A model is developed which identifies and describes various factors which affect ethical and unethical behavior in organizations, including a decision-maker's social, government and legal, work, professional and personal environments. The effect of individual decision maker attributes on the decision process is also discussed. The model links these influences with ethical and unethical behavior via the mediating structure of the individual's decision-making process.
The editor's introduction discusses Clarence I. Lewis's conceptual pragmatism when compared with post-empiricist epistemology and argues that several Cartesian assumptions play a major role in the work, not unlike those of Logical Positivism. The suggestion is made that the Cartesian legacy still hidden in Logical Positivism turns out to be a rather heavy ballast for Lewis’s project of restructuring epistemology in a pragmatist key. More in detail, the sore point is the nature of inter-subjectivity. For Lewis, no less than (...) for the Logical Positivists at the time of the Protocols Controversy and Husserl in the Cartesian Meditations, this is a problem without a solution. The reason is that all these philosophers are apparently unable to realize that the existence of a plurality of knowing subjects cannot be treated at once both as a speculative problem and a methodological one. Lewis, thanks to his pragmatist approach both comes closer to the right answer and offers an even more naïve unsatisfactory solution to the pseudo-problem under discussion. The fact that he has clear in mind that inter-subjectivity means not only a plurality of linguistic utterances but also a co-existence of different kinds of practical behaviour. Eventually, the very idea of mind, the key-idea in the book, suffers from the above mentioned tension. In fact, if inter-subjective communication and action is considered at a methodological level, the very idea of mind would not need an analysis, and no kind of ‘reflexive’ analysis. Methodology might be limited to a ‘naïve’ level where the existence of the world and a plurality of subjects be taken as a bedrock of uncritically accepted evidence. Philosophical reflection on ultimate evidence, instead, would take a different approach, maybe the one Wittgenstein was putting into practice in the same years when Mind and the world order was written, namely it would be bound to question the very meaning of the idea of ‘mind’ as an undue fiction – the same carried out by Descartes – when he assumed the Cogito to be at once a body of self-evident truths and a thing or substance, the familiar Platonic idea of psyche or soul. (shrink)
Delivers an oral presentation as part of the Woodbridge lectures delivered at Columbia University. Discusses the theory of ethics based on the good and the right and the question of morals.
Like many fields, bioethics has been constrained to thinking to race in terms of colorblindness, the idea that ideal deliberation would ignore race and hence prevent bias. There are practical and e...
Like many fields, bioethics has been constrained to thinking to race in terms of colorblindness, the idea that ideal deliberation would ignore race and hence prevent bias. There are practical and ethically significant problems with colorblind approaches to ethical deliberation, and important reasons why race is ethically relevant. Future discourse needs to understand how and why race is relevant in bioethics.
This study compares the relationship between the moral reasoning modes and leadership orientation of males versus females, and managers versus engineers/scientists. A questionnaire developed by Worthley (1987) was used to measure the degree of each participant's respective independence and justice, and relationships and caring moral reasoning modes. Leadership orientation values and attitudes were measured using the Fiedler and Chemers (1984) Least Preferred Coworker Scale.The results suggest that, although males differ from female in their dominant moral reasoning modes, managers are not (...) distinguishable from the engineers/scientists they manage in terms of their moral reasoning mode or Least Preferred Coworker score. (shrink)
The most powerful single influence in my intellectual development was an old lady whom I met when I was fifteen. A year or two earlier I had begun a period ...
Published comments by American scientists on Darwin’s evolutionary theory are rather rare in the latter half of the 19th century. Clarence King, the founding director of the U.S. Geological Survey in 1879, and an experienced field geologist, focused on the relation between Darwin’s evolutionary concepts and the larger context of Hutton/Lyell’s uniformitarianism versus Cuvier’s catastrophism in his 1877 paper, “Catastrophism and Evolution.” King knew that the fossil record contains little or no data supporting Darwin’s vision of gradual evolutionary change. (...) Instead, using horse evolution seen in the rocks of the American West, the very example that by the 1920s had become the shining exemplar of gradual evolutionary change, King argued for catastrophic extinction and evolutionary replacement by “plastic” species that were able to survive in modified form as components of the succeeding biota. Though he could not see such change as involving natural selection, in this novel use of the term “plasticity,” there may well be adumbrations of modern evolutionary biology. King’s themes became muted as Americans began to embrace more fully Darwin’s work. But his version of catastrophism never entirely disappeared, especially in paleobiological circles. And it came back in more fully modern form with force beginning with the work of Norman D. Newell on mass extinctions in the mid-20th century—and with that of two of his students: Eldredge and Gould’s “Punctuated Equilibria.” This essay introduces King’s “Catastrophism and Evolution” for the journal’s “Classics in Biological Theory” collection; King’s article is available as supplementary material in the online version of this introduction. (shrink)
This volume makes a philosophical contribution to the application of neuroscience in education. It frames neuroscience research in novel ways around educational conceptualizing and practices, while also taking a critical look at conceptual problems in neuroeducation and at the economic reasons driving the mind-brain education movement. It offers alternative approaches for situating neuroscience in educational research and practice, including non-reductionist models drawing from Dewey and phenomenological philosophers such as Martin Heidegger and Merleau-Ponty. The volume gathers together an international bevy of (...) leading philosophers of education who are in a unique position to contribute conceptually rich and theoretically framed insight on these new developments. The essays form an emerging dialogue to be used within philosophy of education as well as neuroeducation, educational psychology, teacher education and curriculum studies. (shrink)
In this review essay, Clarence Joldersma argues for a novel role for science in developing an affirmative answer to his title question, “How can science help us care for nature?” He does so in dialogue with Clare Palmer's edited volume, Teaching Environmental Ethics, Dirk Postma's Why Care for Nature? and Michael Bonnett's Retrieving Nature. Joldersma suggests that although each book can help address the issue of how to teach students to care for nature, he parts company with their stance (...) that we must go beyond science to develop a metaphysics of nature adequate to the task. Relying on the same Heideggerian framework as Postma and Bonnett, Joldersma comes to a different assessment of the role of science. He does so by arguing for a hermeneutic understanding of science as social practice and by claiming that science so construed can disclose the planet as earth , for which we owe thanks. This disclosure reveals earth as that which is fragile and for which we are responsible. (shrink)
In this essay Clarence Joldersma explores radical constructivism through the work of its most well-known advocate, Ernst von Glasersfeld, who combines a sophisticated philosophical discussion of knowledge and truth with educational practices. Joldersma uses Joseph Rouse's work in philosophy of science to criticize the antirealism inherent in radical constructivism, emphasizing that Rouse's Heideggerian critique differs from the standard realist defense of modernist epistemology. Next, Joldersma develops an alternative conception of truth, in terms of disclosure, based on Lambert Zuidervaart's work (...) in aesthetics. Joldersma concludes by arguing that this notion of truth avoids the pitfalls of both realism and antirealism, giving educational theorists a way forward to accept some of the major insights of constructivism with respect to learning and teaching without having to relinquish a robust notion of truth. (shrink)
Place, practice and status have played significant and interacting roles in the complex history of primatology during the early to mid-twentieth century. This paper demonstrates that, within the emerging discipline of primatology, the field was understood as an essential supplement to laboratory work. Founders argued that only in the field could primates be studied in interaction with their natural social group and environment. Such field studies of primate behavior required the development of existing and new field techniques. The practices and (...) sites developed by American primatologist Clarence Ray Carpenter were used to demonstrate that scientific standards could be successfully applied to the study of primates in the field. In an environment in which many field biologists fought for higher scientific status, Carpenter gradually adopted increasingly interventionist techniques. These techniques raised epistemological problems for studies whose value rested on the naturalness of the behaviors observed. Thus, issues of status shaped field practices and subsequently altered Carpenter's criteria for what constituted natural primate behavior. (shrink)
Rene Descartes credited his success in philosophy, mathematics, and physics to the discovery of a universal method of inquiry, but he provided no systematic description of his method. _Descartes and Method_ carefully examines Descartes' scattered remarks on his application and puts forward a systematic account of his method with particular attention to the role it plays in the _Meditations_. Daniel E. Flage and Clarence A. Bonnen boldly and convincingly argue against the orthodox conception that Descartes had no method. Through (...) a rigorous and thorough examination, Flage and Bonnen unearth and explain the role of the method of analysis in the _ Meditations_. _Descartes and Method_ is a ground-breaking book that is sure to make a considerable impact on the philosophy community. Anyone wishing to gain a new understanding of Descartes's _Meditations_ should read this book. (shrink)
Clarence B. Day was an Eastern Studies philosopher and historian who published widely on China and its traditions. In addition to The Philosophers of China, Day is known for his research on Chinese theology and cults.
Rene Descartes credited his success in philosophy, mathematics, and physics to the discovery of a universal method of inquiry, but he provided no systematic description of his method. _Descartes and Method_ carefully examines Descartes' scattered remarks on his application and puts forward a systematic account of his method with particular attention to the role it plays in the _Meditations_. Daniel E. Flage and Clarence A. Bonnen boldly and convincingly argue against the orthodox conception that Descartes had no method. Through (...) a rigorous and thorough examination, Flage and Bonnen unearth and explain the role of the method of analysis in the _ Meditations_. _Descartes and Method_ is a ground-breaking book that is sure to make a considerable impact on the philosophy community. Anyone wishing to gain a new understanding of Descartes's _Meditations_ should read this book. (shrink)
Cornel West's reputation as a public and celebrity intellectual has overshadowed his important contributions to philosophy. Professor Clarence Shole Johnson provides a rectification of this situation in this benchmark, thought-provoking book. After a brief biographical sketch, Johnson leads us through a comprehensive examination of West's philosophy from his conceptions of pragmatism, existentialism, Marxism, and Prophetic Christianity to his persuasive writings on black-Jewish relations, affirmative action, and the role of black intellectuals. Special focus is given to West's writings on ethics (...) and social justice, and how these inform his entire theoretical framework. Cornel West and Philosophy is a unique and indispensable guide to West's diverse philosophical writings. (shrink)
Over the last decades, education has shifted more clearly to a learner-centered understanding, including particularly constructivism, leaving little room conceptually for a substantive role for the teacher. This article develops a Levinasian framework for understanding the teacher as other. It begins by exploring the spatial metaphors of Levinas’s idea of the teacher as transcendent but shifts to Levinas’s idea of time as instants that come to the ego as a gift from the future. The article employs these temporal metaphors to (...) understand better the transcendence of the teacher. (shrink)
Postmodernism, a poorly defined term, is nevertheless influencing art, architecture, literature and philosophy. And despite its definitional ambiguities, some philosophers see in postmodernism a reason for the rise and interest in business ethics. This view is challenged on two grounds: its philosophical source in Europe; and its vocabulary. Martin Heidegger, one of the major forces in postmodernism’s rise, left a confusing legacy. In his early years, Heidegger advocated moral subjectivism; in his later years, he argued that moral standards could be (...) found in the lives of human gods whose pronouncements would replace the precepts of a Western Civilization he found decadent.Contemporary postmodernism seems to take inspiration from the views of both the younger and older Heidegger even though he, himself, saw contradictions between them. The confusion is compounded by incorporation of Neitzsche’s God-is-dead thesis into Heideggerian thought, thereby, confronting philosophers with a dilemma: if God is out of the picture, and if objective rules derived from human nature do not exist, what human gods can lead us? Will they come from a political or cultural elite? How should we know them? Why should we trust them? Unless-and until-these questions are answered, it is unwise to build business ethics on a postmodern foundation.Another-and seemingly insignificant-reason for rejecting postmodernism ethics is the esoteric vocabulary used by its expositors to advance it. More jargon will not help philosophers who try to respond to moral questions raised by business managers themselves. (shrink)
Postmodernism, a poorly defined term, is nevertheless influencing art, architecture, literature and philosophy. And despite its definitional ambiguities, some philosophers see in postmodernism a reason for the rise and interest in business ethics. This view is challenged on two grounds: (I) its philosophical source in Europe; and (2) its vocabulary. Martin Heidegger, one of the major forces in postmodernism’s rise, left a confusing legacy. In his early years, Heidegger advocated moral subjectivism; in his later years, he argued that moral standards (...) could be found in the lives of human gods whose pronouncements would replace the precepts of a Western Civilization he found decadent.Contemporary postmodernism seems to take inspiration from the views of both the younger and older Heidegger even though he, himself, saw contradictions between them. The confusion is compounded by incorporation of Neitzsche’s God-is-dead thesis into Heideggerian thought, thereby, confronting philosophers with a dilemma: if God is out of the picture, and if objective rules derived from human nature do not exist, what human gods can lead us? Will they come from a political or cultural elite? How should we know them? Why should we trust them? Unless-and until-these questions are answered, it is unwise to build business ethics on a postmodern foundation.Another-and seemingly insignificant-reason for rejecting postmodernism ethics is the esoteric vocabulary used by its expositors to advance it. More jargon will not help philosophers who try to respond to moral questions raised by business managers themselves. (shrink)
Place, practice and status have played significant and interacting roles in the complex history of primatology during the early to mid-twentieth century. This paper demonstrates that, within the emerging discipline of primatology, the field was understood as an essential supplement to laboratory work. Founders argued that only in the field could primates be studied in interaction with their natural social group and environment. Such field studies of primate behavior required the development of existing and new field techniques. The practices and (...) sites developed by American primatologist Clarence Ray Carpenter were used to demonstrate that scientific standards could be successfully applied to the study of primates in the field. In an environment in which many field biologists fought for higher scientific status, Carpenter gradually adopted increasingly interventionist techniques. These techniques raised epistemological problems for studies whose value rested on the naturalness of the behaviors observed. Thus, issues of status shaped field practices and subsequently altered Carpenter's criteria for what constituted natural primate behavior. (shrink)
Education is interpreted as something basic to our humanity. As part of our primordial way of being human, education is intrinsic to the understanding’s functioning. At the same time education involves an originary ethical relation to the other, unsettling the self-directed character of the striving to live. And because of its social setting, the call of many others, education orients one to the social, to the call of justice.
