Since the passage of Title VII of the Civil Rights Act of 1964 and more recent Federal legislation, managers, regulators, and attorneys have been busy in sorting out the legal meaning of fairness in employment. While ethical managers must follow the law in their hiring practices, they cannot be satisfied with legal compliance. In this article, we first briefly summarize what the law requires in terms of fair hiring practices. We subsequently rely on multiple perspectives to explore the ethical meaning (...) of fairness in hiring. Ethical fairness underlies the law and regulations in this area, but goes beyond them as well. We conclude by demonstrating that ethical hiring practices enable managers to make better hiring decisions. (shrink)

Behavior, language, development, identity, and science—all of these phenomena are commonly characterized as 'social' in nature. But what does it mean to be 'social'? Is there any intrinsic 'mark' of the social shared by these phenomena? In the first book to shed light on this foundational question, twelve distinguished philosophers and social scientists from several disciplines debate the mark of the social. Their varied answers will be of interest to sociologists, anthropologists, philosophers, psychologists, and anyone interested in the theoretical foundations (...) of the social sciences. (shrink)

This book examines issues relating to ethical decision-making in the managerial context. Managers are paid to oversee the work of others, and in the course of their work, they often make decisions that impact other people.

Ethics for Managers introduces students to the philosophical underpinnings of business ethics and translates this theory into practical terms, demonstrating the moral implications of the decisions managers make. This edition features new material on global ethics, the financial downturn, and ethical sustainability. New, student-friendly features include: Learning objectives at the beginning of each chapter, which provide a roadmap to what is covered and how to use it. Cases that demonstrate real-world scenarios, allowing readers to grapple with real moral ambiguity. Discussion (...) questions at the end of each chapter, which challenge students to see different moral perspectives and to practice good decision-making. A new chapter on international business ethics. Students of business ethics courses will find this compact, well-organized text a useful tool to understand ethics in the digital age. (shrink)

Over a period of 19 months in 2006 and 2007, Mattel recalled approximately 14 million toys. The company was subjected to numerous lawsuits and regulatory actions and suffered severe damage to its reputation. Two issues were involved: excessive levels of lead in numerous toy surface paints and small detachable magnets in some toys, which could be swallowed. An examination of the facts shows that two different ethical situations were involved—one concerning product design and the other concerning manufacturing practices of Mattel's (...) Chinese contractors and subcontractors. The ethical obligations of the company and individuals within the company in the two situations were quite different, and illustrate problems faced by companies in managing their global supply chains. (shrink)

Since its founding in 1943, Medievalia et Humanistica has won worldwide recognition as the first scholarly publication in America to devote itself entirely to medieval and Renaissance studies. Since 1970, a new series, sponsored by the Modern Language Association of America and edited by an international board of distinguished scholars and critics, has published interdisciplinary articles. In yearly hardbound volumes, the new series publishes significant scholarship, criticism, and reviews treating all facets of medieval and Renaissance culture: history, art, literature, music, (...) science, law, economics, and philosophy. (shrink)

Joseph Almog says concerning “a certain locus where Quine doesn’t exist…qua evaluation locus, we take to it [singular] propositions involving Quine [as a constituent] which we have generated in our generation locus.” This seems to be either murder, or worse, self-contradiction. It presumes that certain designators designate their designata even at loci where the designata do not exist, i.e., the designators have “Kaplan rigidity.” Against this view, this paper argues that negative existentials such as “Quine does not exist” are (...) true only at ordered couples of loci (times or possible worlds) < l, l’ > such that the constituents of the truthmaker are the designatum itself from l and whatever corresponds to “does not exist” from l’. (shrink)

Gilbert and Mulkay, in their paper ‘Experiments Are the Key’, present responses of scientists to questions about the development of the chemiosmotic hypothesis of energy coupling in oxidative and photophosphorylation, and infer from these responses both the meaninglessness of the concept ‘key experiment’ and the hopelessness of searching for any data as a bedrock for historical analysis. Gilbert and Mulkay's nihilism is, however, rooted in a lack of understanding of the specific scientific issues involved. A closer look at (...) a proposed ‘key experiment’ shows certain obvious characteristics that could be criteria for a ‘key experiment’ moreover, the actual scientific response to that experiment demonstrates its pivotal role in the development of the field. Instead of demonstrating the lack of empirical bases for scientific judgment, Gilbert and Mulkay demonstrate the necessity for identifying the crucial issues and pursuing them, in questioning the scientists as well as in examining other sources. (shrink)

Nanotechnologies, biotechnologies, information technologies and cognitive sciences (NBIC) have gradually gained traction in the United States of America (USA), subsequently expanding to Europe, and are now proliferating worldwide. Scientists are trying with more success to remove the causes of death by “repairing” humans, or even by “increasing” their physical and cognitive capacities. NBICs not only can help researchers promote “one health” by improving environmental conditions, human and animal health, but also, they can lead humanity towards transhumanism through eugenics. Thanks to (...) the principle of totality, the intentional modification of the human body for therapeutic purposes through surgery has always been seen as a source of medical progress. But how far can the living human body be modified at will? Gilbert Hottois and Jean-François Mattei have deciphered transhumanism to question its alleged “humanism” and study its impact on our humanity. Today, science has gone further thanks to the possibilities offered by converging NBIC technologies and especially with the advent of human genome editing! The objective of this article is to highlight the hopes and fears of Homo sapiens following the applications of NBICs, and to propose ethical reflections on the invading transhumanist and posthumanist doctrines that tend to become spiritual movements, even religions. A summary study, based on a scientific bibliography, linked to NBICs and including ethical aspects, will present the ethical issues of the convergence of nanotechnologies, biotechnologies, information technologies and cognitive sciences, which could become a springboard for transhumanism and posthumanism. (shrink)

This paper aims to explore and expand on Wittgenstein’s remarks on the nature of mental imagery. Despite some rather cryptic passages and obvious objections, his notion of mental imagery as possessing a constitutive (and not merely added) element of expressive thought and conceptuality offers critical insights linking perceptual capacities with our shared practices. In particular I seek to further develop Wittgenstein’s claim that perceptual impressions presuppose a “mastery of a technique.” I argue that this sense of technique, understood as acquired (...) conceptual capacities, can explain and capture the rich and varied spectrum of expressive visual content that can be accessed by human beings initiated and embedded in a variety of shared practices. Using Gilbert Ryle’s account of dispositions, I cash out the notion of acquired conceptual capacities as spanning a wide latitude of responsive dispositions from mere “blind” visual habits to more normatively-guided, intelligent, and deliberately-trained visual “skills.” Visual impressions construed as such are hardly perceptually (nor representationally) univocal and instead exhibit a dynamic and reflexive plurivocity manifested through one’s initiation into shared practices and forms of life. This plurivocity makes possible a rich array of visual affordances that would otherwise not be accessible outside the context of a shared practice. This suggests that human beings possess a distinctive kind of expressive and responsive intelligence which picks out visual affordances determined not so much by a merely receptive perceptual faculty but by the subject’s skillful, active, and responsive engagement with the world. (shrink)

The philosophical and religious ideas of Simone Weil bear on theory of history and historiography in ways not previously explored. They amount to a view of history as a consequence of the original creation, but they also exclude theodicy. By examining these ideas we see some of the ways in which to develop a theory history centered on a conception of moral understanding that is impartialist and universal. For Weil such understanding is both inside of and outside of history. This (...) leads to an approach to human history that centers on the moral dilemmas and choices of historical actors and that matches the force of compassion with that of power. Under an approach inspired by Weil’s ideas, the historian’s work of understanding can be an experience of moral growth. (shrink)

Bernard Lonergan não menciona Joseph Maréchal nos seus escritos, apesar de ter sido por ele influenciado no que respeita à estrutura dinâmica do conhecimento. Apesar disso, há que reconhecer que a intenção de Maréchal não era a de Lonergan. Maréchal, formado em biologia e em psicologia, desejava participar no movimento de renovação do tomismo, o qual na sua época era fortemente intelectualista. O seu esforço juntou-se ao do Maurice Blondel afirmando os direitos do acto comprometido nos processos cognitivos. O (...) desejo natural de conhecer Deus não se dá sem um desejo vital que dinamiza também a vontade em que ele se exprime de forma mais pura e genuína. Lonergan, cujo objectivo era a construção de uma epistemologia da teologia, ocupou-se primordialmente dos procedimentos próprios das ciências. Para ele, o desejo de conhecer leva o sujeito cognoscente a ultrapassar todas as ciências particulares, proporcionadas às nossas funções cognitivas, em direcção ao ser, concebido este de forma adequada como a totalidade presente e futura dos conteúdos do saber. Segundo o autor do artigo, Lonergan estaria, assim, mais próximo de Maréchal do que este de Suárez. /// Bernard Lonergan does not mention Joseph Maréchal in his writings, even though he received his influence regarding the dynamic structure of knowledge. However, the intention of Maréchal was not the intention of Lonergan. Maréchal, who had studied biology and psychology, wanted to participate in the movement of renewal of Thomism, which at the time was strongly intellectualist. His effort conjoined with the effort of Maurice Blondel in the recognition of the rights of the act inherent to the cognitive processes. The natural desire to know God does not come to be without a vital desire that also animates the will in which it comes to a better expression of itself. Lonergan, whose aim was the elaboration of an epistemology of theology, occupied himself primordially with the scientific processes. The desire to know leads the knowing subject beyond all the particular sciences, proportioned to our cognitive functions, toward being, which is adequately conceived as the present and future totality of the contents of knowledge. Hence, according to the author or the article, we might think that Lonergan was closer to Marechal than Marechal was to Suárez. (shrink)

Charles Mills claims that there are specific “civic and political duties” which individuals have a responsibility to fulfil because of the racial social roles they occupy. However, even those generally sympathetic to Role Ethics resist the idea that such nonvoluntary and morally problematic roles could ground genuine normativity. I argue that we should take the felt normativity of nonideal social roles seriously. Further, I argue that we should agree with Mills that one’s race constitutes a social role with normative force. (...) However, I claim that Mills is wrong to seek to ground this normativity in an actual social contract and I argue instead that Margaret Gilbert’s account of joint commitment, and its accompanying notion of collective intentionality, can be developed so as to provide a more promising proposal. I conclude that the responsibility to abide by the norms in question is better understood as grounded in the individual role holder’s involvement in the collective intentionality of the relevant racial class. (shrink)

Andrea Westlund's account of love involves lovers becoming a Plural Subject mirroring Margaret Gilbert's Plural Subject Theory. However, while for Gilbert the creation of a plural will involves individuals jointly committing to pool their wills and the plural will directly normatively constraining those individuals, Westlund, in contrast, sees the creation of a plural will as a continual process thus rejecting the possibility of such direct normative constraint. This rejection appears to be required to explain the flexibility that allows (...) for a central place for reciprocity in loving relationships. However, this paper argues against the existence of such flexibility and presents instead the case that variance in the normative pain of rebelling against the collective will can be accommodated by replacing Gilbert's notion of all-or-nothing pooling of wills with an account that see wills as becoming entangled through levels of identification with the plural subject. (shrink)

Theories of discourse bring to realism new ideas about how knowledge develops and how representations of reality are influenced. We gain an understanding of the conceptual aspect of social life and the processes by which meaning is produced. This collection reflects the growing interest realist critics have shown towards forms of discourse theory and deconstruction. The diverse range of contributions address such issues as the work of Derrida and deconstruction, discourse theory, Eurocentrism and poststructuralism. What unites all of the contributions (...) is a sense that it is essential to provide a realist alternative to the hitherto dominance of social constructionism, hermeneutics and postmodernism, over many of the issues discussed. By developing a realist perspective the different authors attempt to embed discourse within the structured nature of the reality of the world. Realism can situate language, discourse and ideology within context specific, or 'causally efficacious' circumstances. Realism can help to uncover issues of power, representation, and subjectivity and how discursive and other social practices produce real effects. This can help us understand the manner in which social structures are reproduced through various forms of ideology and discourse. And by knowing this, we can start to address questions concerning human emancipation and how the world is to be transformed. (shrink)

Depuis des millénaires l'homme est à la recherche de ses origines. Hésiode montre que l'ordre doit remplacer le chaos et sa Théogonie est une première analyse d'un changement nécessaire. Zeus fait la guerre contre les manifestations du Chaos afin d'imposer sa propre conception de l'ordre ce qui revient à opposer l'intelligence et la Ruse à la Matière. Or, la prise de pouvoir par Zeus n'est que la preuve de ce que les mortels doivent entreprendre pour dominer leur vie, se conduire (...) en héros et mourir glorieusement. Ce dépassement de soi, organisé et encouragé, n'est qu'un choix humain projeté dans l'absolu du divin. Zeus apporte la justesse d'une solution au problème que pose l'existence. (shrink)

Topics covered in Discrete Mathematics have become essential tools in many areas of studies in recent years. This is primarily due to the revolution in technology, communications, and cyber security. The book treats major themes in a typical introductory modern Discrete Mathematics course: Propositional and predicate logic, proof techniques, set theory (including Boolean algebra, functions and relations), introduction to number theory, combinatorics and graph theory. An accessible, precise, and comprehensive approach is adopted in the treatment of each topic. The ability (...) of abstract thinking and the art of writing valid arguments are emphasized through detailed proof of (almost) every result. Developing the ability to think abstractly and roguishly is key in any areas of science, information technology and engineering. Every result presented in the book is followed by examples and applications to consolidate its comprehension. The hope is that the reader ends up developing both the abstract reasoning as well as acquiring practical skills. All efforts are made to write the book at a level accessible to first-year students and to present each topic in a way that facilitates self-directed learning. Each chapter starts with basic concepts of the subject at hand and progresses gradually to cover more ground on the subject. Chapters are divided into sections and subsections to facilitate readings. Each section ends with its own carefully chosen set of practice exercises to reenforce comprehension and to challenge and stimulate readers. As an introduction to Discrete Mathematics, the book is written with the smallest set of prerequisites possible. Familiarity with basic mathematical concepts (usually acquired in high school) is sufficient for most chapters. However, some mathematical maturity comes in handy to grasp some harder concepts presented in the book. (shrink)

I have a long-standing relation with the noun “technoscience.” In recent years, I have been concerned with its evolution and connotations, since the period when I first thought it up. This chapter presents a survey of the various uses, transfers and significations of the term. It makes a twofold claim technoscientific research and development are conducted by a plural subject in need of a moral conscience; the study of technoscientific objects requires a methodological and operational materialism.Augmented version for this volume (...) of an essay first published in French Regards sur les technosciences, Vrin, Paris, pp. 23–38, 2006). Translation by John Stewart, University of Technology Compiègne. (shrink)

ABSTRACT:This article assesses the proliferation of international accountability standards (IAS) in the recent past. We provide a comprehensive overview about the different types of standards and discuss their role as part of a new institutional infrastructure for corporate responsibility. Based on this, it is argued that IAS can advance corporate responsibility on a global level because they contribute to the closure of some omnipresent governance gaps. IAS also improve the preparedness of an organization to give an explanation and a justification (...) to relevant stakeholders for its judgments, intentions, acts and omissions when appropriately called upon to do so. However, IAS also face a variety of problems impeding their potential to help address social and environmental issues. The contribution of the four articles in this special section is discussed in the context of standards’ problems and opportunities. The article closes by outlining a research agenda to further develop and extend the scholarly debate around IAS. (shrink)

First published in 1949, Gilbert Ryle ’s The Concept of Mind is one of the classics of twentieth-century philosophy. Described by Ryle as a ‘sustained piece of analytical hatchet-work’ on Cartesian dualism, The Concept of Mind is a radical and controversial attempt to jettison once and for all what Ryle called ‘the ghost in the machine’: Descartes’ argument that mind and body are two separate entities. This sixtieth anniversary edition includes a substantial commentary by Julia Tanney and is essential (...) reading for new readers interested not only in the history of analytic philosophy but in its power to challenge major currents in philosophy of mind and language today. (shrink)

An analysis of the counter-intuitive properties of infinity as understood differently in mathematics, classical physics and quantum physics allows the consideration of various paradoxes under a new light (e.g. Zeno’s dichotomy, Torricelli’s trumpet, and the weirdness of quantum physics). It provides strong support for the reality of abstractness and mathematical Platonism, and a plausible reason why there is something rather than nothing in the concrete universe. The conclusions are far reaching for science and philosophy.

This paper is an attempt to highlight significant developments in the history of philosophy in schools in Australia. We commence by looking at the early years when Laurance Splitter visited the Institute for the Advancement for Philosophy for Children (IAPC). Then we offer an account of the events that led to the formation of what is now the Federation of Australasian Philosophy in Schools Associations (FAPSA), the development and production of a diverse range of curriculum and supporting materials for philosophy (...) in schools, the making of the Australasian journal, and more recent events. Our purpose is to create further interest in exploring this complex and rich history. This will achieve a better understanding of the possible future directions for classroom practice and research. (shrink)

In Neither Beast Nor God, Gilbert Meilaender elaborates the philosophical, social, theological, and political implications of the question of dignity, and ...

Ethics and the Community of Inquiry gets to the heart of democratic education and how best to achieve it. The book radically reshapes our understanding of education by offering a framework from which to integrate curriculum, teaching and learning and to place deliberative democracy at the centre of education reform. It makes a significant contribution to current debates on educational theory and practice, in particular to pedagogical and professional practice, and ethics education.

The ‘community of inquiry’ as formulated by C. S. Peirce is grounded in the notion of communities of discipline-based inquiry engaged in the construction of knowledge. The phrase ‘transforming the classroom into a community of inquiry’ is commonly understood as a pedagogical activity with a philosophical focus to guide classroom discussion. But it has a broader application. Integral to the method of the community of inquiry is the ability of the classroom teacher to actively engage in the theories and practices (...) of discipline-based communities of inquiry so as to become informed by the norms of the disciplines, not only to aspire to competence within the disciplines, but also to develop habits of self-correction for reconstructing those same norms when faced with novel problems and solutions, including those in the classroom. This has implications for science education and the role of educational philosophy in developing students' ability to think scientifically. But it also has broader implications for thinking critically within all key learning areas. Here we concentrate on science education. We present the parallels between philosophical inquiry and scientific inquiry that need to be realised to promote and engage with scientific inquiry in the classroom. We also discuss the conflicts between philosophical inquiry and the way inquiry science in the classroom is portrayed in the education literature. Based on philosophical and historical perceptions of science as inquiry, a practical approach to implementation of scientific inquiry in the science classroom is presented. (shrink)