A vision of a living code of ethics is proposed to counter the emphasis on negative phenomena in the study of organizational ethics. The living code results from the harmonious interaction of authentic leadership, five key organizational processes (attraction–selection–attrition, socialization, reward systems, decision-making and organizational learning), and an ethical organizational culture (characterized by heightened levels of ethical awareness and a positive climate regarding ethics). The living code is the cognitive, affective, and behavioral manifestation of an ethical organizational identity. We draw (...) on business ethics literature, positive organizational scholarship, and management literature to outline the elements of positive ethical organizations as those exemplary organizations consistently practicing the highest levels of organizational ethics. In a positive ethical organization, the right thing to do is the only thing to do. (shrink)
This paper examines the philosophical substructure to the theoretical conflicts that permeate contemporary mental health care in the UK. Theoretical conflicts are treated here as those that arise among practitioners holding divergent theoretical orientations towards the phenomena being treated. Such conflicts, although steeped in history, have become revitalized by recent attempts at integrating mental health services that have forced diversely trained practitioners to work collaboratively together, often under one roof. Part I of this paper examines how the history of these (...) conflicts can be understood as a tension between, on the one hand, the medical model and its use by the dominant profession of psychiatry, and on the other, those alternative models and practitioners in some way differentiated from the medical model camp. Examples will be given from recent policy and research to highlight the prevalence of this tension in contemporary practice. Part II of this paper explores the deeper commonalities that lay beneath the theoretical conflict outlined in Part I. These commonalities will be shown to be apart of a captivating framework that has continued to grip the conflict since its inception. By exposing this underlying framework--and the motivations inherent therein--the topic of integration appears in wholly different light, allowing a renewed philosophical basis for integration to emerge. (shrink)
This article inquires into that which articulates the two texts brought together by Heidegger in Identity and Difference. It sets out from the indications provided in the Preface of the work concerning the “harmony” that reigns between what is at stake at the heart of the two texts, namely what Heidegger respectively calls the Ereignis (event of appropriation) and the Austrag (reconciling difference). The understanding of this harmony makes it possible to approach that which unveils itself as the articulation of (...) Being, but in so doing also raises the difficult problem of the very possibility of thinking Being setting out from its essential withdrawal. (shrink)
In his notes and lectures on anthropology, Kant explicitly refers to Alexander Gerard's 1774 Essay on Genius, and his own position that genius is necessary for art but not for science is clearly a response to Gerard. Kant does not explicitly mention Gerard's 1759 Essay on Taste, but it was probably an influence on his own conception of free play, and in any case a comparison of the two theories of aesthetic response is instructive. Gerard's development (...) of a version of the theory of free play without Kant's assumptions that aesthetic judgments must be independent of concepts and yet always intersubjectively valid allows him to accommodate a variety of facts about aesthetic experience in general and our experience of the fine arts in particular more readily and more fully than Kant can, especially those concerning the affective dimension of our experience of art. (shrink)
In this paper I shall discuss the relationship between the two known Arabic translations of Aristotle’s Posterior Analytics and Avicenna’s Kitāb al-Burhān. I shall argue that Avicenna relies on both (1) Abū Bishr Mattā’s translation and (2) the anonymous translation used by Averroes in the Long Commentary as well as in the Middle Commentary (and also indirectly preserved by Gerard of Cremona’s Latin translation of Aristotle’s work). Although, generally speaking, the problem is relevant to the history of the transmission (...) of the Posterior Analytics from Greek through Syriac into Arabic, I do not intend to give a systematic presentation of the historical setting in which Aristotle’s work became readily available to the Arabo-Islamic culture. My aim here is rather to isolate and discuss some pieces of evidence concerning the texts that seem to have been available to Avicenna. In addition to that, I shall also provide evidence concerning the relationship with the Greek commentary tradition (in particular Philoponus and Themistius) that is likely to have influenced Avicenna in his discussion of Aristotle’s theory of demonstration and scientific knowledge. (shrink)
The first of eight volumes of Hopkins's Collected Works to be published, Oxford Essays and Notes presents a remarkable cache of previously unpublished papers, including forty-five essays which Hopkins produced during his undergraduate career at Oxford (1863-1867), only seven of which were reproduced in the 1959 edition of Journals and Papers. Topics range from Platonic philosophy to theories of the imagination, from ancient history to then-contemporary politics and voting rights. Also included are notes from a commonplace book, a remarkable 'dialogue' (...) about aesthetics (featuring a fictionalized John Ruskin figure), and the lecture notes Hopkins prepared in the winter of 1868 while teaching at John Henry Newman's Oratory School in Birmingham-writings in which he explores, for the first time, the theories of inscape and instress so central to his poetic practice. The edition is fully annotated and provides a detailed introduction that situates historically Hopkins's academic and creative efforts. -/- The twelve notebooks represent Hopkins's intellectual and aesthetic development while studying with some of the greatest scholars of the era (Benjamin Jowett, Walter Pater, and T. H. Green), as well as the ethical and spiritual anxieties he wrestled with while deciding to convert to Catholicism (John Henry Newman received him into the Church in 1866). Hopkins never wrote to please his tutors or the university professors-he wrote vividly and searchingly in response to the challenges they presented. Whether evaluating Aristotle's Nicomachean Ethics, the role of 'neutral' England in the American civil war, or the comparative merits of classical sculpture, his first instinct was always to frame the difficult questions involved and work towards a 'counter' argument. (shrink)
