critical thinking. In this paper – that we hold makes a contribution to both philosophy of education and epistemology and, a fortiori, epistemology of education – we challenge this picture. We outline three criteria that any putative aim of education must meet and hold that it is the aim of critical thinking, rather than the aim of instilling intellectual virtue, that best meets these criteria. On this basis, we propose a new challenge for intellectual virtue epistemology, next to the well-known empirically-driven ‘situationist challenge’. What we call the ‘pedagogical challenge’ maintains that the intellectual virtues approach does not have available a suitably effective pedagogy to qualify the acquisition of intellectual virtue as the primary aim of education. This is because the pedagogic model of the intellectual virtues approach is not properly action-guiding. Instead, we hold that, without much further development in virtue-based theory, logic and critical thinking must still play the primary role in the epistemology of education. (shrink)

We address the general problem of determining the validity of boolean combinations of equalities and inequalities between real-valued expressions. In particular, we consider methods of establishing such assertions using only restricted forms of distributivity. At the same time, we explore ways in which “local'’ decision or heuristic procedures for fragments of the theory of the reals can be amalgamated into global ones. Let $Tadd[QQ]$ be the first-order theory of the real numbers in the language with symbols $0, 1, +, -.

We present two studies investigating the impact of causal perceptions and the moral emotions of anger, shame, and guilt on the justification of deviant workplace behavior. Study 1 tests our conceptual framework using a sample of undergraduate business students; Study 2 examines a population of practicing physicians. Results varied significantly between the two samples, suggesting that individual and contextual factors play an important role in shaping the perceptual and emotional processes by which individuals form reactions to undesirable affective workplace events. (...) Implications of these findings for the study of ethics, emotions, and attributions, as well as for promoting ethical behavior, are discussed. (shrink)

An analysis of the relationship between organized religion and secular states in modern Africa.

Following an earlier paper in the journal in which Evans argued that it was commercial exploitation, not mere payment, that was morally objectionable about certain sorts of organ donation, this paper looks at the moral issues when commercial exploitation is eliminated from systems of paid organ donation. It argues that there are no conclusive moral arguments against such schemes for non-exploitative paid kidney donation.

Dispositionalist accounts of colour concepts are now largely discarded. But a number of recent and influential objections to this type of theory can be readily answered providing the dispositionalist account contains the key elements it should---which actual versions in the literature do not. I explicate some of the conceptual components needed in such an account once we correctly understand the anthropocentricity of the colour concepts involved. When these components are incorporated into dispositionalism, including one crucial distinction in particular, some powerful (...) seeming objections against this revised dispositionalism fail. In addition, dispositionalism has extra advantages over the far more popular physicalist theories, and I therefore contend that we should explore vigorously this kind of enriched dispositionalist account. (shrink)