The second article, in which the author suggests an analysis of other three authors' state of nature models and tries to define the role of the models in their respective law concepts. The analysis demonstrates that all three models share same basic idea, which is the concept of an independent reasonable individual; this very idea is what these different models are based upon. The concept of an individual itself does not have a substantiation.

This book examines the social and philosophical attitudes in Western culture that relate to the environment including aesthetics, wildlife, and land use. Both the historical significance and a framework for further discussions of environmental ethics are discussed in the book.

Professional environmental ethics arose directly out of the interest in the environment created by Earth Day in 1970. At that time many environmentalists, primarily because they had read Aldo Leopold’s essay, “The Land Ethic,” were convinced that the foundations of environmental problems were philosophical. Moreover, these environmentalists were dissatisfied with the instrumental arguments based on human use and benefit—which they felt compelled to invoke in defense of nature—because they thought these arguments were part of the problem. Wanting to counter instrumental (...) arguments in some way with non- or even anti-instrumental arguments, and unable to think of anything else to say, they began wistfully suggesting that perhaps nature had or ought to have rights. When professional environmental ethics came into its own in the early 1980s, rights for nature were one of the first subjects to be debated in detail. Unfortunately, however, no one could come up with a theory to support such rights attributions. Nevertheless, because rights had been invoked by environmentalists to challenge the preeminent role of instrumental value arguments, and because the field of environmental ethics developed in support of environmental concerns and arguments, environmental ethicists turned to an examination of noninstrumental or intrinsic value arguments for the preservation of nature. (shrink)

The aim of this article is to introduce the concept of Cognitive Fitness (CF), identify its key ingredients underpinning both real-time task performance and career longevity in high-risk occupations, and to canvas a holistic framework for their assessment, training, and augmentation. CF as a capacity to deploy neurocognitive resources, knowledge and skills to meet the demands of operational task performance, is likely to be multi-faceted and differentially malleable. A taxonomy of CF constructs derived from Cognitive Readiness (CR) and Mental fitness (...) (MF) literature maps into phases of operational cycles from foundational to advanced, mission-ready and recovery. Foundational cognitive attributes, such as attention, executive control and co-action, were hypothesized to be trainable at the initial Cognitive Gym phase. More advanced training targets at the CR phase included stress and arousal regulation, adaptability, teamwork, situation awareness (including detection, sense-making and prediction) and decision making (de-biasing and confidence calibration). The mission-ready training phase is focused on tolerances (to sleep loss, monotony, pain, frustration, uncertainty) and resistance (to distraction, deception or manipulation). Operational Augmentation phase relies on support tools such as decision aids and fatigue countermeasures, while the Recovery phase employs reflexive (e.g., mindfulness), and restorative practices (e.g., nutrition and sleep hygiene). The periodization of cognitive training in this cycle is hypothesized to optimize both real-time cognitive performance and the resilience that enables life-long thriving. One of the most promising avenues of validating this hypothesis is by developing an expert consensus on the key CF ingredients and their relative importance in high-performance settings. (shrink)

Equally important, he offers much insight into why our own environmental policies have failed and what we can do to better manage our resources.

The concepts of self-interest and self-love feature prominently in both The Theory of Moral Sentiments and The Wealth of Nations. Various notions of self-preservation, self-interest, and self-love are distinguished, and it is shown how self-love functions less as a motive than as an orientation. Although self-love may corrupt moral perception, the impartial spectator serves as an antidote. Smith’s conception of self-interest in The Wealth of Nations is a broad one and not inconsistent with the moral psychology of The Theory of (...) Moral Sentiments. That the virtue of benevolence features less in The Wealth of Nations than The Theory of Moral Sentiments is not surprising given Smith’s overall account of sympathetic interaction, as well as the threshold of knowledge required for benevolent action. The chapter closes with a summary consideration of prudence, a virtue grounded in self-interest, and an examination of the status of ambition. (shrink)

Schlossberger contends that we are to be judged morally on the basis of what we are, our "world-view," rather than what we do.In Moral Responsibility and ...

Preliminaries: Marx, Marxism and Ethics the relationship between Marxism and ethics is often alluded to and rarely explored. The disputes that surround it ...

The paper suggests replacing the shareholder/stakeholder distinction with a “Dual-Investor” model of business: stockowners provide the specific capital for business ventures, while society provides the “opportunity capital.” Thus society is an investor in every business venture. Dual-Investor theory provides a response (based purely on the ethics of investment) to Milton Friedman’s arguments that executives should maximize profit by any legal means, avoids recent criticisms by Kenneth Goodpaster and Thomas McMahon, and suggests that the dichotomy between private and public ownership overlooks (...) several important alternatives. Some consequences of the theory are detailed and a sketch of a theory of property, based on Dual-Investor theory, is appended. (shrink)

Paper edition (unseen), $14.95. Annotation copyrighted by Book News, Inc., Portland, OR.

It is proposed to consider present-day physics as dealing with a special situation, the situation in which the phenomena of life and consciousness play no role. It is pointed out that physical theory has often dealt, in the past, with similarly special situations. Planetary theory neglects all but gravitational forces, macroscopic physics neglects fluctuations due to the atomic structure of matter, nuclear physics disregards weak and gravitational interactions. In some of these cases, physicists were well aware of dealing with special (...) situations, or limiting cases as they are called in the article; in other cases, they were not. It is pointed out that, even if it were true that present-day physics accurately describes the motion of the physical constituents of living bodies, it would not give the whole story. Arguments are adduced, however, to show that the laws of physics, applicable for inanimate matter, will have to be modified when dealing with the more general situation in which life and consciousness play significant roles. (shrink)

By the start of the 1860s, architecture and the materials, processes, and cultures of emerging modernity were combining in Paris, above all other cities, with unprecedented consequences. Georges-Éugene Haussmann, Emperor Napoléon III’s Prefect of the Seine, had in 1853 been tasked with modernizing the city. His principle strategy was to demolish entire quarters of ramshackle medieval fabric for the creation of pristine, arrow-straight boulevards and sparkling squares, all of which were lined by luxurious standardized buildings, serviced by underground sewers, and (...) brilliantly lit by gas lamps.1 As the city heaved in every quarter, a group of Parisian authors stepped forward to respond to the literal. (shrink)

It is often said that one cannot be held responsible for something one cannot help. Indeed, Ted Honderich, Paul Edwards, and C. A. Campbell have suggested that it is obtuse, barbaric, or a solecism to think otherwise 1. Thus, if (contra Sartre and others) one cannot help feeling one's emotions, one is not responsible for one's emotions. In this paper I will argue otherwise; one is responsible for one's emotions, even if one cannot help feeling them. 2 In particular, I (...) will define a rather special sense of the word 'responsible', one that is closely tied to our ordinary notion of moral worth. We are, in that special sense of the word, 'responsible' for our emotions. I will then argue that my limited sense of 'responsibility' is sufficient to warrant morale valuation of individuals, and can be used as the basis for a theory of punishment. (shrink)

John Passmore has claimed that American environmental attitudes are incompatible with Western traditions and Western civilization: they arose out of a Romantic transvaluation of values in the eighteenth and nineteenth centuries, and today are defensible only in terms of antiscientific nature mysticism and Oriental religions. I argue that these attitudes developed out of an intricate interplay between Western science and art over the last three centuries, and are, therefore, of Western, not Eastern, origin. Moreover, they are apart of scientific and (...) aesthetic changes so broad and fundamental that, despite Passmore’s prediction that they are unlikely to survive into the twenty-first century, they cannot be regarded lightly as a passing fad, and probably have already found a permanent place in Western thought and values. (shrink)

Projects importing technology to lesser developed nations may raise five important concerns: famine resulting from substitution of cash crops for subsistence crops, the use of products banned in the United States but permitted overseas, the use of products safe in the U.S. but unsafe under local conditions, ecological consequences of technological change, and cultural disruption caused by displacing traditional ways of life. Are engineers responsible for the foreseeable hunger, environmental degradation, cultural disruption, and illness that results from the project? Are (...) engineers guilty of paternalism if they refuse to accept the project for that reason? Criteria are given to help engineers assess the extent of their responsibility when working in lesser developed nations. (shrink)

Teaching ethics poses a dilemma for professors of business. First, they have little or no formal training in ethics. Second, they have established ethical values that they may not want to impose upon their students. What is needed is a well-recognized, yet non-sectarian model to facilitate the clarification of ethical questions. Gestalt theory offers such a framework. Four Gestalt principles facilitate ethical clarification and another four Gestalt principles anesthetize ethical clarification. This article examines each principle, illustrates that principle through current (...) business examples, and offers exercises for developing each principle. (shrink)

This essay presents the challenges facing those preparing to teach the history of modern philosophy and proposes some solutions. I first discuss the goals for such a course, as well as the particular methodological challenges of teaching a history of modern philosophy course. Next a standard set of thinkers, readings, and themes is presented, followed by some alternatives. I then argue that one ought to diversify one’s syllabus beyond the canoni­cal set of six or seven white men. As a first (...) step toward that goal, I propose several ways to include women philosophers in the syllabus. I then lay out assignments and in-class activities that aid students toward the course goals. I conclude with a consideration of the challenges and rewards of teaching modern philosophy. (shrink)

Throughout his career, William James defended personal consciousness. In his Principles of Psychology (1890), he declared that psychology is the scientific study of states of consciousness as such and that he intended to presume from the outset that the thinker was the thought. But while writing it, he had been investigating a dynamic psychology of the subconscious, which found a major place in his Gifford Lectures, published as The Varieties of Religious Experience in 1902. This was the clearest statement James (...) was able to make before he died with regard to his developing tripartite metaphysics of pragmatism, pluralism and radical empiricism, which essentially asked ‘Is a science of consciousness actually possible?’ James’s lineage in this regard, was inherited from an intuitive psychology of character formation that had been cast within a context of spiritual self-realization by the Swedenborgians and Transcendentalists of New England. Chief among these was his father, Henry James, Sr, and his godfather, Ralph Waldo Emerson. However, James was forced to square these ideas with the more rigorous scientific dictates of his day, which have endured to the present. As such, his ideas remain alive and vibrant, particularly among those arguing for the fusion of phenomenology, embodiment and cognitive neuroscience in the renewed search for a science of consciousness. (shrink)

The book should be a gem for all those interested in the history and philosophy of science.

In lieu of an abstract, here is a brief excerpt of the content:The Future of Environmental PhilosophyEugene Hargrove (bio)In my 1989 book Foundations of Environmental Ethics, I predicted that environmental philosophy would eventually come to an end because it would be adequately taken care of in mainstream philosophy. That is, it would become part of philosophy of science, ethics, aesthetics, social, and political philosophy, everything except perhaps logic, which could still use it as examples.Whether there will still be a need (...) for environmental philosophy outside of philosophy is another matter. A good deal of progress has been made in the biological sciences. Students frequently take courses in environmental philosophy these days, and those courses even have an effect on their general reasoning ability, making them better future scientists. There has not been, as far as I know, a similar willingness of departments and schools in the social sciences to provide their students the opportunity to take environmental philosophy, and most students still move into policy jobs without knowing that environmental philosophy even exists. I suppose that the school at Georgia Tech where Bryan Norton works might be an exception, perhaps providing some hope.The problem with the social sciences, as I see it, is that these fields are based on an economic view that claims to have gone beyond philosophy even though it is really only a simplistic mix of utilitarianism, logical positivism, and pragmatism. Introducing environmental philosophy into these social sciences would likely undermine the self-conception of these [End Page 130] social scientists, causing them to have to reevaluate their approaches, which they are reluctant to do.A work-around approach might be simply to create policy approaches in environmental philosophy that are so wonderful that the social scientists teaching economics, public administration, and other social sciences will be hypnotically drawn to them. This is apparently the preferred approach today among environmental philosophers who call for an emphasis on policy in environmental philosophy. They generally hold that the original contributors to the field of environmental philosophy did not realize the importance of policy and therefore wasted their time on useless distinctions. In reality, they did know policy was important but they didn't know how to do it generally without the assistance of their disinterested counterparts in the social sciences. The development of the new policy-oriented approaches depends on whether the advocates can transition from "call-for" papers to actual results. Whether they can do so without active involvement from the social scientists controlling the policy graduate school curriculum remains to be seen. Medical ethics has been effective in large part because of the interaction between medical professionals and philosophers. A similar relationship between biologists and philosophers is now developing with good results in many cases, though the road is bumpy. The development of such relationships with social scientists is still on the horizon.An area that I would like to see developed is both easier and more difficult: the introduction of value education into elementary schools. Environmental education at that level is generally done subversively. As one educator explained it to me, the idea is to teach values but in a way that neither the children nor their parents know that it is being taught. The object is to make children care about the environment emotionally. However, in order to avoid attack by conservatives and the religious right, no value words are used. The result in my view is emotivism. It can be seen in graduate students in the sciences who take a course in environmental philosophy. They have no vocabulary to understand what is being taught. Thinking about values makes their heads spin. If much of the things that have to be said to get them to relate could be introduced in elementary school, it would be commonplace when they arrived in graduate school. Doing so would be easy if the problem of the Culture War could be overcome.Eugene Hargrove Eugene C. Hargrove is the founding editor of the journal Environmental Ethic and the author of Foundations of Environmental Ethics (Prentice Hall, 1986). As chair of the philosophy department at the University of North Texas, he was instrumental in creating the first environmental philosophy M.A. and Ph.D. programs in the United... (shrink)

Environmentalists in the United States are often confronted by rural landowners who feel that they have the right to do whatever they want with their land regardless of the consequences for other human beings or of the damage to the environment. This attitude is traced from its origins in ancient German and Saxon land use practices into the political writings of Thomas Jefferson where it was fused togetherwith John Locke’s theory of property. This view of land and property rights was (...) most influential in the late nineteenth century after the passage of the Homestead Act in 1862 when it was used in the arguments opposing national parks and nature preservation. Today it remains a formidable obstacle to planning and zoning in rural areas, despite unstated underlying assumptions which are either outdated or false. (shrink)

Throughout his career, William James defended personal consciousness. In his Principles of Psychology (1890), he declared that psychology is the scientific study of states of consciousness as such and that he intended to presume from the outset that the thinker was the thought. But while writing it, he had been investigating a dynamic psychology of the subconscious, which found a major place in his Gifford Lectures, published as The Varieties of Religious Experience in 1902. This was the clearest statement James (...) was able to make before he died with regard to his developing tripartite metaphysics of pragmatism, pluralism and radical empiricism, which essentially asked ‘Is a science of consciousness actually possible?’ James’s lineage in this regard, was inherited from an intuitive psychology of character formation that had been cast within a context of spiritual self-realization by the Swedenborgians and Transcendentalists of New England. Chief among these was his father, Henry James, Sr, and his godfather, Ralph Waldo Emerson. However, James was forced to square these ideas with the more rigorous scientific dictates of his day, which have endured to the present. As such, his ideas remain alive and vibrant, particularly among those arguing for the fusion of phenomenology, embodiment and cognitive neuroscience in the renewed search for a science of consciousness. (shrink)

La enseñanza de la ética ambiental en la educación escolar es muy difícil si no se modifican las perspectivas positivistas, y si no se adapta la enseñanza a cada cultura y región. Un buen punto de partida (y poco controvertido) sería comenzar con aquellos valores considerados en las leyes ambientales regionales. Así, los profesores enseñarían la historia de las ideas asociadas a estos valores, y su relación con la temática ambiental. Este enfoque es necesario para contrarrestar la aproximación valórica de (...) la economía moderna, que considera a los "valores no-económicos"como meras expresiones de emociones personales. La aproximación multicultural puede contribuir a clarificar valores tradicionales, que en aquellos países con poblaciones indígenas incluyen valores originados a partir de diferentes historias de las ideas (tales como los valores de los pueblos indígenas en Canadá o los Mapuche en Chile), y puede promover un mejor entendimiento entre diferentes grupos sociales. (shrink)