Online research in philosophy

South Africa’s principal corporate governance report aspires to an ‘inclusive’ approach to corporate governance, in which companies are clearly advised to consider the interests of a variety of stakeholders. Yet, in common with many other countries, there is little discussion of the theoretical foundations and assumptions implicit in the recommended approach to corporate governance. The purpose of this article is to provide an analysis of corporate governance and the corporate environment in South Africa in terms of existing theory and models of corporate governance, and to provide a critique based on a consideration of traditional African values and the socio-economic necessities of post-apartheid South Africa. The result is the identification of an incompatibility between the current corporate environment in South Africa and the given exposition of African values. Some prospects for change are then identified.

Most contemporary philosophy of mathematics focuses on a small segment of mathematics, mainly the natural numbers and foundational disciplines like set theory. While there are good reasons for this approach, in this paper I will examine the philosophical problems associated with the area of mathematics known as applied mathematics. Here mathematicians pursue mathematical theories that are closely connected to the use of mathematics in the sciences and engineering. This area of mathematics seems to proceed using different methods and standards when compared to much of mathematics. I argue that applied mathematics can contribute to the philosophy of mathematics and our understanding of mathematics as a whole.

In the new millennium, the Western aid effort towards Africa has surged due to writings by well-known economists, a celebrity mass advocacy campaign, and decisions by Western leaders to make Africa a major foreign policy priority. This survey contrasts the predominant "transformational" approach (West saves Africa) to occasional swings to a "marginal" approach (West takes one small step at a time to help individual Africans). Evaluation of "one step at a time" initiatives is generally easier than that of transformational ones either through controlled experiments (although these have been much oversold) or simple case studies where it is easier to attribute outcomes to actions. We see two themes emerge from the literature survey: (1) escalation. As each successive Western transformational effort has yielded disappointing results, the response has been to try an even more ambitious effort. (2) the cycle of ideas. Rather than a progressive testing and discarding of failed ideas, we see a cycle in aid ideas in many areas in Africa, with ideas going out of fashion only to come back again later after some lapse long enough to forget the previous disappointing experience. Both escalation and cyclicality of ideas are symptomatic of the lack of learning that seems to be characteristic of the "transformational" approach. In contrast, the "marginal" approach has had some successes in improving the well-being of individual Africans, such as the dramatic fall in mortality.

Contemporary human rights norms originated in the West and are in some tension with the cultural practices of developing nations. The distinctive African charter of rights stresses peoples' rights, questioning the liberal focus on the rights of individuals. Yet with regard to economic rights, Africa and the West face a similar human rights challenge, though for different reasons. The zero-sum politics generated by extreme want guarantee that African people will not escape oppression, poverty, and violence through multiparty politics and free markets alone. Effective commitment to economic rights is needed. This commitment will challenge both existing patterns of power in Africa and the presuppositions of liberal understandings of rights in the West. Only a new consensus in Africa and the West on an inclusive understanding of rights-both civil/political and social/economic/cultural-holds hope for the betterment of African societies.

This paper deals with Hobbes's theory of optical images, developed in his optical magnum opus, 'A Minute or First Draught of the Optiques' (1646), and published in abridged version in De homine (1658). The paper suggests that Hobbes's theory of vision and images serves him to ground his philosophy of man on his philosophy of body. Furthermore, since this part of Hobbes's work on optics is the most thoroughly geometrical, it reveals a good deal about the role of mathematics in Hobbes's philosophy. The paper points to some difficulties in the thesis of Shapin and Schaffer, who presented geometry as a 'paradigm' for Hobbes's natural philosophy. It will be argued here that Hobbes's application of geometry to optics was dictated by his metaphysical and epistemological principles, not by a blind belief in the power of geometry. Geometry supported causal explanation, and assisted reason in making sense of appearances by helping the philosopher understand the relationships between the world outside us and the images it produces in us. Finally the paper broadly suggests how Hobbes's theory of images may have triggered, by negative example, the flourishing of geometrical optics in Restoration England.

The 1990s could be called The Decade of Sociology in mathematics education. It was during those years that the sociology of mathematics became a core ingredient of discourse in mathematics education and the philosophy of mathematics and mathematics education. Unresolved questions and uncertainties have emerged out of this discourse that hinge on the key concept of social construction. More generally, what is at issue is the very idea of “the social”. Within the framework of the general problem of “the social”, we want to open a discussion of boundaries and margins in mathematics and mathematics education. By theorizing the divisions of purity and danger, we will be able to better understand the intersection of logic, mathematics, and thinking with gender, race, and class, and morals, ethics, and values in the classroom. The process of transforming the sociology of mathematics and the sociology of mind into pedagogical tools for mathematics educators and philosophers of education has already begun. One of the tasks before us is the development of a more profound and at the same time more practical grasp of “the social”. Our objective in this paper is to move ourselves and our readers in the direction of just such a grasp of the social.