The process-dissociation procedure was used to estimate the influence of spatial and form-based processing in the Simon task. Subjects made manual responses to the direction of arrows . The results provide evidence that the form and spatial location of a single stimulus can have functionally independent effects on performance. They also indicate the existence of two kinds of automaticity—an associative component that reflects prior S-R mappings and a nonassociative component that reflects the correspondence between stimulus and response codes.

This book taps the best American thinkers to answer the essential American question: How do we sustain our experiment in government of, by, and for the people? Authored by an extraordinary and politically diverse roster of public officials, scholars, and educators, these chapters describe our nation's civic education problem, assess its causes, offer an agenda for reform, and explain the high stakes at risk if we fail.

The Declaration of Helsinki and the Council of the International Organization of Medical Sciences provide guidance on standards of care and prevention in clinical trials. In the current and increasingly challenging research environment, the ethical status of a trial design depends not only on protection of participants, but also on social value, feasibility, and scientific validity. Using the example of a study assessing efficacy of a vaccine to prevent human papilloma virus in HIV-1 infected adolescent girls in low resource countries (...) without access to the vaccine, we compare several trial designs which rank lower on some criteria and higher on others, giving rise to difficult trade-offs. This case demonstrates the need for developing more nuanced guidance documents to help researchers balance these often conflicting criteria. (shrink)

Norman J. Finkel, Commonsense Justice: Jurors? Notions of the Law Cambridge, MA: Harvard University Press, 1995, 390pp.

An introduction to philosophy through film, _Thinking Through Film: Doing Philosophy, Watching Movies_ combines the exploration of fundamental philosophical issues with the experience of viewing films, and provides an engaging reading experience for undergraduate students, philosophy enthusiasts and film buffs alike. An in-depth yet accessible introduction to the philosophical issues raised by films, film spectatorship and film-making Provides 12 self-contained, close discussions of individual films from across genres Films discussed include Total Recall, Minority Report, La Promesse, Funny Games, Ikuru, The (...) Dark Knight, Memento, AI and more Explores concepts that span epistemology, metaphysics, fate, choice, robot love, time travel, personal identity, spectacle, ethics, luck, regret, consequentialism, deontology and the philosophy of film itself A uniquely flexible resource for courses in philosophy and film that encourages student reflection, as well as being an engaging read for the film enthusiast. (shrink)

Philosophers often distinguish in some way between two senses of life's meaning. Paul Edwards terms these a ‘cosmic’ and ‘terrestrial’ sense. The cosmic sense is that of an overall purpose of which our lives are a part and in terms of which our lives must be understood and our purposes and interests arranged. This overall purpose is often identified with God's divine scheme, but the two need not necessarily be equated. The terrestrial sense of meaning is the meaning people find (...) in their own lives apart from the place of their lives in any ultimate end or context. (shrink)

This paper examines the idea of the integrity of academic practice. We offer an account of the integrity of professional practice in general before applying it to academic professional practice within the contemporary, western university. We then introduce the concept of integrity traps and explain how they can make it difficult for academics working within a contemporary university environment to maintain their integrity.

While accepting and welcoming our main thesis and project, Schäfer and Hühn’s Commentary on our paper focuses on two main criticisms, both of which seem to us mistaken. The first of these is that our paper falsely argues “that the existing definitions of leadership out there fall short in describing the role of ethics in leadership.” The second seems to be a belief that (i) we claim to be offering an entirely new definition of leadership and misrepresenting its nature because (...) (ii) in the view of Schäfer and Hühn this supposedly new definition “is essentially un-Aristotelian.”. (shrink)

For most of the history of prejudice research, negativity has been treated as its emotional and cognitive signature, a conception that continues to dominate work on the topic. By this definition, prejudice occurs when we dislike or derogate members of other groups. Recent research, however, has highlighted the need for a more nuanced and (Eagly 2004) perspective on the role of intergroup emotions and beliefs in sustaining discrimination. On the one hand, several independent lines of research have shown that unequal (...) intergroup relations are often marked by attitudinal complexity, with positive responses such as affection and admiration mingling with negative responses such as contempt and resentment. Simple antipathy is the exception rather than the rule. On the other hand, there is mounting evidence that nurturing bonds of affection between the advantaged and the disadvantaged sometimes entrenches rather than disrupts wider patterns of discrimination. Notably, prejudice reduction interventions may have ironic effects on the political attitudes of the historically disadvantaged, decreasing their perceptions of injustice and willingness to engage in collective action to transform social inequalities. (shrink)

We report the results of a randomized trial to assess the impact of an innovative ethics curriculum on the knowledge and confidence of 85 medical house officers in a university hospital programme, as well as their responses to a simulated clinical case. Twenty-five per cent of the house officers received a lecture series, 25 per cent received lectures and case conferences, with an ethicist in attendance, and 50 per cent served as controls. A post-intervention questionnaire was administered. Knowledge scores did (...) not differ among the groups. Confidence regarding ethical issues was significantly greater in the aggregate intervention group compared to the control group. Confidence regarding procedural issues related to ethics was significantly higher for the EI group than for the controls. Responses to a simulated case showed that significantly fewer house officers in the EI group would intubate a patient for whom such therapy would be futile. We conclude that ethics education can have an impact on house officers' confidence and their responses to a simulated case, and that the EI was more effective than the LI. Such results have implications regarding the implementation of ethics education during residency. (shrink)

Let us follow Robert Oakes in describing a self-authenticating experience of God as one that ‘would have the epistemic uniqueness of guaranteeing –all by itself – its veridicality to the person who had it.’ The idea that there could be self-authenticating experiences of God has been criticized often in recent years. It seems that the only experiences that could be self-authenticating are those about one's own current psychological states. Nevertheless, the individual who claims to have such an experience of God (...) is clearly using ‘experience’ in such a way as to suppose that one's experience of God is logically independent of the existence of God, but still self-authenticating. (shrink)

I shall argue that the question ‘Can we speak literally of God?’ is fundamentally an epistemological question concerning whether we can know that God exists. If and only if we can know that God can exist can we know that we can speak literally of God.

Through various applications of the ‘deep structure’ of moral and religious reasoning, I have sought to illustrate the value of a morally informed approach in helping us to understand the complexity of religious thought and practice…religions are primarily moved by rational moral concerns and…ethical theory provides the single most powerful methodology for understanding religious belief. Ronald Green, Religion and Moral Reason.

In The Existence of God Richard Swinburne argues that ‘if there is a God, any experience which seems to be of God, will be genuine – will be of God.’ On the face of it this claim of the essential veridicality of any religious experience, given the existence of God, is incredible. Consider what is being claimed by looking at a particularly dramatic example – but one that is well within the purview of Swinburne's claim. The ‘Yorkshire Ripper’ who murdered (...) at least thirteen women, claimed to hear voices telling him to kill. He took these voices to be divine. While it is easy enough to suspect the killer's sanity, it is not so easy to doubt his sincerity. Yet since Swinburne claims that God probably exists, he is committed to the view that the Ripper had a series of genuine religious experiences – so much for the arduous preparations sometime taken as necessary for a ‘vision’ of God. (shrink)

Two theses are central to foundationalism. First, the foundationalist claims that there is a class of propositions, a class of empirical contingent beliefs, that are ‘immediately justified’. Alternatively, one can describe these beliefs as ‘self–evident’, ‘non–inferentially justified’, or ‘self–warranted’, though these are not always regarded as entailing one another. The justification or epistemic warrant for these beliefs is not derived from other justified beliefs through inductive evidential support or deductive methods of inference. These ‘basic beliefs’ constitute the foundations of empirical (...) knowledge. One can give a reason for the justification of a basic belief even though the justification for that belief is not based on other beliefs. Thus, according to Chisholm, if asked what one's justification was for thinking that one knew, presently, that one is thinking about a city one takes to be Albuquerque, one could simply say ‘what justifies me…is simply the fact that I am thinking about a city I take to be Albuquerque’. (shrink)

Why does the paradox play such a crucial role in Kierkegaard's notion of truth as subjectivity? Richard Schacht explains it as follows: Eternal happiness is possible for a man only if it is possible for him to relate himself to God. A man, however, is a being who exists in time; and it would not be possible for such a being to enter into a ‘God-relationship’ if God had not also at some point existed in time. Through the ‘leap of (...) faith’ in which one affirms the proposition that God did exist in time, one is able to enter a ‘God-relationship’ and thereby attains ‘an eternal happiness’. (shrink)

Accounts of leadership in relation to ethics can and do go wrong in several ways that may lead us too quickly into thinking there is a tighter relationship between ethics and leadership than we have reason to believe. Firstly, these accounts can be misled by the centrality of values talk in recent discussions of leadership into thinking that values of a particular kind are sufficient for leadership. Secondly, the focus on character in recent leadership accounts can lead to a similar (...) error. The assumption here is that because good character is often a locus of descriptions of leaders, such character is necessary and sufficient for leadership. Thirdly, we can fall victim to an observer bias that colors our accounts of the leaders we admire and thus wish to either have or be, which in turn leads to the fourth way in which accounts of leadership can go wrong in their description of the role of ethics in leadership. Through inattention or through wishful thinking accounts of leadership can become merely prescriptive and stipulate that ethics is requisite and at least partly constitutive of leadership. Keeping in mind these ways in which accounts of leadership commonly go astray, we can say that any adequate account of leadership must, at least in the first instance, be able to differentiate not only between leadership and good ethical character, but also between leadership and power, authority, influence, managerial ability, and charisma. Taking a closer look at some of the ways that the relation between leadership and ethics is misconstrued is necessary to better understanding both leadership and its connection to ethics. It is, however, just a first step. Asking whether we have reason to think of leadership as an Aristotelian virtue should, we think, enable us to give a more accurate and useful account of the complexity of the relation. It also captures underlying reasons for wanting to see the two as intrinsically connected. (shrink)

Feminism was born in controversy and it continues to flourish in controversy. The distinguished contributors to this volume provide an array of perspectives on issues including: universal values, justice and care, a feminist philosophy of science, and the relationship of biology to social theory.

This philosophical analysis of the phenomenon of racism brings together some of the most influential analytic philosophers writing on racism today. The introduction by Tamas Pataki outlines the historical and thematic development of conceptions of race and racism, and locates the following essays against the backdrop of contemporary reactions to that development. While the framework is primarily analytic, the volume also includes essays deeply informed by psychoanalysis, phenomenology, and feminist and social theory. The fourteen chapters in this collection address three (...) interrelated questions: What is racism? What are the causes of racism? and What are the moral and political implications of racism? Although their approaches are wide ranging, the contributors to Racism in Mind broadly endorse a psychological-characterological approach to the understanding of many aspects of racism. (shrink)

Contemporary discussions about the nature of leadership abound. But what constitutes a good leader? Are ethics and leadership even compatible? -/- Accounts of leadership often lie at either end of an ethical spectrum: on one end are accounts that argue ethics are intrinsically linked to leadership; on the other are (Machiavellian) views that deny any such link-intrinsic or extrinsic. Leadership appears to require a normative component of virtue; otherwise 'leadership' amounts to no more than mere power or influence. But are (...) such accounts coherent and justifiable? -/- Approaching a controversial topic, this series of essays tackles key questions from a range of philosophical perspectives, considering the nature of leadership separate from any formal office or role and how it shapes the world we live in. (shrink)

While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution it is over and done with. The buildings still stand. Students enrol and may attend lectures, though most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an “uncanny” spectral presence. The encompassing ethico-philosophical question (...) is this: what is it about spectral space and the feeling of absence with regard to the university that is important to understand? The Spectral University is characterized by the absence of what used to give the university its constitutive form and structure; of what is essential to the university as an important place of learning and growth. What is gone is the ability to pursue the academic virtues. (shrink)

In this essay we argue for the Janus-faced nature of hope. We show that attempts to sanitise the concept of hope either by separating it conceptually from other phenomena such as wishful thinking, or, more generally, by seeking to minimise the negative aspects of hope, do not help us to understand the nature of hope and its functions as regards religion. Drawing on functional accounts of religion from Clifford Geertz and Tamas Pataki, who both—in their different ways—see the function of (...) religion in terms of its capacity to satisfy deep psychological needs, we demonstrate that religion uniquely positions itself with regard to hope’s two faces, simultaneously exploiting positive and negative aspects of hope. (shrink)

Pantheism is a metaphysical and religious position. Broadly defined it is the view that (1) "God is everything and everything is God ... the world is either identical with God or in some way a self-expression of his nature" (H.P. Owen). Similarly, it is the view that (2) everything that exists constitutes a 'unity' and this all-inclusive unity is in some sense divine (A. MacIntyre). I begin with an account of what the pantheist's ethical position is formally likely to be (...) (e.g. objectivist etc.). I then discuss the relationship between pantheism and ecology in the context of the search for the metaphysical and ethical foundations for an ecological ethic. It is claimed that it is no accident that pantheism is often looked to for such foundations. (shrink)

While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution it is over and done with. The buildings still stand. Students enrol and may attend lectures, though most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an “uncanny” spectral presence. The encompassing ethico-philosophical question (...) is this: what is it about spectral space and the feeling of absence with regard to the university that is important to understand? The Spectral University is characterized by the absence of what used to give the university its constitutive form and structure; of what is essential to the university as an important place of learning and growth. What is gone is the ability to pursue the academic virtues. (shrink)

Extract: Clearly, academic life takes place at the intersection of many social practices. If MacIntyre is right, the role-specific virtues of academic life should be understood in terms of these practices.2 Academic virtues are those excellences required to obtain the internal goods of the social practices constituting academic life. And the social practices of academic life are sustained, competitive and cooperative attempts to achieve a set of academic goals and realize academic forms of excellence. They are also sustained attempts to (...) expand and improve conceptions of these goals and forms of excellence. They emerge out of traditions—for instance the tradition of scientific argument— and must be understood in terms of these traditions. MacIntyre argues that this preliminary account of virtues in relation to social practices needs to be deepened in two ways: connecting it to the unity of an individual’s life on the one hand and to a coherent historical tradition on the other. Virtues are not just any set of traits delivering the internal goods of social practices, but those that serve to make coherent a person’s life and her place in an on-going tradition. They are crucial to lending meaning to one’s life and its struggles. (shrink)

The authors argue that the 'war on terror' marks the ultimate convergence of war with politics, and the virtual collapse of any meaningful distinction between them. Not only does it signify the breakdown of international relations norms but also the militarization of internal life and political discourse. They explore the 'genealogy' of this situation firstly through the notion of the 'state of exception'—in which sovereign violence becomes indistinct from the law that is supposed to curtail it—and secondly through Foucault's idea (...) that politics is essentially a form of warfare. They suggest that these two ways of approaching the question of violence can only be understood through a racist dimension, which forms the hidden underside of the 'war on terrorism'. In other words, our contemporary situation is characterized by the mobilization not only of fundamentalist and conservative ideologies, but, increasingly, racial antagonisms and prejudices directed towards the Muslim other. (shrink)

In "The Imagination of Disaster," written at or close to the height of the Cold War, Sontag ruminates on what America's interest in, if not preoccupation with, science fiction films tell us about ourselves.1 Their popularity cannot be explained in terms of their entertainment value alone; or if it can, then why audiences found such films entertaining is something that itself needs explanation. Almost all films in the hero genre are also science fiction and are concerned with disasters of one (...) kind or another. What Sontag has to say about disaster in the 1950s can easily be applied to the seemingly insatiable desire for hero films today. Her account is useful in explaining both what our attractions... (shrink)

This chapter contains section titled: Context: Irrelevant and Relevant Hume's Argument against Justified Belief in Miracles Explained Immortality References Further Reading.