The author finds no support for the claim that J. M. Keynes had severe reservations, in general, as opposed to particular, concerning the application of mathematical, logical and statistical methods in economics. These misinterpretations rest on the omission of important source material as well as a severe misconstrual ofThe Treatise on Probability (1921).
Abstract It is shown that J. M. Keynes was the originator of what is called a weighted monetary value (WMV) approach to decision making under uncertainty and risk as opposed to either the expected monetary value (EMV) or subjective expected utility (SEU) approaches.
The prevailing pedagogical approach in business ethics generally underestimates or even ignores the powerful influences of situational factors on ethical analysis and decision-making. This is due largely to the predominance of philosophy-oriented teaching materials. Social psychology offers relevant concepts and experiments that can broaden pedagogy to help students understand more fully the influence of situational contexts and role expectations in ethical analysis. Zimbardo's Stanford Prison Experiment is used to illustrate the relevance of social psychology experiments for business ethics instruction.
The conclusions derived by Keynes in his Treatise on Probability (1921) concerning induction, analogical reasoning, expectations formation and decision making, mirror and foreshadow the main conclusions of cognitive science and psychology.The problem of weight is studied within an economic context by examining the role it played in Keynes' applied philosophy work, The General Theory (1936). Keynes' approach is then reformulated as an optimal control approach to dealing with changes in information evaluation over time. Based on this analysis the problem of (...) inductive justification, from a societal perspective, is not, What can we rationally believe will occur in the economic future, given our past experiences? but Can we make the future so as to attain specific economic goals with practical certainty? An answer requires that restrictions be placed on the methodological individualist approach and the acceptance of a restricted holistic approach. (shrink)
Oberman, H. A. Quoscunque tulit foecunda vetustas.--Bouwsma, W. J. The two faces of humanism.--Gilmore, M. P. Italian reactions to Erasmian humanism.--Dresden, S. The profile of the reception of the Italian Renaissance in France.--IJsewijn, J. The coming of humanism to the Low Countries.--Hay, D. England and the humanities in the fifteenth century.--Spitz, L. W. The course of German humanism.
The paper essentially shows that the paraconsistent logicDR satisfies the depth relevance condition. The systemDR is an extension of the systemDK of [7] and the non-triviality of a dialectical set theory based onDR has been shown in [3]. The depth relevance condition is a strengthened relevance condition, taking the form: If DR- AB thenA andB share a variable at the same depth, where the depth of an occurrence of a subformulaB in a formulaA is roughly the number of nested ''s (...) required to reach the occurrence ofB inA. The method of proof is to show that a model structureM consisting of {M 0 , M1, ..., M}, where theM i s are all characterized by Meyer''s 6-valued matrices (c. f, [2]), satisfies the depth relevance condition. Then, it is shown thatM is a model structure for the systemDR. (shrink)
What does it mean to hold that the significant aspects of a literary passage cannot be captured in a paraphrase? Does a change in the description of an act "risk producing a different act" from the one described? Using Jane Austen as an example, we'll consider whether her use of metaphor and symbol really amounts to calling someone a prick, whether her narrative voice changes what it is that is expressed, and whether comedy can hold just as much (...) significance as tragedy without all the heavy breathing. (shrink)
Much has been written about the ethics and values of today's business student, but this research has generally been characterized by a variety of methodological shortcomings — the use of convenience samples, a failure to establish the relevance of comparison groups employed, attempts to understand behavior in terms of unidimensional values preselected by the researcher, and the lack of well-designed longitudinal studies. The research reported here addresses many of these concerns by comparing the values and ethical decision making behavior of (...) a large cohort of students entering an M. B. A. program to students entering law school. Using the Rokeach value survey and several ethical decision making vignettes, significant differences were found between the two groups which have important implications for both the business and legal professions and the education of their future leaders. (shrink)
This symposium provides five case studies of the ways that John Dewey's philosophy and practice were influenced by women or "weirdoes" (our choices include F. M. Alexander, Albert Barnes, Helen Bradford Thompson, Elsie Ripley Clapp, and Jane Addams) and presents some conclusions about the value of dialoging across difference for philosophers and other scholars.
“Weak relevant model structures” (wr-ms) are defined on “weak relevant matrices” by generalizing Brady’s model structure ${\mathcal{M}_{\rm CL}}$ built upon Meyer’s Crystal matrix CL. It is shown how to falsify in any wr-ms the Generalized Modus Ponens axiom and similar schemes used to derive Curry’s Paradox. In the last section of the paper we discuss how to extend this method of falsification to more general schemes that could also be used in deriving Curry’s Paradox.
M.B.A. programs in the United States continue to admit foreign students in record numbers, yet we know little about how this cultural diversity may impact the values and ethical decision making behavior of either American or foreign students. The research discussed here examined this issue within the context of a large M.B.A. program where non-U.S. citizens comprise over twenty percent of the student population. Comparisons of U.S. and Asian students supported existing notions about the independent vs. interdependent conceptions of the (...) role of the individual within each culture. However, these differences were not a major factor in explaining the significantly different choices made by U.S. and Asian students in selected decision making vignettes. The impIication of these findings for both the M.B.A. program and the profession is discussed. It is concluded that academicians and practitioners in both cultures must work together to develop some consensus on the core principles that should govern global competition. A failure to do so may lead to increasing distrust among practitioners from different cultural backgrounds. It is suggested that graduate business education has a role to play in this process. (shrink)
Prior research on the impact of ethics education within the business curriculum has yielded mixed results. Although the impact is often found to be positive, it appears to be both small and short-lived. Interpretation of these results, however, is subject to important methodological limitations. The present research employed a longitudinal methodology to evaluate the impact of an M.B.A. program versus a law program on the values and ethical decision making behavior of (...) a cohort of students at two major universities in the northeast. The results suggest that the M.B.A. curriculum remains a value-neutral experience for most students. In contrast, the law school program had a significant impact on both values and ethical decision making. (shrink)
Machine generated contents note: 'The sublime'. A short introduction to a long history Timothy M. Costelloe; Part I. Philosophical History of the Sublime: 1. Longinus and the ancient sublime Malcolm Heath; 2...And the beautiful? revisiting Edmund Burke's 'double aesthetics' Rodolphe Gasche; 3. The moral source of the Kantian sublime Melissa Meritt; 4. Imagination and internal sense: the sublime in Shaftesbury, Reid, Addison, and Reynolds Timothy M. Costelloe; 5. The associative sublime: Kames, Gerrard, Alison, and Stewart Rachel Zuckert; 6. The 'prehistory' (...) of the sublime in early modern France: an interdisciplinary perspective a Madeleine Martin; 7. The post-Kantian German sublime Paul Guyer; 8. The postmodern sublime: presentation and its limits David B. Johnson; Part II. Disciplinary and Other Perspectives: 9. The 'subtler sublime': in modern Dutch aesthetics John R. J. Eyck; 10. The first American sublime Chandos Michael Brown; 11. The environmental sublime Emily Brady; 12. Religion and the sublime Andrew Chignell and Matthew C. Halteman; 13. The British romantic sublime Adam Potkay; 14. The sublime and the fine arts Theodore Gracyk; 15. Architecture and the sublime Richard Etlin. (shrink)
We present work demonstrating that the nature of an object for our visual system depends on the actions we are programming and on the presence of action relations between stimuli. For example, patients who show visual extinction are more likely to become aware of two objects if the objects fall in appropriate visual locations for a common action. This effect of the action relations between objects is modulated both by the familiarity of the positioning of the objects for action, and (...) by the mere possibility of action (the ‘affordance’) between the objects. In addition, the programming of an action to a part of an object alters the representation of that object, making the ‘part’ into the object selected by the visual system. These results point to object coding being a rather flexible process, affected not only by the perceptual properties of stimuli but also by the relations between these properties and action. We discuss the implications for theories of perception as well as considering why action information, in particular, may be important for perception. (shrink)
We discuss the difficulty of measuring the perceptual experience of colour, supporting Palmer's assertion that neuropsychological disorders of colour processing can be informative in this respect. We point out that some disorders seem to affect the perceptual experience of colour over and above the perceptual processing of colour, providing direct insights into the neural mechanisms supporting perceptual experience.
[Michael Tye] Externalism about thought contents has received enormous attention in the philosophical literature over the past fifteen years or so, and it is now the established view. There has been very little discussion, however, of whether memory contents are themselves susceptible to an externalist treatment. In this paper, I argue that anyone who is sympathetic to Twin Earth thought experiments for externalism with respect to certain thoughts should endorse externalism with respect to certain memories. /// [Jane Heal] Tye (...) claims that an externalist should say that memory content invoking natural kind concepts floats free of the setting where the memory is laid down and is at later times determined by the context in which the memory is revived. His argument assumes the existence of 'slow switching' of the meaning of natural kind terms when a person is transported from Earth to Twin Earth. But proper understanding of natural kind terms suggests that slow switching (contrary to what is often presupposed) is likely never to be completed. Hence the situation of a person unknowingly transported to Twin Earth is not that his memories switch content but rather that he gets two natural kinds confused. (shrink)
Illustrates how Hume and Austen complement one another, each providing a lens that allows us to expand and elaborate on the ideas of the other Proposes that ...
In each of Parts 1A, IB and II of the Philosophy Tripos, there is an Essay paper in which you are asked to write for three hours on a single topic. In these notes I offer some suggestions about how to tackle this paper, and try to answer some Frequently Asked Questions. The notes are based (in the second half, very closely indeed) on notes written by Jane Heal -- I'm very grateful to her for allowing me to snaffle (...) some of her best suggestions, though she is not responsible for the final result. Do note, though, that the result is still just one view ... Consult other supervisors/directors of studies for additional advice. (shrink)
Machine generated contents note: List of figures; List of tables; Editors; Contributors; Editors' acknowledgements; Part I. The Conceptual Challenge of Researching Trust Across Different 'Cultural Spheres': 1. Introduction: unraveling the complexities of trust and culture Graham Dietz, Nicole Gillespie and Georgia Chao; 2. Trust differences across national-societal cultures: much to do or much ado about nothing? Donald L. Ferrin and Nicole Gillespie; 3. Towards a context-sensitive approach to researching trust in inter-organizational relationships Reinhard Bachmann; 4. Making sense of trust across (...) cultural contexts Alex Wright and Ina Ehnert; Part II. Trust Across Different 'Cultural Spheres': Inter-Organizational Studies: 5. Examining the relationship between trust and culture in the consultant-client relationship Stephanos Avakian, Timothy Clark and Joanne Roberts; 6. Checking, not trusting: trust, distrust and cultural experience in the auditing profession Mark R. Dibben and Jacob M. Rose; 7. Trust barriers in cross-cultural negotiations: a social psychological analysis Roderick M. Kramer; 8. Trust development in German-Ukrainian business relationships: dealing with cultural differences in an uncertain institutional context Guido Möllering and Florian Stache; 9. Culture and trust in contractual relationships: a French-Lebanese cooperation Hèla Yousfi; 10. Evolving institutions of trust: personalized and institutional bases of trust in Nigerian and Ghanaian food trading Fergus Lyon and Gina Porter; Part III. Trust Across Different 'Cultural Spheres': Intra-Organizational Studies: 11. The role of trust in international cooperation in crisis areas: a comparison of German and US-American NGO partnership strategies L. Ripley Smith and Ulrike Schwegler; 12. Antecedents of supervisor trust in collectivist cultures: evidence from Turkey and China S. Arzu Wasti and Hwee Hoon Tan; 13. Trust in turbulent times: organizational change and the consequences for intra-organizational trust Veronica Hope-Hailey, Elaine Farndale and Clare Kelliher; 14. The implications of language boundaries on the development of trust in international management teams Jane Kassis Henderson; 15. The dynamics of trust across cultures in family firms Isabelle Mari; Part IV. Conclusions and Ways Forward: 16. Conclusions and ways forward Mark N. K. Saunders, Denise Skinner and Roy J. Lewicki; Index. (shrink)
While dominant management thinking is steered by profit maximisation, this paper proposes that sustained organisational growth can best be stimulated by attention to the common good and the capacity of corporate leaders to create commitment to the common good. The leadership thinking of Kautilya and Ashoka embodies this principle. Both offer a common good approach, emphasising the leader's moral and legal responsibility for people's welfare, the robust interaction between the business community and the state, and the importance of moral training (...) of leaders in identifying and promoting the common good. We argue that the complex process of re-orientating corporate priorities towards the common good requires alertness and concerted effort if both business and society are to truly benefit. As Ashoka said: ‘A good deed is a difficult thing’. (shrink)
Ethical dilemmas involving tax issues were identified by members of the American Institute of Certified Public Accountants as posing the most difficult ethical problem for them (Finn et al., Journal of Business Ethics 7(8), pp. 607–609, 1988). The KPMG tax shelter fraud case proves that the tax profession has not gone untainted in the age of numerous accounting and corporate scandals, such as the Enron débâcle (Sikka and Hampton, Accounting Forum 29(3), 325–343, 2005). High-profile scandals serve to highlight the problems (...) caused by differences in ethical judgement among accountants and tax practitioners and the issue of ethics has been brought publicly to the forefront of the profession. Nevertheless, the nature and dimension of ethical issues in tax practice have been largely unexplored (Erard, Journal of Public Economics 52(2), 163–197, 1993; Marshall et al., Journal of Business Ethics 17(12), 1265–1279, 1998; Frecknall Hughes, Unpublished PhD Thesis, The University of Leeds, 2002). This research aims to contribute to the debate on ethics in tax practice by reporting interview data on tax practitioners’ perceptions of ethics in the jurisdictions of Ireland and the United Kingdom and exploring the link or equation of ethics with risk management. (shrink)
In one volume, this book brings together a new English translation of Plato's Meno, a selection of illuminating articles on themes in the dialogue published between 1965 and 1985 and an introduction setting the Meno in its historical ...
This paper presents an ethical approach to the use of lobbying within the context of the relationships among U.S. organizations, their lobbyists, and government officials. After providing a brief history of modern-day lobbying activities, lobbying is defined and described focusing on its role as a strategic marketing tool. Then ethical frameworks for understanding the impact of these practices on various external constituencies are delineated with an emphasis on the communitarian movement advanced by Etzioni. Consistent with the call for "informed advocacy" (...) by Laczniak (1993), the paper closes with an examination of the ethics of specific lobbying activities. (shrink)
Translation of "Von der Armut am Geiste; ein Dialog des jungen Lukács," by Ágnes Heller. This translation originally appeared in The Philosophical Forum, Spring-Summer 1972.
This paper will examine the way in which premenstrual symptomatology has been represented and regulated by psychology and psychiatry. It questions the truths about women's premenstrual experiences that circulate in scientific discourse, namely the fictions framed as facts that serve to regulate femininity, reproduction, and what it is to be woman. Hegemonic truths that define Premenstrual Dysphoric Disorder (PMDD) and its nosological predecessor Premenstrual Syndrome (PMS) are examined to illustrate how regimes of objectified knowledge and practices of assemblage come to (...) regulate individual women through a process of subjectification. Five interconnected truths are presented as objects of scrutiny: PMDD is a thing that can be objectively defined and measured; PMDD is a pathology to be eradicated; PMDD is caused and can be treated by one factor; PMDD is a bodily phenomenon; PMDD causes women's problems or symptoms. I examine the way in which these hegemonic truths function in framing the reproductive body as a cause of disorder or distress that leads women to interpret premenstrual experiences within a pathological framework deserving medical or psychological treatment. Finally, I offer an alternative framework drawing on Eastern models of selfhood that provides a more empowering model of women's premenstrual experiences. (shrink)
It is predicted that the rapid acquisition of new genetic knowledge and related applications during the next decade will have significant implications for virtually all members of society. Currently, most people get exposed to information about genes and genetics only through stories publicized in the media. We sought to understand how individuals in the general population used and understood the concepts of “genetics” and “genes.” During in-depth one-on-one telephone interviews with adults in the United States, we asked questions exploring their (...) basic understanding of these terms, as well as their belief as to the location of genes in the human body. A wide range of responses was received. Despite conversational familiarity with genetic terminology, many noted frustration or were hesitant when trying to answer these questions. In addition, some responses reflected a lack of understanding about basic genetic science that may have significant implications for broader public education measures in genetic literacy, genetic counseling, public health practices, and even routine health care. (shrink)
Much existing economic theory overlooks ethics. Rather than situating the market and values at separate extremes of a continuum, Ethics and the Market contends that the two are necessarily and intimately related. This volume brings together some of the best work in the social economics tradition, with contributions on the social economy, social capital, identity, ethnicity and development, the household, externalities, international finance, capability, and pedagogy. Proceeding from an examination of the moral implications of markets, the book goes on to (...) explore such themes as the institutional arrangements of social economies, individual and household decision-making, and economic development in a global context. Ethics and the Market illuminates the diverse and dynamic theoretical approaches that are employed in social economics, reflecting on their continuously evolving relationship with neoclassical economics. This book will prove vital reading for students and academics in the fields of Economics, Sociology, Gender Studies, and Public Policy. (shrink)
Amartya Sen has made deep and lasting contributions to the academic disciplines of economics, philosophy, and the social sciences more broadly. He has engaged in policy dialogue and public debate, advancing the cause of a human development focused policy agenda, and a tolerant and democratic polity. This argumentative Indian has made the case for the poorest of the poor, and for plurality in cultural perspective. It is not surprising that he has won the highest awards, ranging from the Nobel Prize (...) in Economics to the Bharat Ratna, India's highest civilian honor. This public recognition has gone hand in hand with the affection and admiration that Amartya's friends and students hold for him. -/- This volume of essays, written in honor of his 75th birthday by his students and peers, covers the range of contributions that Sen has made to knowledge. They are written by some of the world's leading economists, philosophers and social scientists, and address topics such as ethics, welfare economics, poverty, gender, human development, society and politics. The second volume covers the topics of Human Development and Capabilities; Gender and Household; Growth, Poverty and Policy; and Society, Politics and History. It is a fitting tribute to Sen's own contributions to the discourse on Society, Institutions and Development. -/- Contributors include: Bina Agarwal, Isher Ahluwalia, Montek S Ahluwalia, Ingela Alger, Muhammad Asali, Amiya Kumar Bagchi, Pranab Bardhan, Lourdes Benería, Sugata Bose, Lincoln C. Chen, Martha Alter Chen, Kanchan Chopra, Simon Dietz, Sakiko Fukuda-Parr, Jonathan Glover, Cameron Hepburn, Jane Humphries, Rizwanul Islam, Ayesha Jalal, Mary Kaldor, Sunil Khilnani, Stephan Klasen, Jocelyn Kynch, Enrica Chiappero Martinetti, Kirsty McNay, Martha C. Nussbaum, Elinor Ostrom, Gustav Ranis, Sanjay G. Reddy, Emma Samman, Rehman Sobhan, Robert M. Solow, Nicholas Stern, Frances Stewart, Ashutosh Varshney, Sujata Visaria, and Jörgen W. Weibull. (shrink)
The purpose of this study was to extend the previous research on ethics in retailing. Prior research of Dornoff and Tankersley (1985–1976), Gifford and Norris (1987), Norris and Gifford (1988), and Burns and Rayman (1989) examined the ethics orientation of retail sales persons, sales managers, and business school students. These studies found the college students less ethically-oriented than retail sales people and retail managers. The present study attempts to extend the research on ethics formation to a geographically and academically diverse (...) sample, and to determine if retail management experience in the form of a professional practicum or internship, or entry level management training programs, such as experienced by recent graduates, are critical factors in the formation of business ethics. The sample consisted of thirty-three students majoring in Human Ecology with a concentration in Retail Merchandising and 51 recent graduates of the retail Merchandising program. The series of fourteen vignettes developed by Dornoff and Tankersley (1975–1976) was used. An acknowledged limitation of this study is the validity of the questionnaire developed by Dornoff and Tankersley due to the method of development and new laws concerning warranties and credit etc. which have occurred since 1976. The instrument was used, however, to maintain consistency with earlier studies for the purpose of comparison of groups. No significant differences were found in the students' perceptions of the fourteen actions presented in the vignettes, but the range of the responses in the post-internship tests increased in many cases. The alumni appeared to be slightly more ethical than the students but not as ethical as the managers surveyed in 1986 by Norris and Gifford. Indications are that the critical point of ethics formation may be at the mid-management level and that internships and management training programs have little effect on the ethical perceptions of participants. These findings are consistent with studies such as Gable and Topol (1988), and Jordan and Davis (1990) which showed high Machiavellian scores among young retailing executives, often buyers, as opposed to upper level retailing management. Scales with measure Machiavellianism, or manipulativeness, have been used as an alternative method of examining business ethics. (shrink)
Biologists study life in its various physical forms, while philosophers of biology seek answers to questions about the nature, purpose, and impact of this research. What permits us to distinguish between living and nonliving things even though both are made of the same minerals? Is the complex structure of organisms proof that a creative force is working its will in the physical universe, or are existing life-forms the random result of an evolutionary process working itself out over eons of time? (...) What moral and social questions arise regarding modern advances in biotechnology? What is more relevant to human nature: genetics or sociocultural influences? Is Darwinism the death-knell of God? These are just some of the vital questions addressed by a distinguished group of philosophers and scientists which includes: Aristotle, Francisco J. Ayala, , Michael Benton, Tom Bethell, Joe Cain, David Castle, Charles Darwin, Richard Dawkins, Michael Denton, A.G.N. Flew, Stephen Jay Gould, J.B.S. Haldane, John F. Haught, D. W. E. Hone, James W. Kirchner, James Lovelock, Jane Maienschein, Ernst Mayr, Gregory M. Mikkelson, Leslie Orgal, William Paley, the Prince of Wales, Christopher Pynes, Richard A. Richards, Mark Ridley, Holmes Rolston III, Michael Ruse, Lee Silver, Elliott Sober, Kim Sterelny, Derek Turner, and Edward O. Wilson. This second edition contains material on design without selection, testing macroevolutionary claims, recent biotechnological issues, key ecological concerns, the Gaia hypothesis, genetically modified foods, and the so-called intelligent design movement. (shrink)
Amartya Sen has made deep and lasting contributions to the academic disciplines of economics, philosophy, and the social sciences more broadly. He has engaged in policy dialogue and public debate, advancing the cause of a human development focused policy agenda, and a tolerant and democratic polity. This argumentative Indian has made the case for the poorest of the poor, and for plurality in cultural perspective. It is not surprising that he has won the highest awards, ranging from the Nobel Prize (...) in Economics to the Bharat Ratna, India's highest civilian honor. This public recognition has gone hand in hand with the affection and admiration that Amartya's friends and students hold for him. -/- This volume of essays, written in honor of his 75th birthday by his students and peers, covers the range of contributions that Sen has made to knowledge. They are written by some of the world's leading economists, philosophers and social scientists, and address topics such as ethics, welfare economics, poverty, gender, human development, society and politics. -/- Contributors include: Bina Agarwal, Isher Ahluwalia, Montek S Ahluwalia, Ingela Alger, Sabina Alkire, Paul Anand, Sudhir Anand, Kwame Anthony Appiah, Muhammad Asali, Department of Economics, A. B. Atkinson, Amiya Kumar Bagchi, Pranab Bardhan, Lourdes Benería, Francois Bourguignon, Sugata Bose, Walter Bossert, John Broome, Satya R. Chakravarty, Lincoln C. Chen, Martha Alter Chen, Kanchan Chopra, Rajat Deb, Simon Dietz, Bhaskar Dutta, James E. Foster, Sakiko Fukuda-Parr, Wulf Gaertner, Indranil K. Ghosh, Jonathan Glover, Peter Hammond, Christopher Handy, Christopher Harris, Cameron Hepburn, Jane Humphries, Rizwanul Islam, Satish K. Jain, Ayesha Jalal, Mary Kaldor, Sunil Khilnani, Stephan Klasen, Jocelyn Kynch, Isaac Levi, Oliver Linton, Enrica Chiappero Martinetti, Kirsty McNay, Martha C. Nussbaum, Siddiqur R. Osmani, Elinor Ostrom, Prasanta K. Pattanaik, Edmund S. Phelps, Mozaffar Qizilbash, Gustav Ranis, Martin Ravallion, Sanjay G. Reddy, Kevin Roberts, Ingrid Robeyns, Maurice Salles, Emma Samman, Cristina Santos, Thomas. M. Scanlon, Arjun Sengupta, Tae Kun Seo, Anthony Shorrocks, Ronald Smith, Rehman Sobhan, Robert M. Solow, Nicholas Stern, Frances Stewart, Joseph E. Stiglitz, S. Subramanian, Kotaro Suzumura, Alain Trannoy, Ashutosh Varshney, Sujata Visaria, Guanghua Wan, Jörgen W. Weibull, John A. Weymark, and Yongsheng Xu. (shrink)
Machine generated contents note: Part I. Introduction: 1. Personal epistemology in the classroom: a welcome and guide for the reader Florian C. Feucht and Lisa D. Bendixen; Part II. Frameworks and Conceptual Issues: 2. Manifestations of an epistemological belief system in pre-k to 12 classrooms Marlene Schommer-Aikins, Mary Bird, and Linda Bakken; 3. Epistemic climates in elementary classrooms Florian C. Feucht; 4. The integrative model of personal epistemology development: theoretical underpinnings and implications for education Deanna C. Rule and Lisa D. (...) Bendixen; 5. An epistemic framework for scientific reasoning in informal contexts Fang-Ying Yang and Chin-Chung Tsai; Appendices; 6. Who knows what and who can we believe? Epistemological beliefs are beliefs about knowledge (mostly) to be attained from others Rainer Bromme, Dorothe Kienhues, and Torsten Porsch; Part III. Students' Personal Epistemology, its Development, and Relation to Learning: 7. Stalking young persons' changing beliefs about belief Michael J. Chandler and Travis Proulx; 8. Epistemological development in very young knowers Leah K. Wildenger, Barbara K. Hofer, and Jean E. Burr; 9. Beliefs about knowledge and revision of knowledge: on the importance of epistemic beliefs for intentional conceptual change in elementary and middle school students Lucia Mason; 10. The reflexive relation between students' mathematics-related beliefs and the mathematics classroom culture Erik De Corte, Peter Op 't Eynde, Fien Depaepe, and Lieven Verschaffel; 11. Examining the influence of epistemic beliefs and goal orientations on the academic performance of adolescent students enrolled in high-poverty, high-minority schools P. Karen Murphy, Michelle M. Buehl, Jill A. Zeruth, Maeghan N. Edwards, Joyce F. Long, and Shinichi Monoi; 12. Using cognitive interviewing to explore elementary and secondary school students' epistemic and ontological cognition Jeffrey A. Greene, Judith Torney-Purta, Roger Azevedo, and Jane Robertson; Part IV. Teachers' Personal Epistemology and its Impact on Classroom Teaching: 13. Epistemological resources and framing: a cognitive framework for helping teachers interpret and respond to their students' epistemologies Andrew Elby and David Hammer; 14. The effects of teachers' beliefs on elementary students' beliefs, motivation, and achievement in mathematics Krista R. Muis and Michael J. Foy; Appendices; 15. Teachers' articulation of beliefs about teaching knowledge: conceptualizing a belief framework Helenrose Fives and Michelle M. Buehl; Appendices; 16. Beyond epistemology: assessing teachers' epistemological and ontological world views Lori Olafson and Gregory Schraw; Part V. Conclusion: 17. Personal epistemology in the classroom: what does research and theory tell us and where do we need to go next? Lisa D. Bendixen and Florian C. Feucht. (shrink)
It is a mixed pleasure to see F. Matthias Alexander acknowledged in the fall 2007 issue of Education and Culture ("Dewey, women, and weirdoes: Or, the potential rewards for scholars who dialog across difference," 23[2], 27-62). As a professional descendant of Alexander who has been teaching the Alexander Technique (AT) for 30 years, I am glad to see Cunningham et al. including him in the list of positive influences in John Dewey's life. However, I believe Cunningham's contribution to this article, (...) "Shared explorations of body-mind: The reciprocal influences of Dewey and F. M. Alexander," falls short in its acknowledgement of Alexander and in one important aspect is incorrect. In this response, I hope to set the .. (shrink)
Does reading poetry make you a better clinician?Can euthanasia be understood in terms of the meaning of a life?What is the moral and existential significance of ...
Fish, S. Georgics of the mind: Bacon's philosophy and the experience of his Essays.--Brett, R. L. Thomas Hobbes.--Watt, I. Realism and the novel.--Tuveson, E. Locke and Sterne.--Kampf, L. Gibbon and Hume.--Frye, N. Blake's case against Locke.--Abrams, M. H. Mechanical and organic psychologies of literary invention.--Ryle, G. Jane Austen and the moralists.--Schneewind, J. B. Moral problems and moral philosophy in the Victorian period.--Donagan, A. Victorian philosophical prose: J. S. Mill and F. H. Bradley.--Pitcher, G. Wittgenstein, nonsense, and Lewis Carroll.--Bolgan, A. (...) C. The philosophy of F. H. Bradley and the mind and art of T. S. Eliot: an introduction.--Davie, D. Yeats, Berkeley, and Romanticism.--Ross, M. L. The mythology of friendship: D. H. Lawrence, Bertrand Russell, and "The Blind man".--Rosenbaum, S. P. The philosophical realism of Virginia Woolf.--Bibliography (p. 357-360). (shrink)
Biography of John Dewey, edited by Jane M. Dewey.--Descriptive and critical essays on the philosophy of John Dewey.--The philosopher replies.--Bibliography of the writings of John Dewey, to October 1939.
This book is the result of a three-year study undertaken by a multidisciplinary working party of the Institute of Medical Ethic (UK). The group was chaired by a moral theologian, and its members included biological and ethological scientists, toxicologists, physicians, veterinary surgeons, an expert in alternatives to animal use, officers of animal welfare organizations, a Home Office Inspector, philosophers, and a lawyer. Coming from these different backgrounds, and holding a diversity of moral views, the members produced the agreed report as (...) a result of detailed and rigorous discussions. The book sets out facts about animal experiments and about animal abilities to experience pain, distress and anxiety. There is a detailed examination of the moral claims related to the benefits likely to accrue from animal research, and of strategies for weighing these benefits against the harm caused to animals, in order to decide whether particular research projects ought or ought not to proceed. This leads to consideration of the statutory and non-statutory controls which safeguard standards in such research. The final section explores a variety of philosophical arguments about the use of animals in research, and offers a philosophical justification for the Working Party's more practical conclusions. Written in clear, nontechnical language, this book is accessible to lay people as well as to scientists. It is the first such document to emerge from a meeting of people with such widely differing views on this highly controversial subject, and represents a major contribution towards informing and raising the quality of contemporary debate. The book is unique in drawing together material and ideas never before found in one volume. It will interest a broad spectrum of readers, from ethicists and animal rights advocates to scientific researchers and laboratory administrators, along with general readers concerned about this compelling issue. (shrink)
"At places distant from where you are, but also uncomfortably close," writes David Takacs, "a holocaust is under way. People are slashing, hacking, bulldozing, burning, poisoning, and otherwise destroying huge swaths of life on Earth at a furious pace." And a cadre of ecologists and conservation biologists has responded, vigorously promoting a new definition of nature: biodiversity--advocating it in Congress and on the Tonight Show; whispering it into the ears of foreign leaders redefining the boundaries of science and politics, ethics (...) and religion, nature and our ideas of nature. These scientists have infused the environmental movement with new focus and direction, but by engaging in such activities, they jeopardize the societal trust that allows them to be public spokespersons for nature in the first place. The Idea of Biodiversity analyzes what biodiversity represents to the biologists who operate in broader society on its behalf, drawing on in-depth interviews with the scientists most active today in the mission to preserve biodiversity, including Peter Raven, Thomas Lovejoy, Jane Lubchenco, and Paul Ehrlich. Takacs explores how and why these biologists shaped the concept of biodiversity and promoted it to society at large--examining their definitions of biodiversity their opinions about spirituality and its role in scientific work the notion of biodiversity as something of intrinsic value and their views on biophilia, E. O. Wilson's idea that humans are genetically predisposed to love nature. Takacs also looks at the work of twentieth-century forerunners of today's conservation biologists--Aldo Leopold, Charles S. Elton, Rachel Carson, David Ehrenfeld--and points out their contributions to the current debates. He takes readers to Costa Rica, where a group of scientists is using biodiversity to remake nature and society. And in an extended section, he profiles the thoughts and work of E. O. Wilson. "When I'm asked, 'should we save this species orthat species, or this place or that place?' the answer is always 'Yes!' with an exclamation point. Because it's obvious . And if you ask me to justify it, then I switch into a more cognitive consciousness and can start giving you reasons, economic reasons, aesthetic reasons. They're all dualistic, in a sense. But the feeling that underlies it is that 'yes!' And that 'yes!' comes out of the affirmation of being part of it all, being part of this whole evolutionary process. And agreeing with Arne Naess that each species, each entity, should be allowed to continue its evolution and to live out its destiny... just do its thing, as we say. Why not? And the 'why not?' is there's too many people."--Michael E. Soule, from an interview in The Idea of Biodiversity "An important contribution, a first distanced examination of a critical, modern topic by a scholarly, honest broker."--E. O. Wilson, Harvard University. (shrink)
This study investigates the reactions of 561 MBA students to ethical marketing dilemmas. An analysis is conducted across time to determine how MBA students' attitudes about ethical marketing issues have been changing over the course of the 1980s. The findings show some support for the notion that MBA students in the late 1980s are somewhat less likely to use moral idealism when resolving an ethical dilemma and more likely to justify the decision in terms of its outcomes as compared with (...) their counterparts at the start of the decade. (shrink)
Ever since the publication of Mansfield Park readers and critics have debated how to understand the novel and particularly its heroine Fanny Price. Some have disliked Fanny, have thought of her as prudish and priggish, and perhaps have preferred Mary Crawford and wished for a different ending to the story. Others have defended Fanny’s virtue, her judgment, and her mind, regarding them as quite superior to the virtue, judgment, and minds of all of the other women in the novel, and (...) all the men too, excepting (perhaps) Edmund. The debate, quite clearly, is about what Jane Austen was up to in a novel with a heroine so different from those in her other novels. The question is unclear in part because the narrator’s voice in Mansfield Park is so much like Mary Crawford’s voice. In her article “Searching for Jane Austen in Mary Crawford,” Emily Auerbach offers us quotations from Mary Crawford and from Jane Austen’s own letters and challenges us to figure out which are which—and it is very difficult. Mary Crawford, like Jane Austen, is frequently sparkling and edgy while Fanny is not, yet Fanny is the star. (shrink)
Łukasiewicz three-valued logic Ł3 is often understood as the set of all 3-valued valid formulas according to Łukasiewicz’s 3-valued matrices. Following Wojcicki, in addition, we shall consider two alternative interpretations of Ł3: “well-determined” Ł3a and “truth-preserving” Ł3b defined by two different consequence relations on the 3-valued matrices. The aim of this paper is to provide (by using Dunn semantics) dual equivalent two-valued under-determined and over-determined interpretations for Ł3, Ł3a and Ł3b. The logic Ł3 is axiomatized as an extension of Routley (...) and Meyer’s basic positive logic following Brady’s strategy for axiomatizing many-valued logics by employing two-valued under-determined or over-determined interpretations. Finally, it is proved that “well determined” Łukasiewicz logics are paraconsistent. (shrink)
The Gendered Cyborg brings together material from a variety of disciplines that analyze the relationship between gender and technoscience, and the way that this relationship is represented through ideas, language and visual imagery. The book opens with key feminist articles from the history and philosophy of science. They look at the ways that modern scientific thinking has constructed oppositional dualities such as objectivity/subjectivity, human/machine, nature/science, and male/female, and how these have constrained who can engage in science/technology and how they have (...) limited our ideas of the possibilities for both humanity and science. Later sections contain readings that present key feminist theories about representation to examine how gender and technoscience are represented in areas of particular contemporary interest: the new human reproductive technologies, science fiction, film and the Internet. The readings constantly ask "Is this for women, for human beings?" Contributors: Alison Adam, Anne Balsamo, Lynda K. Bundtzen, Barbara Creed, Mary Ann Doane, Dion Farquhar, Jennifer González, Evelynn M. Hammonds, Donna Haraway, Fiona Hovenden, Luce Irigaray, Linda Janes, Gill Kirkup, Nina Lykke, Sadie Plant, Rosalind Pollack Perchesky, Londa Schiebinger, Vivian Sobchack, Deborah Lynn Steinberg, Nancy Leys Stepan, Nina Wakeford, Kathryn Woodward. (shrink)
