In this paper I shall examine how the pragmatists regarded the context of a single self in time (the problem of personal development over the life course) and the context of a single self in social space (the problem not only of surrounding individuals but also of surrounding and fundamentally different groups). After a quick glance at the ontologies of the earlier pragmatists, I discuss the problems of individual development and social difference as they emerged society-wide during and (...) after the first pragmatist generation. Having specified these problems, I can set the second pragmatist generation in the context they provide. The paper concludes with a discussion of the centrality of accounts of development and difference in a processualized social ontology. (shrink)

Islamic family law plays a significant role in minimizing the unpleasant effects of the family break up faced by the divorced women and their children by protecting their rights to financial support after divorce. This study undertakes to discuss the historical development of the financial rights after divorce applicable among the Muslims in the pre and post colonial periods, particularly with reference to the iddah maintenance, mut’ah, arrears of maintenance, and child maintenance. The study indicates that despite the provisions (...) were inconformity with the Islamic principles, the applications were restricted and influenced by the Shafi’i madhhab. However, the amount of iddah maintenance and mut’ah were substantial taking into account the standard of living of the Malay society in the 15th and 16th century. This means that the welfare of the divorced women was taken care of since the codification of the Islamic law and its implementation in the Malay society. (shrink)

The period from Plato's birth to Aristotle's death (427-322 BC) is one of the most influential and formative in the history of Western philosophy. The developments of logic, metaphysics, epistemology, ethics and science in this period have been investigated, controversies have arisen and many new theories have been produced. But this is the first book to give detailed scholarly attention to the development of dialectic during this decisive period. It includes chapters on topics such as: dialectic as interpersonal debate (...) between a questioner and a respondent; dialectic and the dialogue form; dialectical methodology; the dialectical context of certain forms of arguments; the role of the respondent in guaranteeing good argument; dialectic and presentation of knowledge; the interrelations between written dialogues and spoken dialectic; and definition, induction and refutation from Plato to Aristotle. The book contributes to the history of philosophy and also to the contemporary debate about what philosophy is. (shrink)

This class-tested text provides a comprehensive overview of the classical and current theories of moral development and applications of these theories in various counseling and educational settings.

There has been little investigation to date of the way metacognition is involved in conceptual change. It has been recognised that analytic metacognition is important to the way older children acquire more sophisticated scientific and mathematical concepts at school. But there has been barely any examination of the role of metacognition in earlier stages of concept acquisition, at the ages that have been the major focus of the developmental psychology of concepts. The growing evidence that even young children have a (...) capacity for procedural metacognition raises the question of whether and how these abilities are involved in conceptual development. More specifically, are there developmental changes in metacognitive abilities that have a wholescale effect on the way children acquire new concepts and replace existing concepts? We show that there is already evidence of at least one plausible example of such a link and argue that these connections deserve to be investigated systematically. (shrink)

The concept of a hypersoft membership function is introduced in the extension of a soft set known as a hypersoft set, permitting it to handle complicated and uncertain information in a more powerful and flexible manner. Many academics have already become fascinated with this new area of study, leading to the development of a number of hybrid structures. This chapter develops some new hybrid hypersoft set structures by taking into account multiple fuzzy set-like settings and possibility degree-based settings collectively. (...) Additionally, numerical examples are included to clarify the concept of these structures. Researchers can utilize this work to better understand and apply a variety of mathematical ideas. (shrink)

International economic law is peculiar. It claims universal character, yet eschews engagement with many, if not all, the racialised features of the global political economy. Its scholars mostly ignore imperialism, colonialism, and capitalism; they exclude slavery, predation, and racism altogether. In the following article, we draw upon Walter Rodney’s dialectics of development to offer a racial capitalist critique of international economic law. The disciplinary boundaries and operative logic normalised by its denizens corral us in a white, Eurocentric episteme. Ahistoricism, (...) decontextualisation, and externalisation are three epistemic devices at the forefront of the exclusionary discourse of IEL. In this space, the histories and epistemologies of Black peoples are ghettoised, treated as alien to the framework. After identifying this bias, we use the Black Radical Tradition to evaluate IEL’s amenability to the racial capitalism critique. (shrink)

The paper assesses the rationale, contributions, structure, and challenges of the field of development ethics. Processes of social and economic transformation involve great risks and costs and great opportunities for gain, but the benefits, costs, and risks are typically hugely unevenly and inequitably distributed, as is participation in specifying what they are and their relative importance. The ethics of development examines the benefits, costs, risks, formulations, participation, and options. The paper outlines a series of ways of characterizing such (...) work, arguments for and against its importance, and some of its major sources and contributions, especially from the interdisciplinary stream of work represented over several decades by Denis Goulet. Definitions are diverse since the work covers many different intersections of practice and theorizing, at multiple levels. The paper considers and replies to arguments against discussing development ethics: the claim that it involves only endless proliferation of different opinions, is an expensive luxury that undermines long-run development, is superfluous if one already works with the capability approach or the human rights tradition, or never has influence. Finally, it presents suggestions for how development ethics thinking can have increased impact, with reference to incorporation in policy analysis and planning methods, professional codes and training, and to its intellectual location and communication strategies. The field should articulate the methodological pragmatism which much of it has adopted, consistent with its required role as a practice-oriented interdisciplinary meeting ground. (shrink)

Every year in this country, some 10,000 college and university courses are taught in applied ethics. And many professional organizations now have their own codes of ethics. Yet social science has had little impact upon applied ethics. This book promises to change that trend by illustrating how social science can make a contribution to applied ethics. The text reports psychological studies relevant to applied ethics for many professionals, including accountants, college students and teachers, counselors, dentists, doctors, journalists, nurses, school teachers, (...) athletes, and veterinarians. Each chapter begins with the research base of the cognitive-developmental approach--especially linked to Kohlberg and Rest's Defining Issues Test. Finally, the book summarizes recent research on the following issues: * moral judgment scores within and between professions, * pre- and post-test evaluations of ethics education programs, * moral judgment and moral behavior, * models of professional ethicseducation, and * models for developing new assessment tools. Researchers in different professional fields investigate different questions, develop different research strategies, and report different findings. Typically researchers of one professional field are not aware of research in other fields. An important aim of the present book is to bring this diverse research together so that cross-fertilization can occur and ideas from one field can transfer to another. (shrink)

Business ethics education aims to enable students to become conscious of their own values and develop the capacity to voice such values and make value-consistent decisions. However, a student’s personal values and the capacity to act on them tend to change after graduation. In this study, we discuss how moral learning is different in real work life compared to a business school setting, and we explain why graduates may downplay or abandon their values after graduation. We launch the concept of (...) dynamic moral capacity (DMC), defined as the metacognitive routines for processing moral decision outcomes, motivated by humility goals. We suggest that future courses in business ethics develop DMC to avoid value drift and negative moral learning over time after graduation. Finally, we discuss how DMC can be included in the instructional framework of giving voice to values and thus increase its impact on moral learning after graduation. (shrink)

This book features new essays by philosophers, psychologists, and a theologian on the important topic of virtue development. The essays engage with work from multiple disciplines and thereby seek to bridge disciplinary divides. The volume is a significant contribution to the emerging interdisciplinary field of virtue development studies.

Here, for the first time, development studies encounters the set of ideas popularly known as 'Chaos Theory'. Samir Rihani applies to the processes of economic development, ideas from complex adaptive systems like uncertainty, complexity, and unpredictability. Rihani examines various aspects of the development process - including the World Bank, debt, and the struggle against poverty - and demonstrates the limitations of fundamentally linear thinking in an essentially non-linear world.

Decision-makers increasingly invoke equity to motivate, design, implement, and evaluate strategies for managing flood risks. But there is no objective definition of equity. This pluralistic setting calls for transparency about underlying values, but this practice is uncommon. Here, we review how equity is measured by surveying peer-reviewed publications that explicitly state an interest in equity in the context of flood-risk management. We develop a simple taxonomy for how transparent measurements can be defined. We map reviewed measurements to this taxonomy. Finally, (...) we offer guidance on how the pursuit of a clear and consistent quantitative evidence base about equity can become more widespread in flood-risk research and beyond. (shrink)

This paper presents five studies on the development and validation of a scale of intellectual humility. This scale captures cognitive, affective, behavioral, and motivational components of the construct that have been identified by various philosophers in their conceptual analyses of intellectual humility. We find that intellectual humility has four core dimensions: Open-mindedness (versus Arrogance), Intellectual Modesty (versus Vanity), Corrigibility (versus Fragility), and Engagement (versus Boredom). These dimensions display adequate self-informant agreement, and adequate convergent, divergent, and discriminant validity. In particular, (...) Open-mindedness adds predictive power beyond the Big Six for an objective behavioral measure of intellectual humility, and Intellectual Modesty is uniquely related to Narcissism. We find that a similar factor structure emerges in Germanophone participants, giving initial evidence for the model’s cross-cultural generalizability. (shrink)

From reviews of the hardback edition: a deep study of 20th century field ... of the conceptual origins and development of twentieth century field theories, ...

A significant voice in encouraging the theoretical development and practical implementation of humanistic management is Pope Benedict XVI. In his Encyclical Letter Caritas in Veritate, published in 2009, he proposed a new humanistic synthesis to realign the economy with its social purpose. The aim of this book is to interpret, comment, and develop aspects of this Encyclical Letter which are significant for economic and business activity and contribute to humanistic management. The authors, specialists in their different fields, provide an (...) interdisciplinary dialogue between their repsective areas and the Encyclical. The first, theoretical, part of the book focuses on the relationship between ethics and economics to advance toward a holistic view of business and managerial activity. The second part is oriented more toward the practical and managerial aspects, and discusses how the Encyclical can contribute to more humanistic ways of management. (shrink)

The first part of the article examines some recent studies on the early development of social norms that examine young children’s understanding of codified rule games. It is argued that the constitutive rules than define the games cannot be identified with social norms and therefore the studies provide limited evidence about socio-normative development. The second part reviews data on children’s play in natural settings that show that children do not understand norms as codified or rules of obligation, and (...) that the norms that guide social interaction are dynamic, situated, and heterogeneous. It is argued that normativity is intersubjective and negotiable and starts to develop in the first year, emerging as a practical skill that depends on participatory engagement. Three sources of compliance are discussed: emotional engagement, nonverbal agreement, and conversation. (shrink)

Review comment on the first edition "Wheldall asks himself and his readers what has transpired within the field of educational psychology ... and what its relevance actually is for teaching, learning and education. As such it is a 'must read' for all educational psychologists, students of educational psychology, teachers and teacher trainers." Professor Paul Kirschner, Open Universiteit, British Journal of Educational Technology What is the relevance of educational psychology in the twenty first century? In this collection of essays, leading educational (...) psychologists reflect on the seminal developments which have been made in the field over the past twenty five years or so and assess how far we have progressed. Given a broad and personal remit to address a range of issues, the contributors review and critique a variety of topics, including: intelligence; communication; family environments; individual differences; reading; peer learning; classroom behaviour; and higher education. Providing provocative and challenging insights into the state of contemporary educational psychology, the contributors acknowledge throughout the successes and progression in the field, but with a critical edge and a challenge being thrown down to psychologists of education to make study more seriously informed and as a consequence, reformed. Now in its second edition this compelling text for students and researchers is thoroughly updated and includes four new chapters. (shrink)

The development of children’s minds raises fundamental psychological and scientific questions, from how we are able to know about and describe basic aspects of the world such as words, numbers and colours to how we come to grasp causes, actions and intentions. This is the first book to properly introduce and examine philosophical questions concerning children’s cognitive development and considers the implications of scientific breakthroughs for the philosophy of developmental psychology. Each chapter explores a central topic in developmental (...) psychology from a philosophical perspective: social interaction and the developing mind children's awareness of objects and the question of 'object permanence' knowledge of numbers children and the acquisition of knowledge of colour language acquisition and the 'mapping problem' children's knowledge of the relation between actions and goals belief acquisition and the developing mind. Throughout the book Stephen Butterfill draws on several important case studies, including experiments with children on memory, ‘false belief tasks’, and the process by which children come to see other people, not just themselves, as capable of experience. He shows how these questions can illuminate some fundamental debates in philosophy of mind, such as the mind’s possession of concepts, rationality and the mind, the possibility of objective thought, and the nature of perceptual experience. Additional features, such as chapter summaries, annotated further reading and a glossary provide helpful tools for those coming to the subject for the first time. (shrink)

The historical features of the playing of the flute group in the symphony orchestra, the ability of soloists-instrumentalists to be performers of a single group and a single whole among the large composition of members of the symphony orchestra are analyzed. The authors substantiate the expediency of the development of instrumental musicians first of all as orchestra players, and then as solo performers. The aim and the tasks: to analyze the historical development of the ensemble playing of the (...) flute group as part of the symphony orchestra. The tasks of the research are the analysis of publications on this issue and the selection of the necessary components for playing a group of flutes in a symphony orchestra.Research methods: the research methodology consists of the ratio of traditional and modern expedient, ascent from individual to generalized (generalizing principle) from abstract to concrete. Research results: a wide range of research on the musical performance process from the New Age to the present is analyzed. Analysis of new modern concepts of training of instrumental musicians in institutions of higher education is carried out. The European search for new forms is characterized by the search for objective regularities in music education of past centuries, taking into account the modern demand for orchestra players on the European labor market. Discussion. What should come first in the training of an orchestra playerindividual classes or his training in a team. Conclusion. Thus, the analysis of the historical development of the ensemble playing of the flute group in the symphony orchestra allowed us to draw the following conclusions: during the reign of the classicism and romantic styles, an understanding of the necessary components for a symphony orchestra artist in the flute group was formed: a the component of pure vertical and horizontal intonation; a the component to feel the dynamic balance of all participants in the ensemble playing of the flute group as part of the symphony orchestra; a component of the timbre fusion of the flute group and full sounding in different registers; a component understanding in performing strokes in groups of flutes; a component of expressiveness and vivid phrasing of the ensemble playing of a group of flutes as part of a symphony orchestra; a component of metrorhythmic feeling in ensemble playing; a component of the collective understanding of style by a group of flautists in a symphony orchestra. All these components in their unity will allow the group of flutes to sound as a single harmonious whole. (shrink)

This book traces the evolution of the ideas that eventually resulted in the elementary quantum theory in 1925/26. Further, it discusses the essential differences between the fundamental equations of Quantum Theory derived by Born and Jordan, logically comprising Quantum Mechanics and Quantum Optics, and the traditional view of the development of Quantum Mechanics. Drawing on original publications and letters written by the main protagonists of that time, it shows that Einstein's contributions from 1905 to 1924 laid the essential foundations (...) for the development of Quantum Theory. Einstein introduced quantization of the radiation field; Born added quantized mechanical behavior. In addition, Born recognized that Quantum Mechanics necessarily required Quantum Optics; his radical concept of truly discontinuous and statistical quantum transitions ("quantum leaps") was directly based on Einstein's physical concepts. (shrink)

Here reprinted from the 1902 Macmillan edition.

This paper presents the design and development of intelligent tutoring system for teaching Oracle. The Oracle Intelligent Tutoring System (OITS) examined the power of a new methodology to supporting students in Oracle programming. The system presents the topic of Introduction to Oracle with automatically generated problems for the students to solve. The system is dynamically adapted at run time to the student’s individual progress. An initial evaluation study was done to investigate the effect of using the intelligent tutoring system (...) on the performance of students. (shrink)

The Greek polis has been arousing interest as a subject for study for a long time, but recent approaches have shown that it is a subject on which there are still important questions to be asked and worthwhile issues to be explored. This book contains a selection of essays which embody the results of the latest research. Beyond the historical development of the Greek polis , the contributors ask questions about the civic institutions of ancient Greece as a whole (...) and their relationships to each other. Questions of power or the significance of a written code of law are discussed as well as the nature of Greek overseas settlements. Development of the Greek Polis presents up-to-date research and asks up-to-date questions on various aspects of an important topic. (shrink)

It is argued that 'sustainable development' has been defined in such a way as to be either morally repugnant or logically redundant. 'Strong' sustainability, overriding all other considerations, is morally unacceptable as well as totally impractical; and 'weak' sustainability, in which compensation is made for resources consumed, offers nothing beyond traditional economic welfare maximisation. The 'sustainability' requirement that human well-being should never be allowed to decline is shown to be irrational. Welfare economics can accommodate distributional considerations, and, suitably defined, (...) the concept of welfare can include the subjective effects of changes in – as well as the levels of – well-being. Hence there is no reason why welfare maximisation should not remain an overriding policy objective. Nor can sustainability be regarded as a 'constraint' on welfare maximisation unless there is a clear conflict between the two – which has yet to be demonstrated. This is not to deny the importance of intergenerational justice, nor the need for economic incentives to correct market imperfections if the environment is to be managed in a socially optimal manner. Apart from a few small developing countries heavily dependent on minerals or other finite primary products, the measurement of some wider concept of 'sustainable' GNP is a waste of time and such estimates as have been made are virtually worthless. (shrink)

It is often said that Darwin’s study of nature drove him to atheism. Whereas this might be, in principle, possible, it does not seem to have actually been the case for him. Both in his autobiography, which was not intended to be published, and in his personal correspondence, Darwin consistently described himself as an agnostic. It is true that he underwent several fluctuations of belief during his life, but in the end, he never explicitly rejected the existence of God. What (...) is even more important is that the main shift he underwent during his life was conceptual, not emotional or religious. That was his shift from natural theology and a view of adaptation as perfect to natural selection and a view of adaptation as relative to the environment, something historian Dov Ospovat pointed out 40 years ago. In this chapter, I present the evidence from Darwin’s writings about his agnosticism and about his conceptual shift from the perfect adaptation of natural theology to the relative adaptation of natural selection. (shrink)

This paper discusses the economic, legal, moral, and political difficulties in developing drugs for the developing world. It argues that large, global pharmaceutical companies have social responsibilities to the developing world, and that they may exercise these responsibilities by investing in research and development related to diseases that affect developing nations, offering discounts on drug prices, and initiating drug giveaways. However, these social responsibilities are not absolute requirements and may be balanced against other obligations and commitments in light of (...) economic, social, legal, political, and other conditions. How a company decides to exercise its social responsibilities to the developing world depends on the prospects for a reasonable profit and the prospects for a productive business environment. Developing nations can either help or hinder the pharmaceutical industry’s efforts to exercise social responsibility through various policies and practices. To insure that companies can make a reasonable profit, developing nations should honor pharmaceutical product patents and adhere to international intellectual property treaties, such as the Trade‐Related Aspects of Intellectual Property Rights agreement. To insure the companies have a good business environment, developing nations should try to promote the rule of law, ethical business practices, stable currencies, reliable banking systems, free and open markets, democracy, and other conditions conducive to business. Overall, this paper advocates for reciprocity and cooperation between pharmaceutical companies and developing nations to address the problem of developing drugs for the developing world. In pursuing this cooperative approach, developing nations may use a variety of other techniques to encourage pharmaceutical companies to act responsibly, such as subsidizing pharmaceutical research, helping to design and implement research protocols, providing a guaranteed market, and bulk buying. (shrink)

In this paper, the authors argue for two main claims: first, that the epistemic results of group deliberation can be superior to those of individual inquiry; and, second, that successful deliberative groups depend on individuals exhibiting deliberative virtues. The development of these group-deliberative virtues, the authors argue, is important not only for epistemic purposes but political purposes, as democracies require the virtuous deliberation of their citizens. Deliberative virtues contribute to the deliberative synergy of the group, not only in terms (...) of improving the quality of the group's present decisions, but also improving the background conditions for continued group deliberation. The authors sketch a preliminary schedule of these group-deliberative virtues modelled on Aristotle's conception of virtue as the mean between two extreme vices. The virtues discussed in this article include deliberative wit, friendliness, empathy, charity, temperance, courage, sincerity, and humility. (shrink)

One of the core debates concerning equity in the response to the threat of anthropogenic climate change is how the responsibility to reduce greenhouse gas emissions should be allocated, or, correspondingly, how the right to emit greenhouse gases should be allocated. Two alternative approaches that have been widely promoted are, first, to assign obligations to the industrialized countries on the basis of both their ability to pay and their responsibility for the majority of prior emissions, or, second, to assign emissions (...) rights on a equal per capita basis. Both these proposals ignore intra-national distributional equity. Instead, we develop a policy framework we call 'Greenhouse Development Rights' which allocates obligations to pay for climate policies on the basis of an individually quantified metric of capacity and responsibility . Crucially, the GDRs framework looks at the distribution of income within countries and treats people of equal wealth similarly, whatever country they live in. Thus even poor countries have obligations proportional to the size and wealth of their middle and upper classes, defined relative to a 'development threshold'. While this method nominally identifies the 'right to development' as applying to people, not countries, as a proposal for a treaty among sovereign nations, there is no obvious way to give legal meaning to that right. In this paper, then, we raise some of the philosophical and political questions that arise in trying to quantify capacity and responsibility and to use the 'right to development' as a principle for allocating costs.*. (shrink)

Psychologists and philosophers have recently been exploring whether the mechanisms which underlie the acquisition of ‘theory of mind’ (ToM) are best charac- terized as cognitive modules or as developing theories. In this paper, we attempt to clarify what a modular account of ToM entails, and why it is an attractive type of explanation. Intuitions and arguments in this debate often turn on the role of develop- ment: traditional research on ToM focuses on various developmental sequences, whereas cognitive modules are thought (...) to be static and ‘anti-developmental’. We suggest that this mistaken view relies on an overly limited notion of modularity, and we explore how ToM might be grounded in a cognitive module and yet still afford development. Modules must ‘come on-line’, and even fully developed modules may still develop internally, based on their constrained input. We make these points con- crete by focusing on a recent proposal to capture the development of ToM in a module via parameterization. (shrink)

In her groundbreaking text Epistemic Injustice, Miranda Fricker evaluates types of harms incurred by individuals undergoing unrecognized and inarticulable oppression. At issue in epistemic and hermeneutic injustice are prejudicial comportments to and evaluations of reality. In the following, I focus on hermeneutic and epistemic injustice in relation to the formation of intellectual and ethical virtues. When reading Fricker and Hans-Georg Gadamer’s hermeneutics together, there is a clear pathway to improve ethical development. In particular, ethical development ought to cultivate (...) the proper virtues that promote understanding. Gadamer’s emphasis on the qualities of a researcher and the epistemic virtues that Fricker highlights reveal an educative path for addressing injustice. In other words, cultivating these virtues counteracts injustice wherein recognition and articulation of reality is challenged or at issue. (shrink)