This book presents a series of informal biographies about major figures in the history of psychology. A unique combination of expertise and human appeal, the volume places the contributions of each pioneer in a new and fascinating perspective. For instance, several of the authors use the novel approach of having the pioneers return to the present day to reflect back on their work as it relates to the here and now. Revisions of speeches given in a popular series of invited (...) addresses at psychological conventions, the chapters offer appealing glimpses into the lives of individuals who made a difference in the early years of psychology as a field of study. Each of the five volumes in this series contains different profiles thereby bringing more than 100 of the pioneers in psychology more vividly to life. (shrink)

Guides you step-by-step through the functions on your new Canon EOS 5D Mark III dSLR camera The Canon EOS 5D Mark III full-frame dSLR camera features an impressive 22.3 megapixels, a 3.2-inch LCD screen, 6 fps continuous shooting, Live View, an ISO range of 50 to 102,400 and full HD 1080 resolution movie shooting. Here to help you get the most out of these remarkable features and offering you more in-depth coverage than the standard manual, this full-color Canon 5D Mark (...) III Digital Field Guide provides you with guidance on how and when to use each button, dial, and menu option. Delivering information in an easy-to-understand format, this portable guide features more than 200 inspirational photos by acclaimed photographer and veteran author Charlotte Lowrie. The handy trim size allows this guide to go where you go, providing you with easy access to information quickly so you can get the exact shot you want when you want it. Helps you make the most of your Canon EOS 5D Mark III and get the shots you want Offers full detailed coverage of when and how to use each and every button, dial, and menu option on this sophisticated new dSLR Provides step-by-step explanations on techniques and tips, all aimed at getting you comfortable and confident with your new Canon 5D Mark III Sized to fit in a camera bag, the book includes a bonus gray and color checker card to help you capture perfect white balance and color every time. Ideal reading for both amateur and professional photographers alike, you'll reference Canon 5D Mark III Digital Field Guide again and again. (shrink)

In the Canon EOS 40D, speed and reliability meet superior image quality and affordability. With this handy guide, you?ll learn how to work with color spaces and white balance, use Live View, set up the 40D for your shooting style, set and evaluate exposure, and more. Get helpful tips and advice on using and modifying Picture Styles, creating customized settings for the subjects you shoot most often, and working with natural light. Just picture the amazing photos you?ll take with (...) your Canon EOS 40D! (shrink)

Featuring an 18.0 megapixel CMOS sensor and DIGIC 4 image processor for high image quality and speed, ISO 100-6400 for shooting from bright to dim light, and many more great features, the Canon EOS Rebel T2i brings professional features into an entry-level digital SLR. The Canon EOS Rebel T2i/550D Digital Field Guide will teach you how to get the most out of these impressive features so you can improve your photography skills. CHAPTER 1: Setting Up the EOS Rebel T2i/550D. – (...) This chapter will help you set up your T2i so you can get the best image quality from your Canon T2i. It will also cover different ways to review your images and protect them from accidental deletion. CHAPTER 2: Controlling Exposure and Focus. – Learn about the different types of shooting modes on your T2i, as well as image exposure and how to modify it for individual shooting scenarios. CHAPTER 3: Getting Great Color. – This chapter explores the concepts of light and color, and teaches you how to select a white balance and picture style on your T2i for maximum color rendering. CHAPTER 4: Customizing the EOS Rebel T2i/550D. – Learn how to set up your T2i for common and uncommon shooting situations. CHAPTER 5: Shooting in Live View and Tethered. – This chapter explains the T2i’s Live View feature and how to shoot tethered to a computer. CHAPTER 6: Using Movie Mode. – A great starting point for any photographer to explore the world of digital video with the T2i, this chapter will teach you how to shoot and playback video on the T2i. CHAPTER 7: Using Flash. – This chapter explores flash technology, and how to use the T2i’s on board flash and menu options for the built-in flash and for EX-Series Speedlites. CHAPTER 8: Exploring Canon Lenses and Accessories. This chapter covers popular T2i lenses and how they impact the images you capture with your T2i. CHAPTER 9: The Elements of Exposure and Composition. – Learn how aperture, shutter speed, and ISO affect your images, and how they work together to determine exposure. This chapter also covers the basics of composing images with your T2i. CHAPTER 10: Event and Action Photography. – Learn how to capture action in your images, plus some tips and tricks for general event photography, including how to capture great photos in low lighting. CHAPTER 11: Nature and Landscape Photography. – This chapter explores how to approach shooting nature and landscape images with your T2i. CHAPTER 12: Portrait Photography. – Learn how to set up the T2i for portrait shooting, plus information on choosing backgrounds, lighting, and other tips and tricks for taking great portraits. APPENDIX A: Exploring RAW Capture. – This chapter contains an overview of RAW capture as well as a brief walk-through on converting RAW images into a final image. APPENDIX B: How to Use the Gray and Color Checker cards. – Learn how to produce photos with accurate color and exposure with these free-inside-the-book tools. A full-color, portable-trim book with beautiful photography for photographers on the go, the Canon EOS Rebel T2i/550D Digital Field Guide includes a free Grey/Color checker card to help you achieve accurate white balance and color. With the Canon EOS Rebel T2i/550D Digital Field Guide, you will gain a thorough understanding of the T2i dSLR, as well as the basic fundamentals of capturing the best possible photos. (shrink)

The chapter argues that we should draw the line between realist and antirealist metaethics according to whether a theory locates the explanation for the special, puzzling features of moral terms and concepts out in the world, with the content of moral thoughts, or inside the head. This taxonomy places Mackie's error theory in the realist category, contrary to the usual scheme. The paper suggests that in looking for the “queerness” of objective value in the metaphysics of moral properties, Mackie makes (...) a mistake parallel to a fantastic mistake made by some of the characters in E. B. White's Charlotte's Web. (shrink)

A fluent and accurate new translation of the dialogue that, all of Plato's works, has seemed to speak most directly to the interests of contemporary analytical philosophers. White's extensive introduction explores the dialogue's center themes, its connection with related discussions in other dialogues, and its implication for the interpretation of Plato's metaphysics.

What exactly is rape? And how is it embedded in society? -/- Hilkje Charlotte Hänel offers a philosophical exploration of the often misrepresented concept of rape in everyday life, systematically mapping out and elucidating this atrocious phenomenon. Hänel proposes a theory of rape as a social practice facilitated by ubiquitous sexist ideologies. Arguing for a normative cluster model for the concept of rape, this timely intervention improves our understanding of lived experiences of sexual violence and social relations within sexist (...) ideologies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Radical Change Theory and Synergistic Reading for Digital Age YouthEliza T. Dresang (bio) and Bowie Kotrla (bio)Books with digital age characteristics... stimulate curiosity and foster community.—Elizabeth Lennox Keyser, 1999Today’s students think and process information fundamentally differently from their predecessors.—Marc Prensky, 2001PrologueOne of our favorite books is McGillis’s The Nimble Reader: Literary Criticism and Children’s Literature.1 McGillis applies various literary theories—among them the New Criticism, structuralism, feminism, and postmodernism—to much-loved, (...) time-honored books such as E. B. White’s Charlotte’s Web (1952), in each case coming up with a fresh interpretation of a well-known text. The Nimble Reader makes the point that the meaning of any object, experience, or creative endeavor can be evasive and changes according to the lens through which it is viewed. Theory uncovers, illuminates, reveals, explains, predicts, and adds value and dimensions to what otherwise might have been overlooked. [End Page 92]That is what we hope Radical Change Theory does—we hope that it stimulates thinking, brings new perspectives, and adds value to what is already recognized as an immense treasure: the body of children’s literature and the young (and old) readers who love and appreciate it. As an addition to the assortment of approaches McGillis covered, we anticipate that Radical Change Theory is a way to see the mosaic of contemporary children’s literature in a new light, to examine and explain some parts of it that may have gone unnoticed. We offer it as a way to think about contemporary youth in relation to their literature, and we suggest applying Radical Change Theory in retrospect in order to highlight and appreciate “radical” authors and illustrators of the past who wrote for “radical readers” in their times. Radical Change Theory is only one perspective among many, and we realize that the phenomena it addresses could be explained or augmented in other ways, as McGillis demonstrated.IntroductionThe 2008 Caldecott Award for the most outstanding picture book for children published in the United States in the previous year was presented to Brian Selznick, author and illustrator of The Invention of Hugo Cabret, which is hundreds of pages longer than an ordinary picture book.2 Approximately 300 of its 533 pages are wordless black and white sketches that tell the story—not illustrating the text but replacing it. Hugo Cabret is a twelve-year-old boy living in the walls of a Paris train station in 1931; he becomes involved in a mystery adventure with the pioneer silent film maker George Méliès, a fitting element for a largely visual book. Selznick notes that he thinks of the book as somewhere between a graphic novel, a picture book, and a film.3 Each sequence of drawings can itself become a miniature silent move if the reader employs a flipbook technique. Hugo Cabret offers a highly interactive reading experience with vivid visual appeal, intertextuality, and multiple layers of meaning. It also provides a dramatic departure from the typical picture-book tradition and joins a number of other radically changed books that have special appeal for digital age youth.While it was perfectly clear to almost everyone during the 1990s that technology was changing, almost no one acknowledged the concomitant change in a sizeable and growing cadre of handheld books for youth. Some of those who did notice expressed puzzlement and regret at the break from a more traditional form and format; others expressed curiosity. Some others sought explanations.4 One purpose of this essay is to provide one explanation for the nature and character of these “changed” books and to demonstrate that they are somewhat different from but firmly rooted in more traditional children’s literature.But not only are books changing—at least some young readers are as well. In the 1990s, as youth who were born in the late 1970s began to mature, [End Page 93] we, along with some other educators and scholars, noted what seemed to be a change from previous generations in how many youth approached thinking, learning, creating, and engaging with media, including reading handheld books. Various terms, including the net generation, digital natives... (shrink)

Much has been done to establish a body of scholarly work on women pragmatists since Mary Jo Deegan and Charlene Haddock Seigfried first stressed the importance of the contribution of Jane Addams, Florence Kelley, Anna Julia Cooper, Charlotte Perkins Gilman and others to the foundations of the pragmatist tradition of thought. Nevertheless, it took decades to fully correct the gender and race bias of the genealogies: that is, to overcome the temptation of reducing pragmatism to the writings of a (...) few white male professional philosophers living in the areas of Boston or Chicago a century ago. The reconstruction of pragmatism might also require a rethinking of the philosophical canon itself, the ways in... (shrink)

This commentary considers factors that may account for the inconsistency between the behavioral momentum formulation and the partial reinforcement extinction effect. The method of testing, the variability of the schedule, the nature of the response-contingency, and response effort are considered. Some applications to real-world problems are also discussed.

From the mid-nineteenth century to the Gilded Age, Catharine Beecher and other American social reformers combined natural theology and evangelism to instruct their audiences how to lead healthy, virtuous, and happy lives. Worried about the consequences of urbanization, industrialization, unstable sexual and gender roles, and immigration, these “Christian physiologists” provided prescriptive scientific advice for hygiene and personal conduct based on the traditional norms of white, middle-class, Protestant domesticity. According to Beecher and her counterparts, the biosocial reproduction of ideal American (...) households promised to reverse the degeneration of men and women across the country and to ensure the long-term vitality of their children. Using evidence from Beecher, Harriet Beecher Stowe, Charlotte Perkins Gilman, and other nineteenth-century writers, I investigate the methods and aims of Christian physiology along with its relationships to natural theology, Darwinian feminism, and other reform movements. I also analyze how Beecher and her successors employed concepts including the machine, the tissue, the cell, and the germ to justify their conclusions about the optimal structure and functions of American society. Overall, I demonstrate how these actors leveraged the body and the family as mechanisms to produce healthy parents, children, and communities for an ailing nation. (shrink)

In this paper, I consider pedagogical moments when the project of pedagogy is to _not understand_, as understanding would entail complicity with dehumanization. I explore the slipperiness of understanding and parse when understanding is helpful and when it reinscribes structures of dehumanization. I examine when it might be important in music education pedagogy to foster a refusal to understand, specifically in cases of extreme suffering that might occur in projects of dehumanization, atrocity, and genocide. Then, I explore the ethics embedded (...) in different forms of understanding and consider why not understanding is sometimes the ethical path and tease out the complexities of such refusals to understand. Subsequently, I focus on what music might contribute to this pedagogical approach. I then explore and critique empathy and the project of empathy in education. Ultimately, I consider the role of discomfort in music education to facilitate these kinds of refusals. I center the work of several scholars in this discussion: Sherene Razack (Dark threats and White knights: The Somalia Affair, peacekeeping, and the new imperialism University of Toronto Press Toronto, ON, 2004, Rev Educ Pedag Cult Stud 29 (4): 375-394, 2007), Megan Boler (Feeling power: Emotions and education. Routledge, New York, NY, 1999), Jennifer Geddes (Hypatia 18 (1):104-115, 2003), Charlotte Delbo (_Auschwitz and after_. Yale University Press, New Haven, 1995/2014), Hannah Arendt (Eichmann in Jerusalem: A report on the banality of evil. Penguin Books, New York, NY, 1963/2006), Marie Hållander (Ethics Educ 10(2): 175-185, 2015, Stud Philos Educ 38: 467–480, 2019), Barbara Applebaum (Being White, being good: White complicity, White moral responsibility, and social justice pedagogy. Lexington Books, New York 2010, White educators negotiating complicity: Roadblocks paved with good intentions. Lexington Books, New York, NY, 2022), and Liora Gubkin (Teach Theol Relig 18(2): 103–120, 2015). (shrink)

Consider a gas confined to the left half of a container. Then remove the wall separating the two parts. The gas will start spreading and soon be evenly distributed over the entire available space. The gas has approached equilibrium. Why does the gas behave in this way? The canonical answer to this question, originally proffered by Boltzmann, is that the system has to be ergodic for the approach to equilibrium to take place. This answer has been criticised on different grounds (...) and is now widely regarded as flawed. In this paper we argue that these criticisms have dismissed Boltzmann’s answer too quickly and that something almost like Boltzmann’s answer is true: the approach to equilibrium takes place if the system is epsilon-ergodic, i.e. ergodic on the entire accessible phase space except for a small region of measure epsilon. We introduce epsilon-ergodicity and argue that relevant systems in statistical mechanics are indeed espsilon-ergodic. (shrink)

In this paper I examine Rousseau’s strategy for teaching compassion in Book Four of Emile. In particular, I look at the three maxims on compassion that help to organise Rousseau’s discussion, and the precise strategy that Emile’s tutor uses to instil compassion while avoiding other passions, such as anger, fear and pride. The very idea of an education in compassion is an important one: Rousseau’s discussion remains relevant, and he has correctly understood the significance of compassion for modern life. But (...) in linking compassion to self-interest, he creates a tension between Emile’s natural sentiments, including compassion, as a way of bringing him into the social order. The Buddhist and Christian views of compassion help to clarify some of the difficulties with Rousseau’s account. (shrink)

Should we educate for patriotism? The issue has exercised many political philosophers and philosophers of education over the last few years and produced radical divisions among them. This paper comments on two recent contributions to the debate, by David Stevens and David Archard. While both these essays oppose education for patriotism, the present paper supports it. It argues that David Stevens's essay wrongly assumes that patriotic sentiment must be based on obligations to one's fellow-nationals, while David Archard's misgivings about education (...) for patriotism seem to turn largely on his over-restrictive conception of education. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:From Bookworms to Enchanted Hunters: Why Children ReadMaria Tatar (bio)Sensation SeekersThe laws governing the conservation of cultural energy are particularly effective when it comes to children’s literature. Peter Pan, Alice in Wonderland, The Chronicles of Narnia, The Yearling, The Wizard of Oz, Pinocchio, The Wind in the Willows, The Secret Garden, The Snow Queen: these are just a few of the volumes that continue to pull and tug on (...) young readers, drawing them into enchanted other worlds. Their propulsive force has moved from one generation to the next, setting minds into motion, renewing senses, and almost rewiring brains. Favoring expressive intensity over intellectual heft, the books of childhood use no-holds-barred melodramatic strategies until we are under their spell. We can all remember the jolts and shimmer of books we read as children, the moments that sent shivers up and down the spine.“Wow” moments saturate children’s stories, exploiting the emotive power of language for maximum effect.1 Think of the multiple evocations of the web created by the spider Charlotte in E. B. White’s book, how it “glistens” in the light and makes a pattern of “loveliness and mystery.” “What a curious feeling,” Alice declares in Lewis Carroll’s Alice in Wonderland once she has tasted the contents of a bottle marked “Drink me.” After that, the world she enters only becomes “curiouser and curiouser.” Dorothy lands in Oz and her eyes grow “bigger and bigger” at the “wonderful sights” she sees. They continue widening as she follows the Yellow Brick Road to Oz with her three companions. “A million golden arrows” point the way to Neverland, as the Darling children begin to experience the first in a series of bursts of beauty and rumbles of violence. Those rumbles create similar wow effects. Who can forget the moment when Iorek Byrnison, one [End Page 19]Maria Tatar Maria Tatar is the John L. Loeb Professor of Germanic Languages and Literatures at Harvard University, where she chairs the Program in Folklore and Mythology. She is the author of Classic Fairy Tales, The Annotated Brothers Grimm, The Annotated Hans Christian Andersen, and The Hard Facts of the Grimms’ Fairy Tales and has written for the New York Times, the New Republic, and Slate.com.Copyright © 2009 Board of Trustees of the University of Illinois... (shrink)

Any attempt to trace the origin of Greek philosophy faces two complementary problems. One is the fact that evidence for the early philosophers is woefully meager. The other problem raises a question of what is to be counted as philosophy. Yet neither problem is insuperable. This article proposes to reorient the search for origins in two ways, corresponding to these two problems. First, rather than trying to reconstruct vanished work directly, this article focuses on a crucial stage in its ancient (...) reception, in particular, the efforts by Aristotle and his colleagues in the latter half of the fourth century to collect, analyze, and assess the evidence then available for earlier attempts to understand the natural world. The other shift in focus this article makes is from philosophy to science; or rather, it focuses on evidence for the interplay between observation, measurement, and explanation in the work of three sixth-century Milesians. (shrink)

Though their biographies vastly differ, Karl Barth's long-term extra-marital relationship with Charlotte von Kirschbaum and John H. Yoder's sexual crimes have been the focus of a range of reactions and proposed approaches on how to read the theology of the two theologians given their biographies. This article will examine those critical responses using an analytical framework appropriated from Sameer Yadav's work on cognate conversations about locating and remedying the causes of white supremacy in the church: are the problems (...) due to problematic theology, problematic institutional practice, or both? A correct diagnosis helps the theologian to then propose the right remedy. This adapted framework will be applied to the cases of Barth and Yoder to critically examine how Steven Plant and Rachel Muers respond to Barth's biography and how Stanley Hauerwas and Hilary Scarsella respond to Yoder's biography. After demonstrating how the different respondents address the issue as one primarily of problematic theology or problematic institutional practices, I will argue that it is both theology and practice that must be addressed in order to satisfactorily deal with the reality and scale of infection when it comes to influential theologians. Sample treatments will be offered for responding to Barth's and Yoder's biographies. (shrink)

The structural-systematic philosophy requires a moral theory. This essay seeks to determine whether either of two recent works, Joshua Greene’s Moral Tribes and Michael Tomasello’s A Natural History of Human Morality, should influence that theory. It first argues that Greene’s fails to make its case for utilitarianism over deontology. It then argues that Tomasello’s thesis that early humans developed moralities of sympathy and fairness, particularly when taken in conjunction with aspects of Alan Gewirth’s moral theory, fits well with the moral (...) theory envisaged by extant works on the structural-systematic philosophy. The envisaged theory maintains the objectivity of human rights. (shrink)

The origin of McLuhan’s notion of acoustic space is described. It is shown that his definition of acoustic space as having its center everywhere and its margin nowhere can be traced back to the Christian mystics of the Middle Ages and the early Renaissance dating as far back as the 12th Century.

Managerial effort has been moving from maintaining a “steady state” to wrestling with the challenge of continuing change and the ethical dilemmas which this can present. Is it possible to formulate an “ethics of change” to guide individuals in such circumstances? The author is a senior lecturer at Cranfield University, Bedford MK43 OAL, UK, and a visiting research associate at the London School of Economics. His principal interests concern the management of organisational change in settings where technology is either the (...) key driver of change, or is the key enabler of some aspect of organisational or process redesign. (shrink)

Contrary to the hegelian thought that harmonizing eudaimonism was manifested most fully in the Classical period of Greek ethics, it is in fact the Hellenistic period after Aristotle that shows the most forthright attempts to produce ethical views that do not generate conflicts between rational aims. This is partly the result of the Hellenistic attempts to generate positions that, unlike the doctrines of Plato and Aristotle, possess a high degree of systematic coherence. Epicurean hedonism is a case in point, as (...) is Stoic ethics, which goes a considerable way toward eliminating the very idea of a distinction between what is good for oneself and what is good in a global, non‐self‐referential way. (shrink)

Kantian and Hegelian responses to Greek ethics have been carried on—against the backdrop of Joseph Butler, J. S. Mill, Henry Sidgwick, T. H. Green, and others—right through the Twentieth Century. Although other philosophical notions have also been important in the historiography of Greek ethics—‘morality’, ‘ethics of virtue’, ‘contingency’—an overriding theme has been the notion that in Greek ethics a way was found to eliminate deliberative conflict, and to show that in the end all rational human aims are reconcilable within a (...) single notion of happiness of eudaimonia. Various harmonizing strategies have been attempted, and ascribed to the Greeks. (shrink)

Before Plato there are ample cases in which Greek poets, philosophers, and politicians recognize the possibility that individual and social good can conflict. Nor does Plato think that a full understanding of the notion of one's good must demonstrate that it cannot conflict with standards of justice. On the contrary, Plato holds that such conflicts can occur even in the case of the rulers of his ideal city‐state. This idea is not contradicted by evidence of other works, such as the (...) Meno, the Symposium, and the Philebus. Nevertheless, although Plato's view admits what is normally thought to be a characteristically Kantian conflict of ethical standards with one's good, it still possesses some distinctly eudaimonistic elements that are at variance with the Kantian view. (shrink)

Although Aristotle's ethics is rightly characterized as eudaimonist, in making the happiness of an individual his preeminent aim, it does not adopt the harmonizing eudaimonist position that all constituents of human happiness are consistent with each other. For one thing, he holds that there can be conflicts between friends. In addition, he maintains that conflicts within happiness can break out, between the value of acting in a morally virtuous way and that of pursuing intellectual virtue or contemplation. Aristotle thus admits (...) the possibility of conflict within virtue, and therefore within happiness, which is defined as activity in accordance with virtue. He accordingly does not use the notion of virtue, let alone an ethics of virtue, to construct a harmonizing view of happiness. (shrink)

Howard Gardner’s theory of Multiple Intelligences has had a huge influence on school education. But its credentials lack justification, as the first section of this paper shows via a detailed philosophical analysis of how the intelligences are identified. If we want to make sense of the theory, we need to turn from a philosophical to a historical perspective. This is provided in the second section, which explores how the theory came to take shape in the course of Gardner’s intellectual development. (...) The third section looks at changes in the theory since its inception in 1983 and at problems with its applications to education. The paper concludes with a response to Gardner’s critical comments on the argument to this point. (shrink)

A common theme in the historiography of Greek ethics says that modern ethics is characterized by imperative notions such as ‘duty’—and with a Judeo‐Christian notion of imperatives or commands issued by god—whereas ancient ethics supposedly deals mainly with ‘attractive notions such as ‘good’ and ‘virtue’. This thought is often juxtaposed with the idea that imperative notions betoken a conflict between one's duty and one's good, because an imperative seems to be required only to command people to do what they do (...) not wish to do, which is felt to be inappropriate to the supposed eudaimonism of Greek ethics. In fact Greek ethics makes substantial use of imperative notions, and does not attempt to show that attractive notions are more basic or preferable in ethics. (shrink)

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and (...) made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Thus far it has been shown that Greek ethics is not as different from modern ethics as is commonly held, and that we cannot oppose a harmonizing Greek ethical outlook with a modern view that involves a conflict between happiness and adherence to ethical standards. Greek ethics has universalistic features—though they are different from the egalitarian characteristics of modern positions and do not focus on the notion of benevolence in the way that modern ethics does—and it mostly distinguishes self‐referential and (...) non‐self‐referential aims. Moreover, there is not in any case such a thing as a monolithic ethical view of ‘the Greeks’, and the idea of a straightforward contrast between ‘ancient’ and ‘modern’ ethics is best avoided. (shrink)

One of the main vehicles for the reconciliation of individual and social happiness that has supposedly been characteristic of Greek ethics is the concept of the polis. In the Hegelian tradition it has been thought that the Greeks reduced all norms and values to standards laid down by and for the city‐state, and that this fact made it possible for them to hold that the well‐being of an individual is entirely compatible with the well‐being of his fellow‐citizens and of the (...) city‐state as a whole. However, the Greeks were familiar with and attached substantial weight to non‐polis‐based norms and values, even universalist ones like the Golden Rule, and made ample conceptual room for conflict between the happiness of a citizen and that of his community. Moreover, Greek attitudes on this issue were variegated, not uniform. (shrink)

The historiography of Greek ethics has, since the days of Winckelmann, Schiller, and Hegel, been shaped by an effort to use it in modern debates. Kantians believed that the Greeks ignored the notion of morality. Hegelians by contrast thought that they understood how to show that one's own happiness is compatible with the happiness of others and conformity to ethical norms—either through inclusivism or fusionism.

Managerial effort has been moving from maintaining a “steady state” to wrestling with the challenge of continuing change and the ethical dilemmas which this can present. Is it possible to formulate an “ethics of change” to guide individuals in such circumstances? The author is a senior lecturer at Cranfield University, Bedford MK43 OAL, UK, and a visiting research associate at the London School of Economics. His principal interests concern the management of organisational change in settings where technology is either the (...) key driver of change, or is the key enabler of some aspect of organisational or process redesign. (shrink)