Results for 'Faculty'

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  1. A System of Rational Faculties: Additive or Transformative?Karl Schafer - 2021 - European Journal of Philosophy 29 (4):918-936.
    In this essay, I focus on two questions. First, what is Kant's understanding of the sense in which our faculties form a unified system? And, second, what are the implications of this for the metaphysical relationships between the faculties within this system? To consider these questions, I begin with a brief discussion of Longuenesse's groundbreaking work on the teleological unity of the understanding as the faculty for judgment. In doing so, I argue for a generalization of Longuenesse's account along (...)
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  2.  10
    Faculty and Student Perceptions of the Presence of Emotional Support Animals on a College Campus.Miranda Goodman-Wilson & Lauren Highfill - 2019 - Society and Animals 29 (5-6):500-516.
    Colleges are experiencing an increase in requests for Emotional Support Animals to live on campus. However, misconceptions about policies pertaining to ESAs are pervasive. No formal, published study has yet examined the opinions of those who are most impacted—faculty and students. In the present study, 45 faculty and 228 students were surveyed about their understanding of ESAs and ESA-related policies. Participants were asked about the perceived benefits and disadvantages of having an ESA at college. Results indicate that the (...)
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  3.  3
    Faculty Misconduct in Collegiate Teaching.John M. Braxton - 1999 - Johns Hopkins University Press.
    In Faculty Misconduct in Collegiate Teaching, higher education researchers John Braxton and Alan Bayer address issues of impropriety and misconduct in the teaching role at the postsecondary level. Braxton and Bayer define and examine norms of teaching behavior: what they are, how they come to exist, and how transgressions are detected and addressed. Do faculty members across various collegiate settings, for example, share views about appropriate and inappropriate teaching behaviors, as they share expectations regarding actions related to research? (...)
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  4. The Conflict of the Faculties =.Immanuel Kant - 1979 - University of Nebraska Press.
    It is in the interest of the totalitarian state that subjects not think for themselves, much less confer about their thinking. Writing under the hostile watch of the Prussian censorship, Immanuel Kant dared to argue the need for open argument, in the university if nowhere else. In this heroic criticism of repression, first published in 1798, he anticipated the crises that endanger the free expression of ideas in the name of national policy. Composed of three sections written at different times, (...)
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  5.  33
    Faculty Members' Attitudes Towards Ethics at Norwegian Business Schools: An Explorative Study. [REVIEW]Ove D. Jakobsen, Knut J. Ims & Kjell Grønhaug - 2005 - Journal of Business Ethics 62 (3):299 - 314.
    A survey of recent research reveals that there is a growing interest in knowledge regarding the opinions and attitudes toward ethics amongst business school faculty members. Based on an empirical study conducted in Norway we address the following issue: “What do faculty members of the Norwegian Business Schools consider to be their responsibilities in preparing their students for leading positions in public and private organizations?” Moving on to interpreting the results from the survey, we discuss the empirical findings (...)
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  6. Faculty Disputes.John Collins - 2004 - Mind and Language 19 (5):503-33.
    Jerry Fodor, among others, has maintained that Chomsky's language faculty hypothesis is an epistemological proposal, i.e. the faculty comprises propositional structures known (cognized) by the speaker/hearer. Fodor contrasts this notion of a faculty with an architectural (directly causally efficacious) notion of a module. The paper offers an independent characterisation of the language faculty as an abstractly specified nonpropositional structure of the mind/brain that mediates between sound and meaning—a function in intension that maps to a pair of (...)
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  7.  8
    Student and Faculty Perceptions of Study Helper Websites: a New Practice in Collaborative Cheating.Douglas Harrison, Allison Patch, Darragh McNally & Laura Harris - 2020 - Journal of Academic Ethics 19 (4):483-500.
    Drawing on a survey of over 4000 students and 1300 faculty members at the University of Maryland Global Campus, we find evidence for a reconceptualization of the use of commercialized websites offering access to “tutors” or “study help” as a type of collaborative cheating. Past studies have examined this behavior as an extension of contract cheating, but we find that students perceive the use of these sites very differently than they perceive contract cheating behaviors. In this paper we will (...)
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  8. The Modularity of Mind: An Essay on Faculty Psychology.Jerry A. Fodor - 1983 - MIT Press.
    One of the most notable aspects of Fodor's work is that it articulates features not only of speculative cognitive architectures but also of current research in ...
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  9. The Faculty of Language: What's Special About It?Ray Jackendoff & Steven Pinker - 2005 - Cognition 95 (2):201-236.
    We examine the question of which aspects of language are uniquely human and uniquely linguistic in light of recent suggestions by Hauser, Chomsky, and Fitch that the only such aspect is syntactic recursion, the rest of language being either specific to humans but not to language (e.g. words and concepts) or not specific to humans (e.g. speech perception). We find the hypothesis problematic. It ignores the many aspects of grammar that are not recursive, such as phonology, morphology, case, agreement, and (...)
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  10.  5
    The Faculties: A History.Dominik Perler - 2015 - Oxford University Press USA.
    It seems quite natural to explain the activities of human and non-human animals by referring to their special faculties. Thus, we say that dogs can smell things in their environment because they have perceptual faculties, or that human beings can think because they have rational faculties. But what are faculties? In what sense are they responsible for a wide range of activities? How can they be individuated? How are they interrelated? And why are different types of faculties assigned to different (...)
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  11. The Faculty of Intuition.Steven D. Hales - 2012 - Analytic Philosophy 53 (2):180-207.
    The present paper offers an analogical support for the use of rational intuition, namely, if we regard sense perception as a mental faculty that (in general) delivers justified beliefs, then we should treat intuition in the same manner. I will argue that both the cognitive marks of intuition and the role it traditionally plays in epistemology are strongly analogous to that of perception, and barring specific arguments to the contrary, we should treat rational intuition as a source of prima (...)
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  12.  4
    Faculty Members’ Attitudes Towards Ethics at Norwegian Business Schools: An Explorative Study.Ove D. Jakobsen, Knut J. Ims & Kjell Grønhaug - 2005 - Journal of Business Ethics 62 (3):299-314.
    A survey of recent research reveals that there is a growing interest in knowledge regarding the opinions and attitudes toward ethics amongst business school faculty members. Based on an empirical study conducted in Norway we address the following issue: "What do faculty members of the Norwegian Business Schools consider to be their responsibilities in preparing their students for leading positions in public and private organizations?" Moving on to interpreting the results from the survey, we discuss the empirical findings (...)
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  13.  15
    Faculty Ethics in China: From a Historical Perspective.Jian Li, Zhang Yongzhi, Xue Eryong & Nan Zhou - 2019 - Educational Philosophy and Theory 52 (2):126-136.
    This study examines Chinese faculty ethical philosophy from a historical perspective. Historical perspective on Chinese faculty ethical philosophy embraces three major periods, including Ch...
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  14.  32
    Faculty Perceptions of Student Self Plagiarism: An Exploratory Multi-University Study. [REVIEW]Colleen Halupa & Doris U. Bolliger - 2013 - Journal of Academic Ethics 11 (4):297-310.
    The purpose of this research study was to evaluate faculty perceptions regarding student self-plagiarism or recycling of student papers. Although there is a plethora of information on plagiarism and faculty who self-plagiarize in publications, there is very little research on how faculty members perceive students re-using all or part of a previously completed assignment in a second assignment. With the wide use of plagiarism detection software, this issue becomes even more crucial. A population of 340 faculty (...)
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  15. The Cognitive Faculties.Gary Hatfield - 1998 - In Daniel Garber & Michael Ayers (eds.), The Cambridge History of Seventeenth-Century Philosophy. Cambridge University Press. pp. 953–1002.
    During the seventeenth century the major cognitive faculties--sense, imagination, memory, and understanding or intellect--became the central focus of argument in metaphysics and epistemology to an extent not seen before. The theory of the intellect, long an important auxiliary to metaphysics, became the focus of metaphysical dispute, especially over the scope and powers of the intellect and the existence of a `pure' intellect. Rationalist metaphysicians such as Descartes, Spinoza, and Malebranche claimed that intellectual knowledge, gained independently of the senses, provides the (...)
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  16. The Faculty of Ideas. Kant’s Concept of Reason in the Narrower Sense.Michael Lewin - 2022 - Open Philosophy 5 (1):340-359.
    In the Transcendental Dialectic, Kant searched for a universal concept of reason different from the understanding and offered the short formula “the faculty of principles”. I will argue that this is only one and not the most pertinent and general mark of the concept of reason. There are more compelling short expressions in Kant’s Reflexionen, the third Critique and/or in the reception of Kant’s works: “the faculty of ideas” or reason in the narrower sense. The latter narrows down (...)
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  17.  3
    A Faculty Theory of Knowledge: Hume's First Enquiry.George Stern - 1971 - Bucknell University Press.
    This work draws together the strands of doctine into the epistemological theory that Hume called 'a mental geography, ' which translates in modern terms into a faculty theory of knowledge. This theory forms the foundation of Hume's other best-known doctrines and, the author argues, is essential to their proper understanding.
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  18.  60
    Faculties, Knowledge, and Reasons for Doubt in the Cartesian Circle.Matthew Clark - 2019 - Mind 128 (511):647-672.
    This paper argues for a novel solution to the Cartesian Circle by emphasising the important epistemic role of the Second Meditation and Descartes’ faculty epistemology. I argue that, for Descartes: doubt requires a ‘good reason’ to doubt ; whether a reason qualifies as a ‘good reason’ depends on which faculty produces that reason ; and for distinct metaphysical perceptions from the faculty of the intellect, no other faculty can provide ‘good reasons’ to doubt. The upshot of (...)
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  19.  23
    Faculty and Student Perceptions on College Cheating: Evidence From Turkey.Asli Yazici, Sedat Yazici & Meziyet Sema Erdem - 2011 - Educational Studies 37 (2):221-231.
    Investigation of academic dishonesty has increased markedly in the past two decades; however, the body of research offers inconclusive evidence for many variables. This study examines faculty and student perceptions of in‐class and out‐of‐class cheating behaviours and provides contextual evidence for the prevalence of assessment practices used. Faculty and students differed only slightly in their attitudes toward collegiate cheating and their views on possible reasons for it. We found that the prevalence of teaching and assessment types used in (...)
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  20.  16
    Faculty-Student Collaborations: Ethics and Satisfaction in Authorship Credit.Jeffrey C. Sandler & Brenda L. Russell - 2005 - Ethics and Behavior 15 (1):65 – 80.
    In the academic world, a researcher's number of publications can carry huge professional and financial rewards. This truth has led to many unethical authorship assignments throughout the world of publishing, including within faculty-student collaborations. Although the American Psychological Association passed a revised code of ethics in 1992 with special rules pertaining to such collaborative efforts, it is widely acknowledged that unethical assignments of authorship credit continue to occur regularly. This study found that of the 604 APA-member respondents, 165 felt (...)
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  21.  7
    A Faculty Theory of Knowledge: The Aim and Scope of Hume's First Enquiry.George Stern - 1971 - Lewisburg [Pa.]Bucknell University Press.
    This work draws together the strands of doctine into the epistemological theory that Hume called "a mental geography, " which translates in modern terms into a ...
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  22.  11
    Divine Faculties and the Puzzle of Incompossibility.Julia Jorati - 2016 - In Gregory Brown & Yual Chiek (eds.), Leibniz on Compossibility and Possible Worlds. Dordrecht: Springer. pp. 175–199.
    Leibniz maintains that even though God’s intellect contains all possibles, some of these possibles are not compossible. This incompossibility of some possibles is supposed to explain which collections of possibles are possible worlds and why God does not actualize the collection of all possibles. In order to fully understand how this works, we need to establish what precisely Leibniz takes to be the source of incompossibility, that is, which divine attribute or faculty gives rise to the incompossibility of certain (...)
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  23.  15
    The Faculties of the Human Mind and the Case of Moral Feeling in Kant's Philosophy.Antonino Falduto - 2014 - De Gruyter.
    In the past few decades a remarkable change occurred in Kant scholarship: the "other" Kant has been discovered, i.e. the one of the doctrine of virtue and the anthropology. Through the rediscovery of Kant's investigations into the empirical and sensuous aspects of knowledge, our understanding of Kant's philosophy has been enriched by an important element that has allowed researchers to correct supposed deficiencies in Kant's work. In addition, further questions concerning the nature of Kant's philosophy itself have been formulated: the (...)
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  24.  38
    Business Faculty Perceptions and Actions Regarding Ethics Education.Laura L. Beauvais, David E. Desplaces, David E. Melchar & Susan M. Bosco - 2007 - Journal of Academic Ethics 5 (1):121-136.
    This paper examines faculty perceptions regarding ethical behavior among colleagues and students, and faculty practices with regard to teaching ethics in three institutions over a 4-year period. Faculty reported an uneven pattern of unethical behavior among colleagues over the period. A majority of business courses included ethics, however as both a specific topic on the syllabus and within course discussions. The percentage of courses with ethics discussions increased in 2006, however, the time allocated to these discussions decreased. (...)
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  25. How to Use Cognitive Faculties You Never Knew You Had.Andrew Moon - 2018 - Pacific Philosophical Quarterly 99 (S1):251-275.
    Norman forms the belief that the president is in New York by way of a clairvoyance faculty he doesn’t know he has. Many agree that his belief is unjustified but disagree about why it is unjustified. I argue that the lack of justification cannot be explained by a higher-level evidence requirement on justification, but it can be explained by a no-defeater requirement. I then explain how you can use cognitive faculties you don’t know you have. Lastly, I use lessons (...)
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  26.  9
    The Paradox of Faculty Attitudes Toward Student Violations of Academic Integrity.Paul Douglas MacLeod & Sarah Elaine Eaton - 2020 - Journal of Academic Ethics 18 (4):347-362.
    This study investigated faculty attitudes towards student violations of academic integrity in Canada using a qualitative review of 17 universities’ academic integrity/dishonesty policies combined with a quantitative survey of faculty members’ attitudes and behaviours around academic integrity and dishonesty. Results showed that 53.1% of survey respondents see academic dishonesty as a worsening problem at their institutions. Generally, they believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by (...) as contributing to academic dishonesty are administrative. Many faculty members feel unsupported by their administration and are reluctant to formally report academic dishonesty due to the excessive burdens of dealing with paperwork and providing proof. Faculty members also cite unprepared students and international students who struggle with language issues and the Canadian academic context as major contributors to academic dishonesty. This study concludes with recommendations for educators and recommendations for future research. (shrink)
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  27.  20
    Faculty Members' Perceptions of Advising Versus Mentoring: Does the Name Matter? [REVIEW]Sandra L. Titus & Janice M. Ballou - 2013 - Science and Engineering Ethics 19 (3):1267-1281.
    The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty (...)
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  28.  43
    The Modularity of Mind: An Essay on Faculty Psychology.Jerry A. Fodor - 1983 - Cambridge, MA: MIT Press.
    This study synthesizes current information from the various fields of cognitive science in support of a new and exciting theory of mind. Most psychologists study horizontal processes like memory and information flow; Fodor postulates a vertical and modular psychological organization underlying biologically coherent behaviors. This view of mental architecture is consistent with the historical tradition of faculty psychology while integrating a computational approach to mental processes. One of the most notable aspects of Fodor's work is that it articulates features (...)
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  29.  6
    Number Faculty Is Rooted in Our Biological Heritage.Andreas Nieder - 2017 - Trends in Cognitive Sciences 21 (6):403-404.
  30.  38
    Faculty Partisan Affiliations in All Disciplines: A Voter‐Registration Study.Christopher F. Cardiff & Daniel B. Klein - 2005 - Critical Review: A Journal of Politics and Society 17 (3-4):237-255.
    Abstract The party registration of tenure?track faculty at 11 California universities, ranging from small, private, religiously affiliated institutions to large, public, elite schools, shows that the ?one?party campus? conjecture does not extend to all institutions or all departments. At one end of the scale, U.C. Berkeley has an adjusted Democrat:Republican ratio of almost 9:1, while Pepperdine University has a ratio of nearly 1:1. Academic field also makes a tremendous difference, with the humanities averaging a 10:1 D:R ratio and business (...)
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  31. Students' and Faculty Members' Perceptions of the Importance of Business Ethics and Accounting Ethics Education: Is There an Expectations Gap? [REVIEW]Nell Adkins & Robin R. Radtke - 2004 - Journal of Business Ethics 51 (3):279-300.
    Despite a wealth of prior research, little consensus has arisen about the goals and effectiveness of business ethics education. Additionally, accounting academics have recently been questioned as to their commitment to accounting ethics education. The current study examines whether accounting students' perceptions of business ethics and the goals of accounting ethics education are fundamentally different from the perceptions of accounting faculty members. The study uses a survey instrument to elicit student and faculty responses to various questions concerning the (...)
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  32. The Faculties of the Soul and Some Medieval Mind-Body Problems.Adam Wood - 2011 - The Thomist 75 (4):585-636.
  33. Inquiries into human Faculty and its developpement.F. Galton - 1883 - Revue Philosophique de la France Et de l'Etranger 16:534-537.
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  34. The Faculty and the National Working Group for the Clinical Ethics Credentialing Project (2009). Charting the Future: Credentialing, Privileging, Quality, and Evaluation in Clinical Ethics Consultation.N. N. Dubler, M. P. Webber & D. M. Swiderski - 2009 - Hastings Center Report 39 (6):23-33.
  35. Faculties in Ancient Philosophy.Klaus Corcilius - 2015 - In Dominik Perler (ed.), The Faculties: A History. Oxford University Press. pp. 19-58.
  36. Faculties in Medieval Philosophy.Dominik Perler - 2015 - In The Faculties: A History. Oxford University Press. pp. 97-139.
  37.  27
    The Faculty of Desire.David Lachterman - 1990 - Graduate Faculty Philosophy Journal 13 (2):181-211.
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  38.  45
    Faculty Selling Desk Copies—The Textbook Industry, the Law and the Ethics.Laura Marini Davis & Mark Usry - 2011 - Journal of Academic Ethics 9 (1):19-31.
    It is a guilty secret that many college professors sell the complimentary desk copies that they receive from textbook publishers for cash. This article attempts to shed light on the undercover practice by looking at the resale of complimentary textbooks by faculty from four perspectives. Part One provides an overview of the college textbook industry, the business reasons that motivate publishers to provide complimentary desk copies to faculty, and the economic consequences of the entry of the textbooks into (...)
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  39.  41
    Do Faculty and Resident Physicians Discuss Their Medical Errors?L. C. Kaldjian, V. L. Forman-Hoffman, E. W. Jones, B. J. Wu, B. H. Levi & G. E. Rosenthal - 2008 - Journal of Medical Ethics 34 (10):717-722.
    Background: Discussions about medical errors facilitate professional learning for physicians and may provide emotional support after an error, but little is known about physicians’ attitudes and practices regarding error discussions with colleagues.Methods: Survey of faculty and resident physicians in generalist specialties in Midwest, Mid-Atlantic and Northeast regions of the US to investigate attitudes and practices regarding error discussions, likelihood of discussing hypothetical errors, experience role-modelling error discussions and demographic variables.Results: Responses were received from 338 participants . In all, 73% (...)
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  40.  22
    A Faculty Forum on Giving Voice to Values: Faculty Perspectives on the Uses of This Pedagogy and Curriculum for Values-Driven Leadership.Mary C. Gentile - 2011 - Journal of Business Ethics Education 8 (1):305-307.
  41.  82
    Aesthetic Virtues: Traits and Faculties.Tom Roberts - 2018 - Philosophical Studies 175 (2):429-447.
    Two varieties of aesthetic virtue are distinguished. Trait virtues are features of the agent’s character, and reflect an overarching concern for aesthetic goods such as beauty and novelty, while faculty virtues are excellences of artistic execution that permit the agent to succeed in her chosen domain. The distinction makes possible a fuller account of why art matters to us—it matters not only insofar as it is aesthetically good, but also in its capacity as an achievement that is creditable to (...)
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  42.  33
    Business Ethics Perspectives: Faculty Plagiarism and Fraud. [REVIEW]Teressa L. Elliott, Linda M. Marquis & Catherine S. Neal - 2013 - Journal of Business Ethics 112 (1):91-99.
    Faculty plagiarism and fraud are widely documented occurrences but little analysis has been conducted. This article addresses the question of why faculty plagiarism and fraud occurs and suggests approaches on how to develop an environment where faculty misconduct is socially inappropriate. The authors review relevant literature, primarily in business ethics and student cheating, developing action steps that could be applied to higher education. Based upon research in these areas, the authors posit some actions that would be appropriate (...)
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  43.  54
    Should Faculty Members Be Exempt From a Mandate to Receive Instructional Design Training Because of Their Rights Under Academic Freedom?Cindy Poore-Pariseau - 2009 - Journal of Academic Ethics 7 (3):223-230.
    The quality of the educational experience for students may be at risk if they are not taught in ways that are effective and pertinent. While educational institutions (administrators, faculty senates or a combination) may try to compel faculty members to gain knowledge of and utilize up-to-date learning and instructional design strategies, these faculty members may baulk at this mandate, citing academic freedom as their right to design their courses in any way they see fit. Following is a (...)
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  44.  3
    The Faculty of Desire.David Lachterman - 1990 - Graduate Faculty Philosophy Journal 13 (2):181-211.
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  45.  47
    Turning a Blind Eye: Faculty Who Ignore Student Cheating. [REVIEW]Arthur Coren - 2011 - Journal of Academic Ethics 9 (4):291-305.
    In this study, 40.3% of faculty members admitted to ignoring student cheating on one or more occasions. The quality of past experience in dealing with academic integrity violations was examined. Faculty members with previous bad experiences were more likely to prefer dealing with cheating by ignoring it. The data were further analysed to determine beliefs and attitudes that distinguish between faculty who have never ignored an instance of cheating and those who indicated that they have ignored one (...)
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  46.  12
    The Faculty of the Future.Evan Simpson - 2003 - Journal of Academic Ethics 1 (1):49-58.
    This paper examines some implications of predicted demographic changes in Canadian universities that may make them unable to replace retiring faculty members in numbers permitting academic business as usual. If the predictions prove correct, it will be desirable to reinterpret received verities about the relationship between professor/student ratios and effective education, the dual roles of teaching and research, and democratic governance in communities of higher education. Possibilities for restructuring inquiry and instruction in ways consistent with the responsibilities of educators (...)
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  47. Is the perverted faculty argument saved by the principle of totality? A view from Thomistic ethics as a dialectical discipline.Carlos A. Casanova & Ignacio Serrano del Pozo - 2022 - Veritas – Revista de Filosofia da Pucrs 51:109-128.
    Resumen Este artículo analiza, en discusión con Joaquín García-Huidobro y Alejandro Miranda, la conveniencia de utilizar en moral sexual el argumento de la facultad pervertida, conforme al cual sería inmoral frustrar el fin natural de las facultades reproductivas. Según García-Huidobro y Miranda este argumento sólo puede utilizarse desde el “principio de totalidad”, pues su uso aislado llevaría a los absurdos denunciados por la New Natural Law Theory. Con vistas a una reconsideración de este argumento, se demuestra la importancia de considerar (...)
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  48.  18
    College Faculty Professionalism: Ethical Responsibility And Precarious Work.Chris Nagel - 2014 - Philosophy in the Contemporary World 21 (1):12-25.
    Discussions of college faculty professionalism most often address the ethical responsibilities or failures of "professors." Yet the majority of college faculty are not "professors," and work in conditions that preclude or prevent acting in accordance with high-minded statements like the AAUP's Statement on Professional Ethics, In addition, ignorance of the actual working conditions of both tenure-track and tenuous-track faculty has induced a crisis of ethical responsibility for all college faculty. Because official statements about college faculty (...)
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  49.  24
    Contest of Faculties (Routledge Revivals): Philosophy and Theory After Deconstruction.Christopher Norris - 1985 - Routledge.
    This Routledge Revival , first published in 1985, gives detailed attention to the bearing of literary theory on questions of truth, meaning and reference. On the one hand, deconstruction brings a vigilant awareness of the figural and narrative tropes that make up the discourse of philosophic reason. On the other it insists that argumentative rigour cannot be divorced from the kind of close reading that has come to characterize literary theory in its more advanced or speculative forms. This present-day ‘contest (...)
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  50.  4
    Kant and the Faculty of Feeling.Diane Williamson & Kelly Sorensen (eds.) - 2017 - Cambridge, U.K: Cambridge University Press.
    Kant stated that there are three mental faculties: cognition, feeling, and desire. The faculty of feeling has received the least scholarly attention, despite its importance in Kant's broader thought, and this volume of new essays is the first to present multiple perspectives on a number of important questions about it. Why does Kant come to believe that feeling must be described as a separate faculty? What is the relationship between feeling and cognition, on the one hand, and desire, (...)
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