This paper provides a critique and re-evaluation of the way that ethics is understood and promoted within mainstream Human Resource Management (HRM) discourse. We argue that the ethics located within this discourse focuses on bolstering the relevance of HRM as a key contributor to organizational strategy, enhancing an organization's sense of moral legitimacy and augmenting organizational control over employee behaviour and subjectivity. We question this discourse in that it subordinates the ethics of the employment relationship to managerial prerogative. In response, (...) we suggest a different model of the relationship between ethics and HRM—one that finds the possibility of ethics in the contestation and destabilization of HRM. Such ethics arises through resistance to moral normalization and the constraint of freedom and difference. The contribution of our paper is in theorising the possibilities of a relationship between ethics and HRM that does not place HRM at its centre, as chief intermediary of the ethics of the employment relationship, but rather sees HRM as being a powerful player in a set of what Mouffe calls 'agonistic' socio-ethical relations. (shrink)

Beginning with a discussion of the Informal Logic Movement and the renewed interest in critical thinking in education, this book critically assesses the work of Robert Ennis, Richard Paul and John McPeck.

Education's Epistemology extends and defends Siegel's "reasons conception" of critical thinking, developing it in both philosophical and educational directions. Of particular note is its emphasis on epistemic quality and epistemic rationality and its concerted defense of "universal" educational and philosophical ideals in the face of multicultural, postmodern, and other challenges.

In Biro and Siegel we argued that a theory of argumentation mustfully engage the normativity of judgments about arguments, and we developedsuch a theory. In this paper we further develop and defend our theory.

Critique of instrumental accounts of epistemic rationality.

The main thesis is that the study of science must itself be a science. the only viable philosophy of science is a naturalized philosophy of science.

Recent work in epistemology has focused increasingly on the social dimensions of knowledge and inquiry. Education is one important social arena in which knowledge plays a leading role, and in which knowledge-claims are presented, analyzed, evaluated, and transmitted. Philosophers of education have long attended to the epistemological issues raised by the theory and practice of education . While historically philosophical issues concerning education were treated alongside other philosophical issues, in recent times the former set of issues have been largely neglected (...) by philosophers working in the core areas of the discipline. Interestingly, the rise of social epistemology has been accompanied by a renewed interest by mainstream philosophers in philosophical questions concerning education. Whether or not this accompaniment is accidental, or is legitimately explainable in terms of broad intellectual, philosophical, or social/political currents and movements, I will not endeavor to address here. The increasing respectability of and philosophical interest in both social epistemology and philosophy of education are in any case salutary developments, each signaling both a broadening of the set of interests and issues deemed legitimate by practitioners of the parent discipline, and an increased willingness to take seriously the philosophical problems raised by the ubiquitous social/communal effort to transmit/transform culture by way of education. (shrink)

What does it mean to know something - scientifically, anthropologically, socially? What is the relationship between different forms of knowledge and ways of knowing? How is knowledge mobilised in society and to what ends? Drawing on ethnographic examples from across the world, and from the virtual and global "places" created by new information technologies, Anthropology and Science presents examples of living and dynamic epistemologies and practices, and of how scientific ways of knowing operate in the world. Authors address the nature (...) of both scientific and experiential knowledge, and look at competing and alternative ideas about what it means to be human. The essays analyze the politics and ethics of positioning "science", "culture" or "society" as authoritative. They explore how certain modes of knowing are made authoritative and command allegiance (or not), and look at scientific and other rationalities - whether these challenge or are compatible with science. (shrink)

The life, works, and philosophy of rabbi Hasdai Crescas.

Midwifery philosophy views childbearing as primarily normal, indicative of a woman's overall health. Midwifery practice focuses on supporting the human‐to‐human relationship between the midwife and the woman holding primacy. Despite the traditional focus on wellness, maternity care in today's risk averse world is increasingly complex. Technology has been increasingly implemented into maternity care to detect complications early and reduce harm. The Maternity Early Warning Tool is a technological innovation in this regard. Actor‐network theory (ANT) offers a framework for analysing the (...) connections between human actors (women, fetuses, and midwives) and nonhuman actors (machines, tools, and policies) within healthcare. This paper through drawing on the tenets of ANT, particularly in understanding the adoption of Maternity Early Warning Tools in midwifery practice, examines and explores the implications of integrating these tools in relation to midwifery practice. ANT also guides thoughtful considerations regarding the potential trajectory of Artificial Intelligence in midwifery, specifically regarding how these technological advancements alter midwifery practice by creating new hybrid assemblages and fluid identities. This discussion of subversive elements enhances understanding of the implications of Maternity Early Warning Tools on contemporary midwifery practice. (shrink)

Simone Martini’s panel painting of St Ladislas of Hungary, founder of the Árpád dynasty and a prototypical crusading knight, attests to the transnational character of Filippo Sangineto’s patronage in Santa Maria della Consolazione, Altomonte (Calabria). The attribution to Sangineto, count of Altomonte and seneschal of Provence, has long been debated, but he is agreed to have been a formidable patron with an ambitious plan for Altomonte. Like many Italian royals, aristocrats, cardinals, and merchants, Filippo commissioned artworks to Sienese artists in (...) Avignon. This study’s approach also sheds light on the iconography as the choice of Ladislas can be connected to the Crusade of Smyrna (1343-1345). The article proposes a reconstruction of Santa Maria della Consolazione, with two small, matching polyptychs set against the screen, one by Bernardo Daddi (two wings survive in Altomonte) and the other by Simone, composed of the painting of Ladislas and the Phillips Collection’s Christ on the Cross. (shrink)

Educating Reason: Critical Thinking, Informal logic, and the Philosophy of Education.

In a language for arithmetic with a predicate T, intended to mean “ x is the Gödel number of a true sentence”, a set S of axioms and rules of inference has the truth disjunction property if whenever S ⊢ T ∨ T, either S ⊢ T or S ⊢ T. Similarly, S has the truth existence property if whenever S ⊢ ∃χ T ), there is some n such that S ⊢ T ). Continuing previous work, we establish whether (...) these properties hold or fail for a large collection of possible axiomatic systems. (shrink)

In this paper, I shall argue that Dissociative Identity Disorder (DID), a disorder in which seemingly independent identities (alters) arise within the same individual, can have considerable consequences in Christian theology. I shall focus on traditional Christian understandings of the afterlife. I shall begin by outlining DID, and shall argue that in some DID cases, alters appear to be different persons according to some definitions of personhood in Christian theology. I shall then illustrate the difficulty this raises for two influential (...) ideas in the Christian tradition: the heaven and hell understanding of the afterlife, and the idea of the resurrection of the body. Finally, I shall consider some objections to the problem, and shall highlight which responses are the most plausible. (shrink)

Open peer commentary on the article “Lived Experience and Cognitive Science Reappraising Enactivism’s Jonasian Turn” by Mario Villalobos & Dave Ward. Upshot: We argue that Villalobos and Ward’s criticism misses two crucial aspects of Varelian enactivism. These are, first, that enactivism attempts to offer a rigorous scientific justification for its teleological claims, and second, that enactivism in fact pays too little attention to the nature of human phenomenology and intentionality, rather than anthropomorphically over-valuing it.

The sex chromosomes of many species differ in dosage but the total gene expression output is similar, a phenomenon referred to as dosage compensation. Previously, diverse mechanisms were postulated to account for compensation in distantly related taxa. However, two recent papers present evidence that dosage compensation in Drosophila, mammals and nematodes share the property that there is an approximately two‐fold upregulation of the single active X chromosome in each case.1,2 The results suggest that a common mechanism might operate in these (...) different cases. BioEssays 28: 565–568, 2006. © 2006 Wiley Periodicals, Inc. (shrink)

Theories and Methods is the one compulsory unit on the AEB and Interboard syllabuses. This guide outlines the main sociological perspectives, and discusses three main approaches: positivism, phenomenology and critical social research. The topic-book format should be suitable for linear and modular courses, and there are sample questions and skills advice.

Emma Williams’ ‘In Excess of Epistemology’ admirably endeavours to open the way to an account of critical thinking that goes beyond the one I have defended ad nauseum in recent decades by developing, via the work of Charles Taylor and Martin Heidegger, ‘a radically different conception of thinking and the human being who thinks’, one that ‘does more justice to receptive and responsible conditions of human thought.’ In this response I hope to show that much of Williams’ alternative approach is (...) compatible with my own; that, where incompatible, the alternative is problematic; and, finally, that there is a risk of talking past one another, talking at cross-purposes, that all sides must work to overcome. (shrink)

'I know what you're thinking' is a fascinating exploration into the neuroscientific evidence on 'mind reading'.

Public health and human rights are complementaryapproaches to protecting and promoting human well-being and dignity. Public health addresses the needs of populations and seeks, through intervention and education, to prevent the spread of disease. Enshrined in international law, human rights describe the obligations of governments to safeguard their citizenry from harm and to create conditions where each individual can achieve his or her full potential. Human rights norms lie at the core of public health theory and practice, and their enforcement (...) can help to ensure an equitable distribution of health resources. (shrink)

Averrocrit trois genres de commentaires sur les livres d'Aristote - s, commentaires moyens et grands commentaires - et dans chaque genre il poursuivait un dessein diffrer d'un texte uvres logiques que, par exemple, dans les taphysiques. Cette aspects th des commentaires d'Averrol savoir le Commentaire moyen aux Premiers Analytiques. Les Premiers Analytiques sont peut-dant, de tous les 'Aristote, et des trois genres de commentaires d'Averrocarter. La seule trace de prs est constitus met en la crre qu'Averroes a choisi ces exemples (...) pour montrer aux lecteurs traditionalistes la faussetologiens contre la logique des philosophes. L'Appendice dievaux des commentaires d'Averroes ont , aussi, frapp relatifs ation du monde. (shrink)

This article draws on an ethnography of road construction in the Peruvian Andes to explore how engineering projects operate as sites of contemporary governance. Focusing on the way in which engineering projects entail a confrontation with dangers of various kinds, we explore how people caught up in road construction processes become preoccupied with the problem of anticipated harm. Drawing on the notion of ‘codes of conduct’, we suggest that the governmental effects of practices which attempt to deal with the uncertainty (...) of the future might be analysed as a tension between the enactment of two different kinds of codification. Building on the notion of coding as a situated material practice, we investigate the appearance of two different ways of encoding a relationship with an uncertain future which we term ‘machinic’ and ‘emergent’. The article builds on a description of these two ways of encoding uncertainty to explore how formal mechanisms of dealing with anticipated harm, such as the regulations of health and safety, are both unsettled and reinvigorated by more affective and relational dimensions of practice. (shrink)

This chapter is adapted from Siegel, in which I argue that the critical thinker is best thought of as one who is appropriately moved by reasons. In this view, critical thinking involves a variety of reasoning and other cognitive skills; knowledge of various sorts; a set of tendencies or dispositions to exercise those skills and utilize that knowledge; the valuing of reasons and an appreciation of their epistemological force; and a certain sort of character. I am grateful to David Moshman (...) and Carol Crowley for helpful comments on an earlier draft. (shrink)

While intended more for intellectual historians than for philosophers or Harvardians, this book will be found valuable by all three of these groups, hitherto considered distinct. The author announces three themes: the Harvard curriculum of moral philosophy in the seventeenth century; the transition in that century from scholasticism to Cartesianism, as visible in the great change in Harvard texts from 1650 to 1710; and a more specific argument that the influence of eighteenth-century sentimentalism was prepared by seventeenth-century Puritan religious thought. (...) These themes are articulated in chapters that are roughly chronological and show the stages of the critical transition, or change, from Aristotle to modern moral philosophy. One should note that Fiering has also produced a sequel to this book, Jonathan Edwards's Moral Thought and Its British Context, with the same publisher. (shrink)

The larger topic which interests me is the general influence of the Greeks on Mill but here I shall concentrate on one aspect of this larger problem – can some of the difficulties which Mill is seen as getting into with his modified utilitarianism be better understood through an appreciation of the primacy of Greek views on happiness instead of the usual emphasis given to the Benthamite starting-point? The traditional objections to Mill's version of utility hardly need rehearsing: how can (...) he admit a qualitative element into a scale which only objectively measures quantity? How can he include the higher nature of man in a scheme which only recognizes pleasures and pains? Whether these and other criticisms lead the commentator to condemn Mill's attempt or whether they act as a springboard to discover a plausible defence of Mill, there is today a consensus that Mill's trouble arises from tampering with Bentham as a result of later alien influences. (shrink)

The most common view of Mill sees him as the classic liberal and one key element in this liberalism is said to be that his thought ‘rests on the belief that the use of reason can settle fundamental social conflicts’. He is seen by a leading authority as ‘the rationalist, confident that social change could be effected by the art of persuasion and by the simple fact that men would learn from bitter experiences’. To point out that at various times (...) in his life Mill supported the use of violence in political life is insufficient in itself to challenge this basic view. However, if it can be shown that Mill's support for political violence adds up to a coherent justificatory theory then Mill's standing as the model liberal upholder of reason might need to be revised. Or at least the commonly assumed opposition between reason and violence will need to be re-examined. Are there circumstances in which the use of violence rather than persuasion is the rational course? In looking at Mill's response to events in France, America, Ireland, and Canada as well as his attitude to British politics it is clear that there are numerous examples of his support for the use of violence: ‘I do not scruple to say that I have sympathised more or less ardently with most of the rebellions, successful and unsuccessful, which have taken place in my time’. Our present concern is to see whether he developed any general principles whereby such violence could be shown to be legitimate. (shrink)

In this Hypothesis and Theory paper, we consider the problem of learning deeply structured knowledge representations in the absence of predefined ontologies, and in the context of long-term learning. In particular, we consider this process as a sequence of re-representation steps, of various kinds. The Information Dynamics of Thinking theory (IDyOT) admits such learning, and provides a hypothetical mechanism for the human-like construction of hierarchical memory, with the provision of symbols constructed by the system that embodies the theory. The combination (...) of long-term learning and meaning construction in terms of symbols grounded in perceptual experience entails that the system, like a human, be capable of memory consolidation, to manage the complex and inconsistent structures that can result from learning of information that becomes more complete over time. Such consolidation changes memory structures, and thus changes their meaning. Therefore, memory consolidation entails re-representation, while re-representation entails changes of meaning. Ultimately, the theory proposes that the processes of learning and consolidation should be considered as repeated re-representation of what is learned. (shrink)