Jerry Fodor, among others, has maintained that Chomsky's language faculty hypothesis is an epistemological proposal, i.e. the faculty comprises propositional structures known (cognized) by the speaker/hearer. Fodor contrasts this notion of a faculty with an architectural (directly causally efficacious) notion of a module. The paper offers an independent characterisation of the language faculty as an abstractly specified nonpropositional structure of the mind/brain that mediates between sound and meaning—a function in intension that maps to a pair of (...) structures that determine soundmeaning convergence. This conception will be elaborated and defended against a number of likely complaints deriving from Fodor's faculty/module distinction and other positions which seek to credit knowledge of language with an empirical or theoretical significance. A recent explicit argument from Fodor that Chomsky must share his conception will be diagnosed and the common appeal to implicit knowledge as a foundation for linguistic competence will be rejected. (shrink)
We argue that an understanding of the faculty of language requires substantial interdisciplinary cooperation. We suggest how current developments in linguistics can be profitably wedded to work in evolutionary biology, anthropology, psychology, and neuroscience. We submit that a distinction should be made between the faculty of language in the broad sense (FLB)and in the narrow sense (FLN). FLB includes a sensory-motor system, a conceptual-intentional system, and the computational mechanisms for recursion, providing the capacity to generate an infinite range (...) of expressions from a finite set of elements. We hypothesize that FLN only includes recursion and is the only uniquely human component of the faculty of language. We further argue that FLN may have evolved for reasons other than language, hence comparative studies might look for evidence of such computations outside of the domain of communication (for example, number, navigation, and social relations). (shrink)
Dealing with students who cheat can be one of the most stressful interactions that faculty encounter. This study focused on faculty responses to academic integrity violations and utilized the Theory of Planned Behaviour model to predict the target behaviour of whether faculty would speak face-to-face with a student suspected of cheating. After an elicitation phase to determine modal salient beliefs, a questionnaire was developed to measure the model’s variables. The respondent database contained 206 tenured and non-tenured (...) class='Hi'>faculty from two large comprehensive universities. A stepwise multiple regression demonstrated the usefulness of the Theory of Planned Behaviour. Overall the model explained 43 % of the variance in predicting faculty members’ intention to speak face-to-face with a student suspected of cheating. The most significant contribution was made by subjective norms ( β = 0.39), followed by attitude ( β = 0.34), and perceived behavioural control ( β = 0.24). (shrink)
Evidence is provided on faculty use of cheating deterrents for in-class exams. The evidence comes from a survey of students who report on their most recent in-class exam in a randomly selected course that they are taking. Three types of cheating are considered: (i) advance knowledge of exam questions; (ii) copying; and (iii) other improper student actions during the exam. The deterrents examined consist of the following: (i) a rate of repeating questions; (ii) multiple versions of the exam and (...) seating arrangements; and (iii) monitoring. The sample size is small but may cover about one-fourth of the faculty at the institution at which the survey was conducted. (shrink)
Dewey's ethical naturalism has provided an exemplary model for many contemporary naturalistic treatments of morality. However, in some recent work there is an unfortunate tendency to presuppose a moral faculty as the alleged source of what are claimed to be nearly universal moral judgments. Marc Hauser's Moral minds (2006) thus argues that our shared moral intuitions arise from a universal moral organ, which he analogizes to a Chomskyan language faculty. Following Dewey's challenge to the postulation of the idea (...) of universal instincts, I argue that Hauser's moral faculty account is (1) contrary to results from recent cognitive science, (2) unnecessary for explaining our moral understanding and reasoning, and (3) counterproductive to the correct project of a non-transcendent, empirically-grounded theory of moral understanding and problem-solving. I provide a sketch of an alternative account of what such an ethical naturalism would involve. (shrink)
In addition to providing an account of the empirical facts of language, a theory that aspires to account for language as a biologically based human faculty should seek a graceful integration of linguistic phenomena with what is known about other human cognitive capacities and about the character of brain computation. The present article compares the theoretical stance of biolinguistics (Chomsky 2005, Di Sciullo and Boeckx 2011) with a constraint-based Parallel Architecture approach to the language faculty (Jackendoff 2002, Culicover (...) and Jackendoff 2005). The issues considered include the necessity of redundancy in the lexicon and the rule system, the ubiquity of recursion in cognition, derivational vs. constraint-based formalisms, the relation between lexical items and grammatical rules, the roles of phonology and semantics in the grammar, the combinatorial character of thought in humans and nonhumans, the interfaces between language, thought, and vision, and the possible course of evolution of the language faculty. In each of these areas, the Parallel Architecture offers a superior account both of linguistic facts and of the relation of language to the rest of the mind/brain. (shrink)
In a continuation of the conversation with Fitch, Chomsky, and Hauser on the evolution of language, we examine their defense of the claim that the uniquely human, language-specific part of the language faculty (the “narrow language faculty”) consists only of recursion, and that this part cannot be considered an adaptation to communication. We argue that their characterization of the narrow language faculty is problematic for many reasons, including its dichotomization of cognitive capacities into those that are utterly (...) unique and those that are identical to nonlinguistic or nonhuman capacities, omitting capacities that may have been substantially modified during human evolution. We also question their dichotomy of the current utility versus original function of a trait, which omits traits that are adaptations for current use, and their dichotomy of humans and animals, which conflates similarity due to common function and similarity due to inheritance from a recent common ancestor. We show that recursion, though absent from other animals’ communications systems, is found in visual cognition, hence cannot be the sole evolutionary development that granted language to humans. Finally, we note that despite Fitch et al.’s denial, their view of language evolution is tied to Chomsky’s conception of language itself, which identifies combinatorial productivity with a core of “narrow syntax.” An alternative conception, in which combinatoriality is spread across words and constructions, has both empirical advantages and greater evolutionary plausibility. q 2005 Elsevier B.V. All rights reserved. (shrink)
In a continuation of the conversation with Fitch, Chomsky, and Hauser on the evolution of language, we examine their defense of the claim that the uniquely human, language-specific part of the language faculty (the “narrow language faculty”) consists only of recursion, and that this part cannot be considered an adaptation to communication. We argue that their characterization of the narrow language faculty is problematic for many reasons, including its dichotomization of cognitive capacities into those that are utterly (...) unique and those that are identical to nonlinguistic or nonhuman capacities, omitting capacities that may have been substantially modified during human evolution. We also question their dichotomy of the current utility versus original function of a trait, which omits traits that are adaptations for current use, and their dichotomy of humans and animals, which conflates similarity due to common function and similarity due to inheritance from a recent common ancestor. We show that recursion, though absent from other animals’ communications systems, is found in visual cognition, hence cannot be the sole evolutionary development that granted language to humans. Finally, we note that despite Fitch et al.’s denial, their view of language evolution is tied to Chomsky’s conception of language itself, which identifies combinatorial productivity with a core of “narrow syntax.” An alternative conception, in which combinatoriality is spread across words and constructions, has both empirical advantages and greater evolutionary plausibility. q 2005 Elsevier B.V. All rights reserved. (shrink)
The present paper offers an analogical support for the use of rational intuition, namely, if we regard sense perception as a mental faculty that (in general) delivers justified beliefs, then we should treat intuition in the same manner. I will argue that both the cognitive marks of intuition and the role it traditionally plays in epistemology are strongly analogous to that of perception, and barring specific arguments to the contrary, we should treat rational intuition as a source of prima (...) facie justified beliefs. There are two main arguments against the intuition-perception analogy that I will consider and find lacking. First is that while we do use perceptions as evidence to believe certain propositions, in fact no one ever does use intuition evidentially. The second argument, stemming from experimental philosophy, grants that philosophers do use intuitions evidentially, but this practice is fatally unlike that of perception, in that perception yields warranted beliefs and intuition does not. (shrink)
Despite a wealth of prior research (e.g., Wynd and Mager, 1989; Weber, 1990; Harris, 1991; Harris and Guffey, 1991; McCabe et al., 1991; Murphy and Boatright, 1994; Gautschi and Jones, 1998), little consensus has arisen about the goals and effectiveness of business ethics education. Additionally, accounting academics have recently been questioned as to their commitment to accounting ethics education (Gunz and McCutcheon, 1998). The current study examines whether accounting students' perceptions of business ethics and the goals of accounting (...) ethics education are fundamentally different from the perceptions of accounting faculty members. The study uses a survey instrument to elicit student and faculty responses to various questions concerning the importance of business ethics and accounting ethics education. Statistical analyses indicate that students consider both business ethics and the goals of accounting ethics education to be more important than faculty members. Implications of these results for accounting faculty members interested in accounting ethics education are discussed. (shrink)
It is a guilty secret that many college professors sell the complimentary desk copies that they receive from textbook publishers for cash. This article attempts to shed light on the undercover practice by looking at the resale of complimentary textbooks by faculty from four perspectives. Part One provides an overview of the college textbook industry, the business reasons that motivate publishers to provide complimentary desk copies to faculty, and the economic consequences of the entry of the textbooks into (...) the used book market. Part Two examines the legal characteristics of complimentary desk copies in terms of their ownership and any contractual duties that may arise from their receipt. Part Three looks at legislative efforts to curb the practice, and Part Four reviews university policies addressing the issue. In Part Five, the ethical implications of faculty selling desk copies are examined, with a special focus on this practice in a business school. The Conclusion considers the future of the sale of complimentary copies in light of the move to e-books and other initiatives by authors and textbook publishers to circumvent the practice. (shrink)
Robert Hanna (Rationality and logic. MIT Press, Cambridge, 2006) articulates and defends the thesis of logical cognitivism, the claim that human logical competence is grounded in a cognitive faculty (in Chomsky’s sense) that is not naturalistically explicable. This position is intended to steer us between the Scylla of logical Platonism and the Charybdis of logical naturalism (/psychologism). The paper argues that Hanna’s interpretation of Chomsky is mistaken. Read aright, Chomsky’s position offers a defensible version of naturalism, one Hanna may (...) accept as far as his version of naturalism goes, although not one that supports the claim that cognitive science offers a place for logic that is somehow outside the natural, contingent order. (shrink)
In this study, 40.3% of faculty members admitted to ignoring student cheating on one or more occasions. The quality of past experience in dealing with academic integrity violations was examined. Faculty members with previous bad experiences were more likely to prefer dealing with cheating by ignoring it. The data were further analysed to determine beliefs and attitudes that distinguish between faculty who have never ignored an instance of cheating and those who indicated that they have ignored one (...) or more instances in the past. The stated reasons for ignoring cheating included insufficient evidence, triviality of the offense, and insufficient time; however, it was demonstrated that faculty who ignored academic integrity violations felt more stressed when speaking to students about cheating, preferred to avoid emotionally charged situations, and indicated that if a student were likely to become emotional, they were less likely to speak to him or her. (shrink)
This memoir provides the personal story of a tenured poet who initially walked the picket line during the 1990 University of Bridgeport faculty strike. During the strike's second week, he made the difficult decision to cross the picket line of a union he helped create seventeen years earlier. He continually relives his strike experience.
The quality of the educational experience for students may be at risk if they are not taught in ways that are effective and pertinent. While educational institutions (administrators, faculty senates or a combination) may try to compel faculty members to gain knowledge of and utilize up-to-date learning and instructional design strategies, these faculty members may baulk at this mandate, citing academic freedom as their right to design their courses in any way they see fit. Following is a (...) discussion exploring the issue, suggesting that regardless of how academic freedom is interpreted, faculty members have an ethical obligation to deliver instruction in ways that do not violate students' rights to learn. Consequently, institutions have a right as well as a duty to compel their faculty members to follow through with this obligation. (shrink)
Boundary crossings in academia are rarely addressed by university policy despite the risk of problematic or unethical faculty - student interactions. This study contributes to an understanding of undergraduate college student perceptions of appropriateness of faculty - student nonsexual interactions by investigating the influence of gender and ethnicity on student judgments of the appropriateness of numerous hypothetical interactions. Overall, students deemed the majority of interactions as inappropriate. Female students judged a number of interactions as more inappropriate than did (...) male students, and with a few exceptions, Mexican American and Anglo American students were similar in their ratings of the appropriateness of faculty - student interactions. These findings suggest that universities need to be proactive in establishing guidelines concerning faculty-student boundary crossings. (shrink)
The behavioral sciences have come under attack for writings and speech that affront sensitivities. At such times, academic freedom and tenure are invoked to forestall efforts to censure and terminate jobs. We review the history and controversy surrounding academic freedom and tenure, and explore their meaning across different fields, at different institutions, and at different ranks. In a multifactoral experimental survey, 1,004 randomly selected faculty members from top-ranked institutions were asked how colleagues would typically respond when confronted with dilemmas (...) concerning teaching, research, and wrong-doing. Full professors were perceived as being more likely to insist on having the academic freedom to teach unpopular courses, research controversial topics, and whistle-blow wrong-doing than were lower-ranked professors (even associate professors with tenure). Everyone thought that others were more likely to exercise academic freedom than they themselves were, and that promotion to full professor was a better predictor of who would exercise academic freedom than was the awarding of tenure. Few differences emerged related either to gender or type of institution, and behavioral scientists' beliefs were similar to scholars from other fields. In addition, no support was found for glib celebrations of tenure's sanctification of broadly defined academic freedoms. These findings challenge the assumption that tenure can be justified on the basis of fostering academic freedom, suggesting the need for a re-examination of the philosophical foundation and practical implications of tenure in today's academy. (Published Online February 8 2007) Key Words: academia; academic freedom; ethical issues; faculty beliefs; professoriate; promotion; scientific misconduct; tenure; whistle-blowing. (shrink)
The president of the AAUP faculty union at University of Bridgeport, from 1987 to 1991, offers a first-hand account of the circumstances leading to the fatal strike there. He refutes accusations that the union and its leadership destroyed the university and provides a dramatic, personal account of a faculty union under attack by union busters. The faculty, he argues, was resisting a concerted onslaught on traditional faculty rights. It fought desperately to stifle a retrograde revolution in (...) higher education seeking the substitution of absolute Management Rights to traditional collegiality. He refers to faculty as the soul and mind of a university, and to administration as a necessary evil whose duty is primarily to assist the faculty in the accomplishment of the university's mission. (shrink)
In this bold and innovative new work, Adrian Moore provides a refreshing but challenging new interpretation of Kant's moral philosophy and argues that it can enrich our understanding of a central problem in contemporary ethical debate: the problem of rationality. Noble in Reason, Infinite in Faculty is essential reading for all those interested in Kant, ethics and philosophy of religion.
The University of Bridgeport, like many other universities, inappropriately adopted a corporate model of faculty relations. But faculty members have multiple obligations: to their profession, discipline, students, public, self, and each other, in addition to their institution. These multiple obligations justified the actions taken by striking faculty. Faculty loyalty is not to an administration, and not ultimately even to their institution: it is to the truth, to the integrity of the profession, and to themselves.
Determining appropriate authorship recognition in student-faculty collaborative research is a complex task. In this quantitative study, responses from 1346 students and faculty in education and some social science disciplines at 36 research-intensive institutions in the United States were analyzed to provide a description of current and recommended practices for authorship in student-faculty collaborative research. The responses revealed practices and perceptions that are not aligned with ethical guidelines and a lack of consensus among respondents about appropriate practice. (...) class='Hi'>Faculty and student respondents agreed that students deserve more authorship recognition than they get in common practice but they did not agree on the appropriate authorship arrangement for several of the collaborative scenarios described in the study or on the relative value of various contributions to research projects. The misalignment with ethical codes and lack of consensus among the respondents is problematic because student-faculty collaborative research is common and authored publications are powerful indicators of research competency. With these detailed results, students and faculty can better anticipate areas where their perspectives are likely to differ and faculty can work to clarify ambiguous expectations. (shrink)
Determining appropriate authorship recognition in student-faculty collaborative research is a complex task. In this quantitative study, responses from 1346 students and faculty in education and some social science disciplines at 36 research-intensive institutions in the United States were analyzed to provide a description of current and recommended practices for authorship in student-faculty collaborative research. The responses revealed practices and perceptions that are not aligned with ethical guidelines and a lack of consensus among respondents about appropriate practice. (...) class='Hi'>Faculty and student respondents agreed that students deserve more authorship recognition than they get in common practice but they did not agree on the appropriate authorship arrangement for several of the collaborative scenarios described in the study or on the relative value of various contributions to research projects. The misalignment with ethical codes and lack of consensus among the respondents is problematic because student-faculty collaborative research is common and authored publications are powerful indicators of research competency. With these detailed results, students and faculty can better anticipate areas where their perspectives are likely to differ and faculty can work to clarify ambiguous expectations. (shrink)
A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other (...) class='Hi'>faculty. Of the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business. (shrink)
At various universities across the country, philosophers are organizing faculty development workshops for non-philosophy faculty members who want to incorporate critical thinking about ethical and social justice issues into their courses. The demand for such programs is reasonably strong. In part this is due to the increasing pressure from professional associations (e.g., those of nursing and accounting) for the inclusion of ethics in the curriculum. In part, however, it is simply due to the recognition by faculty members (...) across the university that an adequate education must include some reflection on ethical issues. In this article we discuss some of the reasons for philosophers to become involved, describe a faculty development program that we are running, and offer some advice about how to succeed in such endeavors. (shrink)
In the academic world, a researcher's number of publications can carry huge professional and financial rewards. This truth has led to many unethical authorship assignments throughout the world of publishing, including within faculty-student collaborations. Although the American Psychological Association (APA) passed a revised code of ethics in 1992 with special rules pertaining to such collaborative efforts, it is widely acknowledged that unethical assignments of authorship credit continue to occur regularly. This study found that of the 604 APA-member respondents, (...) 165 (27.3%) felt they had been involved in an unethical or unfair authorship assignment. Furthermore, nontenured faculty members and women were statistically more likely to be involved in an unethical or unfair assignment of authorship credit than tenured faculty members or men. (shrink)
This study presents a comparative investigation of ethical perceptions of the faculty members, working in selected departments of Turkish universities. A descriptive research design is used in order to reveal the perceptions regarding the ethical dilemmas related to instruction, research, and outside employment activities in both 2003 and 2008. The set of activities that are considered unethical by faculty members, as well as the occurrence of potential ethical dilemmas are identified on a comparative basis. According to the findings (...) of the study, the investigated faculty members believe that there is an increase in the occurrence of unethical instruction, research and outside employment activities in the academia. (shrink)
This article offers a case study of labor relations in a higher education setting. The University of Bridgeport's faculty union was certified in May 1973 and decertified in August 1992. Contract negotiation disputes centered on shared governance, managing faculty reductions during a time of inflation and declining enrollments, and determining fair wages. The private university experienced four faculty strikes, culminating in a two-year faculty strike – the longest in U.S. higher education history. The university was also (...) the first institution of higher education in the United States to hire permanent replacement faculty during a strike. In 1990, leaders of the locked-out striking faculty unsuccessfully lobbied for a state government takeover of the nearly bankrupt university. The case study highlights a plethora of complex ethical issues faced by administrators, faculty, and unions during times of economic decline. (shrink)
Research Ethics Committees (RECs) or Institutional Review Boards (IRBs) are rapidly becoming indispensable mechanisms in the overall workings of university institutions. In fact, the ethical dimension is an important aspect of research governance processes present in institutions of higher learning. However, it is often deemed that research in the social sciences do not require ethical appraisal or clearance, because of the alleged absence of harm in conducting such research. This is an erroneous and dangerous assumption given that research in social (...) sciences poses various and complex dilemmas related to ethics. The article aims to gauge the importance of ethical appraisal at a particular institution of higher learning’s Faculty of Humanities. This is done by scrutinising its defunct REC, and the views that Heads of Departments of the Faculty have of ethics in research and the need for ethical appraisal by this REC. Finally, some suggestions are made to proceed to review and restructure the current REC with the ultimate objective to make it functional again. It was found that the development and discussion around ethics in research and ethical appraisal are part of a much needed thrust to sensitise the entire Faculty and the institution on the widespread beneficial repercussions of ethical awareness in research and beyond. (shrink)
This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. (...) These results suggest that faculty are approaching ethics instruction less formally, raising concerns over the success of curriculum integration. (shrink)
This paper reports the results of a pilot study of differences in ethical evaluations between business faculty and students at a Southern university. Data were collected from 137 business students (46 freshmen and 67 seniors) and 34 business faculty members. Significant differences were found in 7 of the 30 situations between freshmen and faculty and four situations between seniors and faculty. When the combined means for each group were tested, there was no significant difference in the (...) means at the 0.05 level of significance. A trend was revealed, however, in that the majority of the time faculty members were the most ethically oriented followed by seniors and then freshmen. (shrink)
Doctoral students receive many kinds of assistance from faculty members, but much of this support falls short of mentoring. This paper takes the perspective that it is more important to find out what kinds of help students receive from faculty than to assume that students are taken care of by mentors, as distinct from advisors or role models. The findings here are based on both survey and interview data collected through the Acadia Institute’s project on Professional Values and (...) Ethical Issues in the Graduate Education of Scientists and Engineers. The paper describes various kinds of assistance that students receive (or do not receive) from faculty members in their roles as teacher/coach, sponsor, and counselor, It concludes with a section on advisors assigned to doctoral students, notably the extent of their contact with and influence on students. (shrink)
The purpose of this paper is to analyze what some private universities are doing in the area of mediation and other alternative ways of solving faculty complaints – what some term "alternative dispute resolution." Special attention will be given to one of the most important ethical issues in this area at the operating level of individual universities – the due process procedures with respect to the processing of the grievances of individual faculty members in nonunionized colleges. The paper (...) concludes with recommendations for university administrators and faculty senates, as well as recommendations for future research. (shrink)
This study reports the perceptions of business school faculty on ethical behaviors related to data analysis and research reporting as well as the prevalence of such behaviors in their academic environment. Survey data for the study were obtained from a sample of 102 business school faculty from five government-funded universities in Malaysia. Study results showed that a majority of the respondents considered practices such as fabrication, manipulation, and distortion of data to be ethically unacceptable, and these behaviors were (...) reported to be least prevalent. In contrast, the practice of misapplying statistical techniques was considered ethically acceptable and reported to be quite prevalent. On research reporting, although a majority of the respondents agreed that plagiarism and taking undeserved authorship credit were ethically unacceptable, they also reported having observed the frequent occurrence of such behaviors. Finally, practices such as cutting up research data and simultaneous submissions to more than one publication outlet at the same time were less likely to be viewed as unethical and seen to be quite a common practice. In general, the findings of this study indicate that the perceptions of the ethicality and frequency of occurrence of behaviors related to data analysis and research reporting vary among business school faculty. (shrink)
The University of Leipzig was founded in the year 1409. In the faculty of arts - the heart and the basis of the old university as a whole - there were numerous controversies during the first century of its existence. From the very beginning it competed with the older University of Prague, its historic mother, for an independent manner of philosophical thinking. The so-called » Wegestreit « between the via moderna and the via antiqua , and the » Poetenstreit (...) « between traditional and new humanistic patterns of science and philosophy were constituents of late medieval philosophy in Germany. Especially the various forms of academic disputation, that is ordinary, extraordinary and quodlibetal disputations, played an important part within the first hundred years of existence of this university, specifically its faculty of arts. The famous disputation between Johann Eck and Martin Luther at Leipzig in the year 1519 was one of the culminating points of this practice. Considerable work remains to be done on the exploration of late medieval philosophy. The analysis of the collection of medieval philosophical manuscripts originating from the old University of Leipzig could provide some new material for our historical knowledge of this period. (shrink)
Data from two national surveys of 4,000 faculty and doctoral students in chemistry, civil engineering, microbiology and sociology indicate that both faculty and students subscribe strongly to traditional norms but are more likely to see alternative counternorms enacted in their departments. They also show significant effects of departmental climate on normative orientations and suggest that many researchers express some degree of ambivalence about traditional norms.
Abstract The party registration of tenure?track faculty at 11 California universities, ranging from small, private, religiously affiliated institutions to large, public, elite schools, shows that the ?one?party campus? conjecture does not extend to all institutions or all departments. At one end of the scale, U.C. Berkeley has an adjusted Democrat:Republican ratio of almost 9:1, while Pepperdine University has a ratio of nearly 1:1. Academic field also makes a tremendous difference, with the humanities averaging a 10:1 D:R ratio and business (...) schools averaging 1.3:1, and with departments ranging from sociology (44:1) to management (1.5:1). Across all departments and institutions, the D:R ratio is 5:1, while in the ?soft? liberal?arts fields, the ratio is higher than 8:1. These findings are generally in line with comparable previous studies. (shrink)
Faculty plagiarism and fraud are widely documented occurrences but little analysis has been conducted. This article addresses the question of why faculty plagiarism and fraud occurs and suggests approaches on how to develop an environment where faculty misconduct is socially inappropriate. The authors review relevant literature, primarily in business ethics and student cheating, developing action steps that could be applied to higher education. Based upon research in these areas, the authors posit some actions that would be appropriate (...) in higher education and suggest topics for continued study. (shrink)
Is there a cognitive faculty dedicated to the moral domain? Mark Johnson has developed a number of arguments against the existence of such a faculty. I claim that these arguments are not persuasive and that there may be a moral faculty.
Abstract One perspective in contemporary linguistic theory defends the idea that the language faculty may result from the combinations of diverse systems and principles. As a case study, I critique a recent proposal by Juan Uriagereka and colleagues according to which the evolutionary emergence of the language faculty can be identified through studying the computational structure of knots as present within the fossil record. I here argue that the ability to conceptualize and, thereby, create knots is not parasitic (...) on the ability to conceptualize and create language. On the contrary, these two domains are entirely distinct, unrelatable in terms of their computational complexity, expressive power or, most importantly, in terms of their requisite mental operations and principles. The overall approach defended here can profitably be employed in the study of the relationship between language and thought, as I briefly discuss in the case of the role of language in spatial reorientation. (shrink)
The author's experiences in an ethics seminar for business school faculty are described. Conclusions from the dynamics of the participants' interactions are drawn and recommendations are made for teaching business school students about ethics.
In this study, we present data on graduate students' actual experiences in dealing with impaired peers and faculty predictions of how students would deal with such situations. A total of 29 faculty and 73 graduate students responded to a survey of 40 randomly selected clinical psychology training programs. Student respondents were almost universally (95%) aware of peers whom they regarded as impaired in their professional functioning, and half (49%) the sample reported being aware of a peer's ethical impropriety. (...)Faculty overestimated the number of students who said they "did nothing" when confronted with the resulting ethical dilemma and underestimated the degree of conflict and turmoil (i.e., anger, frustration, dismay) that students reported experiencing. Faculty also estimated that students would be more concerned with peer loyalty issues, whereas students indicated that they were strongly motivated by ethical considerations. Ethics curricula ought more thoroughly to address affective concerns through experiential learning vehicles such as faculty modeling, simulation exercises, and small-group discussion. (shrink)
This article discusses the ethical responsibilities that psychology faculty have when psychological information is seriously misrepresented or psychological techniques are misued by nonpsychology faculty. General values derived from the American Psychological Association's (APA) ethical principles are identified and reviewed. The APA ethical code recommends that psychologists limit the misrepresentation of psychological information and protect students from the misuse of psychological techniques. Examples from my experience are presented to illustrate these ethical principles and responsibilities.
Based on the motor theory of language, which asserts an evolution from gestures along several stages to today's speech and language, we suggest that speech ontogeny may partly reflect speech phylogeny, in that perception of prosodic contours is an intermediary stage between a manual communication system and a fully developed language faculty.
This essay examines the role of the University of Bridgeport's Faculty Council in relation to the faculty union. The Faculty Council is a governing body composed of elected faculty representatives from different schools and departments within the university. Faculty Council leaders facilitated the certification of AAUP as the faculty's bargaining agent in 1973 and, under the author's leadership, the faculty petitioned the National Labor Relations Board to decertify the union in 1991. The author (...) participated on the picket line during the 1975, 1978 and 1987 faculty strikes, but crossed the picket line during the 1990 strike. (shrink)
A review of the literature indicates that faculty, students, and employers recognize the importance of professional behaviors for a successful career. These professional behaviors were defined by business school faculty to include honesty and ethical decision making, regular attendance and punctuality, professional dress and appearance, participation in professional organizations, and appropriate behavior during meetings. This paper presents the results of a survey administered to managers, faculty, and students about how business school professors can teach these professional behaviors. (...) A hypothesis was tested that managers, professors, and students differ in their perceptions about what is appropriate professional behavior. Using a scale of strongly agree to strongly disagree to respond to critical incidents, one-way ANOVA indicated no group differences for items about cheating, plagiarism, and helping students to work projects on schedule. Group differences were found for ethics items (raising course grade for the purpose of tuition reimbursement, stopping excessive use of school printers, simplifying course work to accommodate weaker students), time management items (making accommodations for students unable to regularly attend class, refusing to admit late students), appearance items (requiring students to dress in suits for major presentations, counseling a student with facial piercing), and for items about required activities inside and outside of the classroom. (shrink)
David Kirkby argues that I have misrepresented Marc Hauser's conception of a moral faculty, in a way that invalidates my chief arguments against the existence and necessity of such a faculty. The core of Kirkby's challenge is that what Hauser lists as necessary conditions for the moral faculty to do its work are not themselves components of that faculty. I argue that there is no useful way to distinguish necessary conditions of moral judgments from the alleged (...) moral faculty itself, and that even if we could do this, we would be left with an empty non-explanation of the supposed moral faculty that amounts to nothing more than the claim that we have a faculty that generates judgments of right versus wrong. (shrink)
Faculty across a wide range of academic disciplines at 89 AASCB-accredited U.S. business schools were surveyed regarding their perceptions of the ethical nature of faculty behaviors related to undergraduate course content, student evaluation, educational environment, research issues, financial and material transactions, and social and sexual relationships. We analyzed responses based on whether instruction in the academic discipline focused mainly on quantitative topics or largely on qualitative issues. Faculty who represented quantitative disciplines such as accounting and finance (n (...) = 383) were more likely to view behaviors such as selling complimentary textbooks and grading on a strict curve as more ethical than faculty representing more qualitative disciplines such as management and marketing (n = 447). In contrast, faculty in quantitative disciplines were more likely to view behaviors such as showing controversial media and bringing up sexual or racial charged matters as less ethical than their counterparts. Whereas these differences may be attributed to the respondents’ academic backgrounds, the large level of agreement on ethical behaviors raises questions about the growing influence of business disciplines that operate within more unified research and teaching paradigms. (shrink)
Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an (...) American sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. (shrink)
The tension between external forces for better ethics in organizations, represented by legislation such as the Sarbanes–Oxley Act (SOX), and the call for internal forces represented by increased educational coverage, has never been as apparent. This study examines business school faculty attitudes about recent corporate ethics lapses, including opinions about root causes, potential solutions, and ethics coverage in their courses. In assessing root causes, faculty point to a failure of systems such as legal/professional and management (external) and declining (...) personal values (internal). We also found that faculty recommend external forces as a remedy more often than increased ethics educational coverage; we contextualize this finding with recent ethics education literature. We conclude by proposing that neither legislation nor ethics education alone are complete when addressing widespread unethical corporate acts and offer a multi-faceted approach to ethics educational opportunities. (shrink)
In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...) And what mechanisms are utilized to correct inappropriate behavior on the part of college and university teachers? The authors' work is based on survey results obtained from faculty members at research universities, liberal arts colleges, and two-year community, junior, and technical colleges. Braxton and Bayer's focus is on undergraduate teaching in four disciplines: biology, history, mathematics, and psychology. In their analyses, the authors examine how individual, disciplinary, and institutional differences influence professorial behavior. In contrast to the more explicitly understood and enforced rules of conduct in research, the authors find that teaching norms are informally defined and observed. They argue that a formal code of ethics for undergraduate teaching would serve the dual purpose of improving undergraduate education and elevating the status of college teaching. A groundbreaking study of contemporary academe, Faculty Misconduct in Collegiate Teaching is required reading for all university and college instructors and administrators. (shrink)
A survey of recent research reveals that there is a growing interest in knowledge regarding the opinions and attitudes toward ethics amongst business school faculty members. Based on an empirical study conducted in Norway we address the following issue: “What do faculty members of the Norwegian Business Schools consider to be their responsibilities in preparing their students for leading positions in public and private organizations?” Moving on to interpreting the results from the survey, we discuss the empirical findings (...) by comparing the data using four different theoretical perspectives; neo-classical economics, strategic management, corporate social responsibility and socio-economics. The implications are highlighted. (shrink)
The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors of this study would (...) like to suggest the following as a means of strengthening critical thinking expertise in faculty:1. Analyze current levels of critical thinking skills among faculty.2. Plan opportunities to bolster personal critical thinking knowledge within faculty ranks and develop a common critical thinking language among faculty.3. Assist faculty where necessary to develop new instructional models to strengthen critical thinking within their classrooms and critical thinking assessment instruments. (shrink)
This paper examines some implications of predicted demographic changes in Canadian universities that may make them unable to replace retiring faculty members in numbers permitting academic business as usual. If the predictions prove correct, it will be desirable to reinterpret received verities about the relationship between professor/student ratios and effective education, the dual roles of teaching and research, and democratic governance in communities of higher education. Possibilities for restructuring inquiry and instruction in ways consistent with the responsibilities of educators (...) are all too briefly explored. A revised division of instructional labour is suggested, along with changes in the conduct of research and academic administration that would free professors to focus on the tasks for which they have the greatest expertise. (shrink)
The new Chomskian orthodoxy denies that our linguistic competence gives us knowledge *of* a language, and that the representations in the language faculty are representations *of* anything. In reply, I have argued that through their intuitions speaker/hearers, (but not their language faculties) have knowledge of language, though not of any externally existing language. In order to count as knowledge, these intuitions must track linguistic facts represented in the language faculty. I defend this idea against the objections Collins has (...) raised to such an account. (shrink)
Ever since Chomsky, language has become the paradigmatic example of an innate capacity. Infants of only a few months old are aware of the phonetic structure of their mother tongue, such as stress-patterns and phonemes. They can already discriminate words from non-words and acquire a feel for the grammatical structure months before they voice their first word. Language reliably develops not only in the face of poor linguistic input, but even without it. In recent years, several scholars have extended this (...) uncontroversial view into the stronger claim that natural language is a human-specific adaptation. As I shall point out, this position is more problematic because of a lack of conceptual clarity over what human-specific cognitive adaptations are, and how they relate to modularity, the notion that mental phenomena arise from several domain-specific cognitive structures. The main aim of this paper is not to discuss whether or not language is an adaptation, but rather, to examine the concept of modularity with respect to the evolution and development of natural language. . (shrink)
We examine the question of which aspects of language are uniquely human and uniquely linguistic in light of recent suggestions by Hauser, Chomsky, and Fitch that the only such aspect is syntactic recursion, the rest of language being either specific to humans but not to language (e.g. words and concepts) or not specific to humans (e.g. speech perception). We find the hypothesis problematic. It ignores the many aspects of grammar that are not recursive, such as phonology, morphology, case, agreement, and (...) many properties of words. It is inconsistent with the anatomy and neural control of the human vocal tract. And it is weakened by experiments suggesting that speech perception cannot be reduced to primate audition, that word learning cannot be reduced to fact learning, and that at least one gene involved in speech and language was evolutionarily selected in the human lineage but is not specific to recursion. The recursion-only claim, we suggest, is motivated by Chomsky’s recent approach to syntax, the Minimalist Program, which de-emphasizes the same aspects of language. The approach, however, is sufficiently problematic that it cannot be used to support claims about evolution. We contest related arguments that language is not an adaptation, namely that it is “perfect,” non-redundant, unusable in any partial form, and badly designed for.. (shrink)
We examine the question of which aspects of language are uniquely human and uniquely linguistic in light of recent suggestions by Hauser, Chomsky, and Fitch that the only such aspect is syntactic recursion, the rest of language being either specific to humans but not to language (e.g. words and concepts) or not specific to humans (e.g. speech perception). We find the hypothesis problematic. It ignores the many aspects of grammar that are not recursive, such as phonology, morphology, case, agreement, and (...) many properties of words. It is inconsistent with the anatomy and neural control of the human vocal tract. And it is weakened by experiments suggesting that speech perception cannot be reduced to primate audition, that word learning cannot be reduced to fact learning, and that at least one gene involved in speech and language was evolutionarily selected in the human lineage but is not specific to recursion. The recursion-only claim, we suggest, is motivated by Chomsky’s recent approach to syntax, the Minimalist Program, which de-emphasizes the same aspects of language. The approach, however, is sufficiently problematic that it cannot be used to support claims about evolution. We contest related arguments that language is not an adaptation, namely that it is “perfect,” non-redundant, unusable in any partial form, and badly designed for.. (shrink)
J.D. Trout and I started this project in 2000. Our goal was to write a book that was interesting, opinionated, accessible, and fun to read. Here are some excerpts from the first two pages of chapter 1: Excerpts [pdf] . The cover photo is a still of the great Buster Keaton from his movie, The General.
To have a duty is, above all, to be subject to a binding, normative requirement. This means that unless there are exculpating reasons, someone who has a duty is required satisfy it, and can be justifiably criticized for not doing so. Having a duty to do something is like having been given a command to do it by someone who has a right to be obeyed: it must be done.
To help academic associations in management develop, refine, and implement a code of ethics, we conducted a survey of management educators’ perception of the ethicality of 142 specific behaviors in teaching, research, and service. The results of the survey could be used to inform ethics committees of these associations regarding the level of acceptability of such conduct. The potential value of our study for the Academy of Management or similar management associations lie in our (1) systematically involving the members in (...) building support for the code of ethics, (2) assessing members’ ethical judgments on both cross-sectional and longitudinal bases so as to identify areas needing particular attention in ethical training, (3) providing an extensive list of specific examples of questionable and potentially unethical behaviors so as to make it easier to implement the code, and (4) providing a template survey document for potential use in involving more stakeholder groups in the development of codes of ethics. (shrink)
The translation of Pierre Klossowski's Nietzsche and the Vicious Circle finally provides an English-speaking audience with access to one of the most influential texts in the French Nietzsche tradition. First published in France in 1969, Klossowski's text consummated over three decades of intense work and discussion on Nietzsche's most enigmatic and original ideas. Working with Bataille and the famous College de Sociologie, Klossowski published a series of important studies of Nietzsche culminating in Nietzsche and the Vicious Circle which Foucault described (...) in a letter to Klossowski as "the greatest book of philosophy I have read" in addition to Nietzsche himself. Deeply influencing Deleuze, Lyotard, and other major Nietzscheans, Klossowski's work remains a seminal text of the contemporary French reading of Nietzsche. (shrink)
My intent in this discussion is to offer a glimpse into our popular and political culture and to unpack some of the values inherent in our university system. Educational institutions evolve because of changes in our cultural relationship to knowledge. Only by understanding this relationship can we respond coherently to criticism aimed at the university and its population.
French theorist Jean Baudrillard is one of the foremost contemporary critics of society and culture who is often seen as the guru of French postmodern theory. A prolific author who has written over twenty books, reflections on art and aesthetics are an important, if not central, aspect of his work. Although his writings exhibit many twists, turns, and surprising developments as he moved from synthesizing Marxism and semiotics to a prototypical postmodern theory, interest in art remains a constant of his (...) theoretical investigations and literary experiments. (shrink)
There is nothing I want more than to become enlightened about the whole highly complicated system of antagonisms that constitute the 'modern world' (Nietzsche).
Moreover, presidential politics -- on the level of campaigns and governing -- have also exhibited a growing politics of image and spectacle. In our media-saturated society, politicians become celebrities who fine-tune their image through daily photo ops, spin out their message of the day and, like celebrities, employ image management firms to make sure their performance is playing well with the public.
Interactions between medicine and the pharmaceutical and device industries have become widespread in medicine. Despite their promise for improving patient care through innovation, there are ways in which these relationships may compromise patient care by creating conflicts of interest for physicians—both actual and perceived—that may result in delivery of poorly justified treatment, mistrust of doctors by the public, and an undermining of the integrity of the medical profession (IOM 2009). Conflicts of interest can arise in all arenas of medicine, due (...) to discord between the responsibility to patients and the opportunity for personal financial gain. But academic medicine presents an additional interest to protect: .. (shrink)
The Frankfurt School refers to the work of members of the Institut für Sozialforschung, which was established in Frankfurt, Germany, in 1923 as the first Marxist-oriented research centre affiliated with a major German university. Under its director, Carl Grunberg, the institute’s work in the 1920s tended to be empirical, historical and oriented towards problems of the European workingclass movement, although theoretical works by Karl Korsch, Georg Lukács and others were also published in its journal, Archiv für die Geschichte des Sozialismus (...) und der Arbeiterbewegung. (shrink)
Principles of research ethics, derived largely from Western philosophical thought, are spreading across the world of higher education. Since 2006 the Japanese Ministry of Education has required universities in Japan to establish codes of ethical conduct and ensure that procedures are in place to punish research misconduct. Drawing on semi-structured interviews with 13 academics in a research-intensive university in Japan, this paper considers how research ethics is interpreted in relation to their own practice. Interviewees articulated a range of ethical issues (...) connected with data gathering and interpretation, applying for and using research funds, relationships with peers and research subjects, and the dissemination of results. The paper also explores the effect of personal values and cultural norms on the Japanese interpretation of research ethics identifying the impact in terms of the treatment of graduate research students and decision-making processes. (shrink)
How do therapists learn to manage sexual feelings in the therapeutic relationship in an ethical, responsible manner? Data from 293 university-based psychotherapists show that the minority who report that their training prepared them to do so "very well" were more likely to have received "content-specific" training related to the topic or an opportunity to explore themselves as sexual beings, or both. In addition, they had experience with supervisors who modeled the belief that sexual feelings are a normal, expected part of (...) any human relationship and must be anticipated and planned for by therapists. (shrink)
This commentary discusses several problems with the target article by Ceci et al. First, the results admit of an alternative interpretation that undercuts the conclusion drawn. In addition, at a number of points, the research should be supplemented by examining situations in which there is no tenure-granting policy. Finally, 60% of the questions are concerned with whistle-blowing, but the issues involved in such cases make them much less relevant to the assessment of tenure than the authors suppose. (Published Online February (...) 8 2007). (shrink)
The following discussion aims to illuminate further the way in which morphologically complex words are represented in the mental lexicon. It is argued that the dual-mechanism model can accommodate the linguistic and psycholinguistic evidence currently available, not only on German inflection (as pointed out in the target article) but also on other languages (as presented in several commentaries). Associative single-mechanism models of inflection, on the other hand, provide only partial accounts.
I have prepared this page in the spirit of Bill 0837, that is, to engage in reasoned reflection on a piece of legislation in Florida. I also wish to clarify the nature of my classes to students, so that they know what to expect. This page is not official UCF policy, nor is it the policy of the Department of Philosophy, in which I teach. It is simply a statement to my students, as well as a reasoned analysis of the (...) implications of this bill. No specific political or religious position is assumed in the writing of this document, and my own beliefs about the bill (as well as my beliefs about anything else) are mine alone, and not relevant to this argument. (shrink)
During the Gulf war, CNN correspondent Peter Arnett distinguished himself with its courageous reporting in Iraq while under fire by the U.S.-led coalition which dropped more bombs on Iraq than were unleashed in World War II. Reporting live from Baghdad throughout the war, Arnett provided vivid daily accounts of life in Iraq during one of the most sustained air attacks in history. From his live telephone reporting of the early hours of the U.S. attack on Iraq in January 1991 through (...) his live satellite reports of the effects of the daily bombing of Iraq, Arnett distinguished himself through his attempts to cut through the lies and disinformation of both sides and to provide accurate reporting on the effects of the U.S.-led coalition assault against Iraq. (shrink)
Baudrillard, Jean (1929) was born in the cathedral town of Reims, France. His grandparents were peasants, his parents became civil servants, and he was the first member of his family to pursue an advanced education. In 1956, he began working as a professor of secondary education in a French high school (Lyceé) and in the early 1960s did editorial work for the French publisher Seuil. Trained as a Germanist, Baudrillard translated Germany literary works including Brecht and Peter Weiss, although he (...) turned to the study of sociology and for some decades was a sociology professor at Nanterre. (shrink)
The article offers a conversation with the ghost of the madman 'Jacotot/Rancière': one of the possible dialogues between the ignorant schoolmaster and my own perplexities in what I feel to be an endgame. Is there any point at the present time, in the declining mercantilist university, in pondering once again the issue of the place of philosophy in institutions responsible for training people who will work in the sphere of education? 'We' knew the old words, so the article goes, but (...) now we are no longer sure they mean anything. And we are not keen to learn the new ones: we do not trust them, they are irrelevant to us. Moreover, we are sad and tired. All we feel is rage and impotence. Will we be capable of trying all the words once again: university, philosophy, education? Will we be capable of trying all the verbs once again: reading, writing, conversing, perhaps thinking? (shrink)
