Online education lacks the moral and ethical engagement as well as the empathic interactions that are essential and integral to true liberal education, including business. While the online venue can provide useful information and put libraries at the hands of the student or employee, there is an implicit lack of focus on the sacredness and centrality of the person, his or her values, attitudes, needs, and expectations. The focus of online education is on the delivery of data, not the student’s (...) engagement with the material or the process. Critically absent from online education is the ability to explore the transformation of data as it changes, first to information, then to knowledge, and finally to wisdom, within each person. Finally, absent is the ability to raise the level of abstraction. Since all needs to be measurable in concrete terms in online education, we are left with the language of metrics, such as deliverables, outcomes, inputs, and outputs. Where is the person in all of this? Where is the focus on the moral compass that is so necessary in any type of education? (shrink)

Critiquing any practice, theory, or law, requires understanding the characteristics of the environment which created a need for this law. There are hundreds of different cultures in the world, and each one has its own set of norms, characteristics, and values. What in one country is perceived normal, ethical or unethical, right or wrong, may not be the same somewhere else in the world. The first civilizations begun in Africa and Europe many thousands of years ago when people were hunters (...) and nomads, it is not unreasonable to suspect that many of those traits and characteristics have been socially transferred and/or inherited by future generations. (shrink)

This paper will argue the importance of the creation of a moral compass, driven by empathy and a rigorously trained will in higher education leadership to develop a tighter relationship between higher education and wealth equity. We will explore the foundational documents that first discussed these issues within a global context. Further, We explore how these goals, enhanced by insights promulgated by the United Nations, can be achieved by teaching empathy, developing a moral compass and training the will.

This article argues the philosophical concerns and foundational challenges raised by a for-profit model of education. The for-profit model is governed by a business paradigm, without reference to the context in which it is found. The authors explore primary ethical questions and challenges presented by this model. As such, they present potential solutions to the growing problem in higher education as a corporate entity. The authors introduce a potential model for analysis of the issues and suggest an interventional technique with (...) concrete directions for change. Universities are on the threshold of a transformation which can no longer be isolated from wider society. This environment awakened the critical task of blending corporate success with educational integrity. (shrink)

Материалы сборника предназначены для специалистов.

Background Scientific and technological advancements in mapping and understanding the interrelated pathways through which biological and environmental exposures affect disease development create new possibilities for detecting disease risk factors. Early detection of such risk factors may help prevent disease onset or moderate the disease course, thereby decreasing associated disease burden, morbidity, and mortality. However, the ethical implications of screening for disease risk factors are unclear and the current literature provides a fragmented and case-by-case picture. Methods To identify key ethical considerations (...) arising from the early detection of disease risk factors, we performed a systematic scoping review. The Scopus, Embase, and Philosopher’s Index databases were searched for peer-reviewed, academic records, which were included if they were written in English or Dutch and concerned the ethics of (1) early detection of (2) disease risk factors for (3) disease caused by environmental factors or gene-environment interactions. All records were reviewed independently by at least two researchers. Results After screening 2034 titles and abstracts, and 112 full papers, 55 articles were included in the thematic synthesis of the results. We identified eight common ethical themes: (1) Reliability and uncertainty in early detection, (2) autonomy, (3) privacy, (4) beneficence and non-maleficence, (5) downstream burdens on others, (6) responsibility, (7) justice, and (8) medicalization and conceptual disruption. We identified several gaps in the literature, including a relative scarcity of research on ethical considerations associated with environmental preventive health interventions, a dearth of practical suggestions on how to address expressed concerns about overestimating health capacities, and a lack of insights into preventing undue attribution of health responsibility to individuals. Conclusions The ethical concerns arising with the early detection of risk factors are often interrelated and complex. Comprehensive ethical analyses are needed that are better embedded in normative frameworks and also assess and weigh the expected benefits of early risk factor detection. Such research is necessary for developing and implementing responsible and fair preventive health policies. (shrink)

Until quite recently, Russian philosophy was studied mainly from the standpoint of its development "along the path to Marxism." Understandably, attention was mainly devoted to "the solid materialist tradition," which overshadowed all other currents of Russian thought. However, the question arises of whether this "materialist tradition," i.e., the philosophy of the Russian revolutionary democrats, is so consonant with Marxism. One need only examine the facts to persuade oneself of the untenability of such an assumption.

Despite the salient experience of encoding threatening events, these memories are prone to distortions and often non-veridical from encoding to recall. Further, threat has been shown to preferentially disrupt the binding of event details and enhance goal-relevant information. While extensive work has characterised distinctive features of emotional memory, research has not fully explored the influence threat has on temporal memory, a process putatively supported by the binding of event details into a temporal context. Two primary competing hypotheses have been proposed; (...) that threat can impair or enhance temporal memory. We analysed two datasets to assess temporal memory for an in-person haunted house experience. In study 1, we examined the temporal structure of memory by characterising memory contiguity in free recall as a function of individual levels of heart rate as a proxy of threat. In study 2, we replicated marginal findings of threat-related increases in memory contiguity found in study 1. We extended these findings by showing threat-related increases in recency discriminations, an explicit test of temporal memory. Together, these findings demonstrate that threat enhances temporal memory regarding free recall structure and during explicit memory judgments. (shrink)

Corruption involves greed, money, and risky decision-making. We explore the love of money, pay satisfaction, probability of risk, and dishonesty across cultures. Avaricious monetary aspiration breeds unethicality. Prospect theory frames decisions in the gains-losses domain and high-low probability. Pay dissatisfaction (in the losses domain) incites dishonesty in the name of justice at the individual level. The Corruption Perceptions Index, CPI, signals a high-low probability of getting caught for dishonesty at the country level. We theorize that decision-makers adopt avaricious love-of-money aspiration (...) as a lens and frame dishonesty in the gains-losses domain (pay satisfaction-dissatisfaction, Level 1) and high-low probability (CPI, Level 2) to maximize expected utility and ultimate serenity. We challenge the myth: Pay satisfaction mitigates dishonesty across nations consistently. Based on 6500 managers in 32 countries, our cross-level three-dimensional visualization offers the following discoveries. Under high aspiration conditions, pay dissatisfaction excites the highest- (third-highest) avaricious justice-seeking dishonesty in high (medium) CPI nations, supporting the certainty effect. However, pay satisfaction provokes the second-highest avaricious opportunity-seizing dishonesty in low CPI entities, sustaining the possibility effect—maximizing expected utility. Under low aspiration conditions, high pay satisfaction consistently leads to low dishonesty, demonstrating risk aversion—achieving ultimate serenity. We expand prospect theory from a micro and individual-level theory to a cross-level theory of monetary wisdom across 32 nations. We enhance the S-shaped Curve to three 3-D corruption surfaces across three levels of the global economic pyramid, providing novel insights into behavioral economics, business ethics, the environment, and responsibility. (shrink)

In Eco’s work between around 1960 and 1992, “openness” in a modern literary text can mean (a) “permitting more than one interpretation,” and (b) “requiring a good deal of decoding work from the reader,” which is close to my own position. These two aspects of openness are demonstrated using Baudelaire’s Les Chats, in regard to which Eco denies that the text may be cristallin in Lévi-Strauss’s sense, while still requiring constructive effort from the reader. It is apparent that this term (...) is equivalent to Riffaterreʼs textual “monumentality.” Eco does not go into detail about the reader’s work in assembling the text’s global propositional structure. It is left to Riffaterre and myself to detail the various stages of this work, involving comparison of images in order to discover their common underlying generative proposition. In contrast to Riffaterre, I have long suggested that the modern poetic text is built on two such propositions. It is at the stage of relations between text and sociolect that Eco contributes much to modern poetics. Openness (b) seems to be a prerequisite for perceptual change in the reader, produced by contrast between textual structure and its sociolectic context. Riffaterre prefers to remain within the text/intertext/interpretant triad, preventing him from describing the text-sociolect relation, where the propositional innovation of the modernist text takes effect. (shrink)

In this paper, it is explained that a dialogical approach to complex argumentation can be fruitful for solving two important problems concerning the analysis of the argumentation structure. First, such an approach makes it possible to clarify the distinction between coordinative and multiple argumentation structures, and to identify clues in the presentation for each of these structures. Second, a dialogical approach can provide a basis for dealing more adequately with refutations of counterarguments.

This article aims to offer a fresh analysis of two passages in the extensive necromancy episode in Lucan's Bellum Ciuile: the ritual to reanimate the dead soldier's corpse (6.667–73), and the surgical procedure Erichtho then proceeds to undertake (6.750–7), resembling the practice of a vivisection. The study will focus mostly on the strong connection of magic to medical traditions in antiquity, with a commentary on, and analysis of, these verses through the lenses of medical vocabulary, themes and motifs. It ultimately (...) concludes that Lucan was familiar with the language and characteristics of the medical tradition, enriched his report with them, and was playing with his audience's knowledge of the same. (shrink)

This long-awaited new edition contains eight of the dialogues of Plato, and is the first in a new five-volume complete edition of his works in the OCT series.

In lieu of an abstract, here is a brief excerpt of the content:iA NOTE ON W. J. HILL'S "THE DOCTRINE OF GOD AFTER VATICAN II" F. F. CENTORE St. Jerome's Oollege, University of Waterloo Waterloo, Ontario GOD MAY NOT :be dead, hut certamly 1any strictly philosophical, scientific, rational approach to God 'WIOuld seem to ibe derud today. Modern thought, even rumong deeply religious people, seems to J:nwe despaired of ever being ruble to pwve rbhe existence oi God to anyone, even (...) to someone who not 'SO willfully prejudiced against relig~on. that he simply rrefuses to view the evidence in 1an open-minded, calm, am.d rreflective iway. However, this does :not mean that our,apip:voach to God must be strictly emotional and ir.rational. It may >still 1be reasonable rto believe in God, even though we cannot rprove his existence in 'Some strictly r:ationrul way. Rather,than beginning with our ordinary human experience of the real exbramenrtail world and,working our way up to a knowledge o:f the bet that God exists·, we might take a more inner.,directed, psychofogicail, humanistic, phenomenological, historical app1 voach to such knowledge. Such an aiprproach might even 1be more effective and more convincing rto un1believers. Reoent writers on the modern God-question ha1v;e emphasi~ed the notion that rational wgruments :for the existence (and natuire ) of God may :be :a:ll 1weH and :good hut only for ia oomputer or a rolbot. What modern man needs is not 1 so much 1a krrmwledge of God as ;a persona1 relrutionshlp to God. And perhaps the hesit 1w:ay to achieve this is not to throw out completely the role of reason in providing a.scientific support for God'1 s existence ibut to rev;errse the pmcess. We must first come to a personrul ruwaireneiss of God 1 and then proceed to v;alida;te rthfus 531 53~ F. F. CENTORE awareuess via scientific confirmation. After all, how can anyone ever hope even to 1begin the search for God unless he already hais some ·awareness of God's e:ristence? According to John Hick, fo.r inst:mce, this is especially true in the Juda.eo-Christian tradition and, hy extension, in those other religious traiditions 1 which derive f["om it, such as Islam. H " to kno·w " means " to be a1ble to prove hy syllogistic reasoning," then the Jews of the Old 'I1esbament did not know God. Instead of attempting to prove the existence of God they took his existence £or granted. " They thought of God as an experienced reality rather than as an inferred entity." i The ancient £aithful were as sure of the existence of their God as they we:ve of the material wo:rld which surrounded them. There was. no need to :become rationalistic rubout it. In iaddition, even if they had turned ra:tiona1listic it would hav;e been of no use whatsoever to them. F11om the point of view of faith, all of the theistic proofs (none of which is v;ery oompelling or cogent an;}'iway) are completely ir:velevant. They can actually do nothing to move anyone to :feel and act in a religious way. AH such proofs are only for pedants who are content to 1live an empty,and ·sterile rubstract life within their own minds rather than wailking in the living p:vesence of the divine. Although there may well. he a place for the rational development of our intuitive sense of the living presence of God as expressed in revelation, once we are in full possession of such a revelation, it must always hold a place secondary to the experienced fact of £aith. Thus, even though modern religious thinkers reject natuira:l theology, "This modern theofogioal rejection of natural theology is not necessarily motiva:ted ·by an ir:vationaJi.st distrust of reason." 2 There is a :vole :for reason, hut only so long as it comes: after we already know thrut God exists. Since reason ialone can never pirove the existence 0£ God, ·reve1 J. Hick, Philosophy of Religion, 3rd ed. (Englewood Cliffs, N.J.: PrenticeHall, 1983), pp. 59-60. 2 Ibid., p. 74. A NOTE ON W. J. HILL 533 lation 1 and ·faith... (shrink)

Social scientific reasoning (SSR) is essential to social science education and to a democratic society as a whole. Students are challenged to analyze and reason about social problems such as social inequality, crime, and poverty. However, students experience difficulties with SSR. This study addresses the research question: Which design principles can guide teachers in designing lessons that promote social scientific reasoning? In this design-based research, four social science teachers employed a conceptualization of SSR and its levels together with three initial (...) design principles to develop curriculum materials and activities. These design principles and curriculum materials were piloted in two secondary education classes (9th and 10th grades) and evaluated by four social science teachers, four social science teacher educators and 90 students. The study produced six design principles that can promote students’ SSR. In combination with the curriculum materials, those design principles can help develop teachers’ pedagogical content knowledge and guide the design of tasks and units that develop SSR. (shrink)

_ Source: _Volume 40, Issue 1, pp 104 - 115 It is intended in this study to present initial reliability and validity data for the Russian adaptation of the Multidimensional Inventory of Religious/Spiritual Well-being, as being related to personality factors and psychopathology. Therefore, the first version of the MI-RSWB-R was applied to a sample of 192 non-clinical subjects, together with the NEO Five Factor Inventory and the Symptom-Check-List. The original six-factor structure of the scale could be replicated for the MI-RSWB-R, (...) which also provides satisfying psychometric properties. In accordance with previous research the RSWB total score was linked to more favorable personality traits such as Extraversion, Openness to Experience, and Agreeableness, which was paralleled by substantial negative correlations with increased psychopathology. Our findings support the reliability and structural validity of the MI-RSWB-R as a standardized instrument for addressing the spiritual dimension in Russian populations. Further research in clinical surroundings is now recommended. (shrink)

The aim of this short note is to highlight a possible, hitherto unnoticed, telestich in Verg. Aen. 8.246–9, which presents the Greek word sēma (‘portent’, ‘wonder’, ‘prodigy’, ‘tomb’). To justify this identification, I will argue for its significance from its context in the poem (the battle between Hercules and Cacus), pointing out the insistence on the imagery of light and revelation, and the use of the phrase mirabile dictu, which appears in the same episode of the Aeneid, in the Latin (...) poetic tradition. (shrink)

In order to cure the social sciences of many of their inveterate diseases, it seems to me extremely important and useful to support and develop in some measure A.S. Tsipko's ideas on the doctrinal preconditions of our difficulties and failures in the building of socialism, ideas that have provoked such wide-ranging responses.

This book presents the major teachings of Mahāyāna Buddhism in a precise, dramatic, and even humorous form. For two millennia this Sūtra, called the “jewel of the _Mahāyāna Sūtras_,” has enjoyed immense popularity among Mahāyāna Buddhists in India, central and southeast Asia, Japan, and especially China, where its incidents were the basis for a style in art and literature prevalent during several centuries. Robert Thurman’s translation makes available in relatively nontechnical English the Tibetan version of this key Buddhist scripture, previously (...) known to the English-speaking world only through translations from Chinese texts. The _Tibetan_ version is generally conceded to be more faithful to the original Sanskrit than are the Chinese texts. The Tibetan version also is clearer, richer, and more precise in its philosophical and psychological expression. The twelve books of the Sūtra are accompanied by an introduction and an epilogue by Dr. Thurman and by three glossaries: Sanskrit terms, numerical categories, and technical terms. (shrink)

Evolutionary developmental biology (evo-devo) has undergone dramatic transformations since its emergence as a distinct discipline. This paper aims to highlight the scope, power, and future promise of evo-devo to transform and unify diverse aspects of biology. We articulate key questions at the core of eleven biological disciplines—from Evolution, Development, Paleontology, and Neurobiology to Cellular and Molecular Biology, Quantitative Genetics, Human Diseases, Ecology, Agriculture and Science Education, and lastly, Evolutionary Developmental Biology itself—and discuss why evo-devo is uniquely situated to substantially improve (...) our ability to find meaningful answers to these fundamental questions. We posit that the tools, concepts, and ways of thinking developed by evo-devo have profound potential to advance, integrate, and unify biological sciences as well as inform policy decisions and illuminate science education. We look to the next generation of evolutionary developmental biologists to help shape this process as we confront the scientific challenges of the 21st century. (shrink)

Self-driving vehicles will need to make decisions that carry ethical dimensions and manufacturers have (the responsibility) to pre-determine this underlying, deliberate decision-making process. With the rise of self-driving vehicles, scholars have simultaneously started investigating what ethical theories should guide machine behavior, but have not concluded as to which theory should be preferred and adopted. We aim to address this matter by providing a holistic and analytical review of the autonomous driving ethics literature. Based on this review, we summarize the social, (...) moral/legal, and functional advantages and disadvantages of applying particular (traditional) ethical theories to the decision-making of self-driving vehicles. Furthermore, we derive an integrated model that shows how each identified ethical theory could be technically implemented and guide the decision-making of self-driving vehicles. Overall, this article aims to set the groundwork for reflected, successful integration of ethical behavior within self-driving vehicles and deduce an updated research agenda. (shrink)