Background: This article addressed one of the issues of research ethics that is called the nature of plagiarism coupled with involvement of intention. By definition, plagiarism is the attribution of others’ works to one’s own. This may be done intentionally and/or unintentionally. Some researchers believe that intention is not involved in the nature of plagiarism and an author who forgets to make references to the used sources has committed plagiarism since this forgetfulness has led to the (...) attribution of others’ work to one’s own. In contrast, some experts call such a person a wrongdoer, not a plagiarist. Conclusion: By likening this problem to the issue of involvement of intention in telling a lie, the author separates two kinds of plagiarism: act-plagiarism and agent-plagiarism. The intention does not involve in the act-plagiarism (to be an act an instance of plagiarism), but it is involved in the agent-plagiarism (to call someone plagiarist). As a result, an author who forgets to make reference is not a plagiarist, but his/her act is an instance of plagiarism. Keywords: Intention, Plagiarism, Intentional Plagiarism, Unintentional Plagiarism. (shrink)

Plagiarism is a major problem for research. There are, however, divergent views on how to define plagiarism and on what makes plagiarism reprehensible. In this paper we explicate the concept of “plagiarism” and discuss plagiarism normatively in relation to research. We suggest that plagiarism should be understood as “someone using someone else’s intellectual product, thereby implying that it is their own” and argue that this is an adequate and fruitful definition. We discuss a number (...) of circumstances that make plagiarism more or less grave and the plagiariser more or less blameworthy. As a result of our normative analysis, we suggest that what makes plagiarism reprehensible as such is that it distorts scientific credit. In addition, intentional plagiarism involves dishonesty. There are, furthermore, a number of potentially negative consequences of plagiarism. (shrink)

Academic integrity violations on college campuses continue to be a significant concern that draws public attention. Even though AI has been the subject of numerous studies offering explanations and recommendations, academic dishonesty persists. Consequently, this has rekindled interest in understanding AI behavior and its influencers. This paper focuses on the AI violations of plagiarism and sharing homework for freshman business students, examining the factors that influence a student’s intention to plagiarize or share homework with others. Using a sample of (...) more than 1300 freshman business students over 2 years, we modeled intent to plagiarize and intent to share homework using factors in the Theory of Planned Behavior in addition to past violation behavior and moral obligation. Based on the results of this study, attitude, perceived behavioral control, subjective norm, and in addition past behavior and moral obligation, were found to significantly influence an individual’s intention to violate academic integrity, explaining 33 and 35 % of the variance in intention to commit an AI violation for sharing homework and plagiarism, respectively. These results contribute to a better understanding of individuals’ motivations for plagiarizing and sharing homework, which is a necessary step toward reducing academic integrity violations. (shrink)

This article diagnoses the problem of plagiarism in academic books and articles in the disciplines of philosophy and theology. It identifies three impediments to institutional reform. They are: (1) a misplaced desire to preserve personal and institutional reputations; (2) a failure to recognize that attribution in academic writing admits of degrees; and (3) a disproportionate emphasis on the socalled “intention to plagiarize.” A detailed case study provides an illustration of the need for institutional reform in the post-publication processes in (...) the disciplines of philosophy and theology. (shrink)

Plagiarism may distress universities in the US, but there is little agreement as to exactly what constitutes plagiarism. While there is ample research on plagiarism, there is scant literature on the content of university policies regarding it. Using a systematic sample, we qualitatively analyzed 20 Carnegie-classified universities that are “Very High in Research.” This included 15 public state universities and five high-profile private universities. We uncovered highly varied and even contradictory policies at these institutions. Notable policy variations (...) existed for verbatim plagiarism, intentional plagiarism and unauthorized student collaboration at the studied institutions. We conclude by advising that the American Association of University Professors and other overarching academic bodies confer and come to accord on the disposition of these issues. (shrink)

This article provides an introduction to plagiarism and the numerous negative aspects associated with it. Some examples from history have also been provided along with their outcomes. There are different types of plagiarism with varying legal and social aspects. The taxonomy of plagiarism is built by classifying it, with respect to the method involved in plagiarism, the form in which it happens or the intention of the plagiarist. The strategies suggested in the literature to avoid (...) class='Hi'>plagiarism are organized into individual and organizational levels. Individuals can adopt strategies to build habits of avoiding plagiarism and focus on their original and innovative way of thinking. Similarly, institutions can make policies to cope with plagiarism and hence maintain their reputation. In this paper, the focus is not on mentioning the plagiarism detection methods; rather we believe that building awareness in the people about plagiarism outcomes is more important than teaching them about the different methodologies used for detection. Some students avoid plagiarism detection as if playing a game and it can be only avoided by educating them in ethics. (shrink)

The focus of this article is university teachers’ and students’ views of plagiarism, plagiarism detection, and the use of plagiarism detection software as learning support. The data were collected from teachers and students who participated in a pilot project to test plagiarism detection software at a major university in Finland. The data were analysed through factor analysis, T-tests and inductive content analysis. Three distinct reasons for plagiarism were identified: intentional, unintentional and contextual. The teachers (...) did not utilise plagiarism detection to support student learning to any great extent. We discuss the pedagogical implications and suggest that the contextual reasons for plagiarism require focus primarily on study strategies, whereas the intentional reasons require profound discussion about attitudes and conceptions of good learning and university-level study habits. (shrink)

ABSTRACT The purpose of the study is to validate a scale to measure attitudes toward plagiarism. The survey questionnaire was administered to a purposive sample of 300 graduate Ph.D. students from private, state, and central universities. A confirmatory factor analysis was used to validate attitudes and subjective norms toward plagiarism. The scale demonstrated good internal consistency, composite reliability, and construct validity. Positive attitudes toward plagiarism, negative attitudes toward plagiarism, and subjective norms demonstrated a high level of (...) convergence among the items thereby supporting the convergent validity of these constructs. The study extends the theory of planned behavior to predict intentions to plagiarize. Positive attitudes, negative attitudes, and subjective norms were related to plagiarism. Positive attitudes toward plagiarism indicate an individual’s tolerance, acceptability, and positive perception toward an unethical task. Negative attitudes condemn plagiarism and the third dimension, subjective norms toward plagiarism, reflect the thinking and the occurrence of plagiarism and the acceptance of such behavior in academic and research settings. (shrink)

Scholars dealing with Jessenius’ attitude towards Patrizi’s thoughts differ radically in their assessment of Jessenius’ intentions: Jessenius’ approach has been considered to be badly done plagiarism, a purely opportunistic act, an honest but not long-lasting fascination with Patrizi’s Platonism, or a correct understanding of Patrizi’s grasp of his own philosophy. The reason for the dissimilarities could be said to be the interpretation of the form of Jessenius’ reception of Francesco Patrizi’s philosophy is usually only based on an analysis of (...) his book Zoroaster, nova, brevis veraque de universo philosophia and on the reference to the particular historical context of its publication. This paper tries to present a different view of Jessenius’ edition of. (shrink)

The Theory of Planned Behavior predicts that a combination of attitudes, perceived norms, and perceived behavioral control predict intentions, and that intentions ultimately predict behavior. Previous studies have found that the TPB can predict students’ engagement in plagiarism. Furthermore, the General Theory of Crime suggests that self-control is particularly important in predicting engagement in unethical behavior such as plagiarism. In Study 1, we incorporated self-control in a TPB model and tested whether norms, attitudes, and self-control predicted intention to (...) plagiarize and plagiarism behavior. The best statistical fit for the path-analytic model was achieved when a direct path from self-control to plagiarism engagement was specified. In Study 2, we added a measure of perceived behavioral control and split the measurement of norms into descriptive and injunctive components. This study found that both self-control and perceived-behavioral control additively contributed to the prediction of plagiarism and the path-analytic model achieved its best fit when direct paths from perceived norms to plagiarism behavior were specified. These studies suggest that setting strong anti-plagiarism norms, such as by the use of honor codes, and seeking to enhance students’ self-control may reduce engagement in plagiarism. (shrink)

The challenges of higher education can be stressful, anxiety-producing, and sometimes depressing for students. Such negative emotions may influence students’ attitudes toward assessment, such as whether it is perceived as acceptable to engage in plagiarism. However, it is not known whether any impact of negative emotions on attitudes toward plagiarism translate into actual plagiarism behaviours. In two studies conducted at two universities, we examined whether negative emotionality influenced plagiarism behaviour via attitudes, norms, and intentions as predicted (...) by the theory of planned behaviour. In both studies, negative affect predicted plagiarism intentions mediated by perceived norms, and intentions predicted plagiarism behaviour. These findings suggest that students’ negative emotionality is a risk for plagiarism engagement and that higher education institutions should support students’ emotional well-being, especially regarding assessment practices. (shrink)

The study investigated postgraduate students’ knowledge of plagiarism, forms of plagiarism they commit, the reasons they commit plagiarism and actions taken against postgraduate students who plagiarise at Mzuzu University in Malawi. The study adopted a mixed methods approach. The quantitative data were collected by distributing questionnaires to postgraduate students and academic staff whereas qualitative data were collected by conducting follow-up interviews with some academics, an assistant registrar and assistant librarian. The study found that despite students reporting that (...) they had a conceptual understanding of plagiarism, the majority of them reported that they had intentionally and unintentionally committed plagiarism, mainly due to pressure for good grades (86.7%), laziness and poor time management (84.9%), and lack of good academic writing skills (84.9%). The study also established that prevalent forms of plagiarism admitted (by students) and reported (by academic staff) to have been committed included lack of proper acknowledgement after paraphrasing (69.8%), summarising (64.1%) and using quotation marks (56.6%). The study further found that the common sanctions applied by academics include giving a warning and asking the student to re-write the plagiarised work. The study recommends that Mzuzu University should carry out awareness campaigns about the negative effects of plagiarism, targeting postgraduate students; and should introduce advanced academic writing skills training for postgraduate students. (shrink)

This article investigates whether acts of plagiarism are predictable. Through a deductive, quantitative method, this study examines 517 students and their motivation and intention to plagiarize. More specifically, this study uses an ethical theoretical framework called the Theory of Reasoned Action and Planned Behavior to proffer five hypotheses about cognitive, relational, and social processing relevant to ethical decision making. Data results indicate that although most respondents reported that plagiarism was wrong, students with strong intentions to plagiarize had a (...) more positive attitude toward plagiarizing, believed that it was important that family and friends think plagiarizing is acceptable, and perceived that plagiarizing would be an easy task. However, participants in the current study with less intention to plagiarize hold negative views about plagiarism, do not believe that plagiarism is acceptable to family, friends or peers, and perceive that the act of plagiarizing would prove difficult. Based on these findings, this study considers implications important for faculty, librarians, and student support staff in preventing plagiarism through collaborations and outreach programming. (shrink)

In this study, we examined students' attitudes toward cheating and whether they would report instances of cheating they witnessed. Data were collected from three educational institutions in Singapore. A total of 518 students participated in the study. Findings suggest that students perceived cheating behaviors involving exam-related situations to be serious, whereas plagiarism was rated as less serious. Cheating in the form of not contributing one's fair share in a group project was also perceived as a serious form of academic (...) misconduct, although a majority of the students admitted having engaged in such behavior. With regard to the prevalence of academic cheating, our findings suggest that students are morally ambivalent about academic cheating and are rather tolerant of dishonesty among their peers. On the issue of whether cheating behaviors should be reported, our findings revealed that a majority of students chose to take the expedient measure of ignoring the problem rather than to blow the whistle on their peers. Implications of our findings are discussed. (shrink)

Plagiarism detection service like Turnitin can be powerful tools to help faculty evaluate whether a student’s paper is plagiarized. But there’s another side to Turnitin: The service promotes itself as a way to help teach students how to avoid plagiarism. I argue that the use of plagiarism detection services as learning tools actually contributes to the problem of plagiarism, by encouraging the idea that original papers are the goal of a class, instead of instruments to assess (...) a student’s ability to understand the class material. In addition, giving students access to the very tool that professors use to evaluate the authenticity of a paper allows students to use the tool to intentionally plagiarize in a way that passes the test. While plagiarism-detection services can help professors investigate suspected acts of plagiarism, they should not be used as a tool to teach students how to write papers. (shrink)

If we accept that all plagiarism is wrong, the issue is black and white. But are there more challenging questions that color the issue with shades of gray that may influence or help clarify the ethical underpinnings of the act? Does intent matter? Does the venue matter? Does the form of writing matter? What about a professor when working as a private citizen, rather than in his/her academic role? Might plagiarism be mitigated when there is no associated financial (...) gain? Is a writer’s history that exhibits impeccable ethical integrity relevant? Should these factors, and/or other factors, even be considered in a university’s administrative response — or non-response? What might employing an ethical approach contribute to wrestling with the dilemma? The authors explore critical issues that might face a senior academic administrator when confronting the need to respond on behalf of a university to a charge of plagiarism leveled by an influential newspaper against a university professor for a social responsibility-focused opinion-editorial published in this newspaper. (shrink)

Using Reidenbach and Robin's Multidimensional Ethics Scale, this study investigated the relationships between background variables and students' ethical evaluations, judgments, and behavioral intentions using 3 scenarios involving dilemmas related to academic dishonesty. The sample included 436 master's students and 142 doctoral students. The study found that the participants used a combination of ethical philosophies to make ethical decisions. The respondents judged improper citations more harshly than acts of inappropriate authorship or the falsification of data. The doctoral students generally considered behaviors (...) related to plagiarism and falsification to be more unethical than the master's students did, though no gender differences were found. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Robert Zydenbos' Review of An Introduction to Mādhva VedāntaDeepak SarmaIntroductionI am grateful to the editors of Philosophy East and West for asking me to write a response to Zydenbos' review of my book, An Introduction to Mādhva Vedānta. To this end, I will address four issues: typographical errors, unfounded claims about my translations, content and problems of method and theory, and the future of scholarship in Mādhva (...) Vedānta.Typographical DoṣasFirst, I wish to thank Zydenbos for pointing out the typographical errors. I take full responsibility for them and I intend to correct them in future editions. These are unintentional mistakes and should not be taken as an accurate indicator of my academic ability. I invite readers to examine my other publications on Mādhva Vedānta and to decide for themselves. Jayatīrtha (1365-1388 C.E.), a renowned Mādhva commentator, explained the reasons for such errors in his Pramāṇapad-dhati. He held that defective eyes, whether from cataract, jaundice, or the like,1 [End Page 670] can give rise to defective knowledge, and further, that if an object is too far away, too near, too small, obstructed, or even mixed with similar things, then this will give rise to incorrect knowledge.2 I knew that such errors were likely to occur (especially given the size of the fonts in the page proofs!), which is why I wrote the following in my acknowledgments: "Errors that remain in this text are entirely my own responsibility. If any are found I beg your forgiveness and hope that they inspire you to further study Mādhva Vedānta!" (p. xi). Perhaps all of the undue attention paid by Zydenbos to typographical errors (he devoted a significant portion of his review to them) will inspire further study!TranslationsI am delighted that Zydenbos found my translations to be "not badly done" and disappointed that he incorrectly "assumes" that they are not my own. Rest assured that they are mine. I was assisted by Professor Lawrence McCrea and scholars of the Pūrṇaprajña Saṃśodhana Mandiram (PPSM) and have dutifully acknowledged all of them in my book (p. xii). Zydenbos should know better than to speculate about matters he has no knowledge of.Content and Methodological IssuesThe typographical errors and accusations of plagiarism are far less interesting than the points that were raised about the content of my book. Disputes in the West about interpretations of Mādhva Vedānta are recent; it has been largely ignored in favor of Buddhism and the crypto-Buddhist school, namely Advaita Vedānta. There have been very few books on Mādhva Vedānta written by outsiders, and those few are no longer in print, are poorly written, use dated language, or are in a language that is not available to most lay Mādhvas. Interpretations of Mādhva doctrines made by their authors have remained unquestioned by Western readers given the relative novelty and obscurity of Mādhva Vedānta, while Mādhva insiders have ignored most of them. It is wonderful, then, that Zydenbos doubts my interpretations. After all, his disputes are among the first ones published by an outsider concerning the interpretation of Mādhva doctrines.3Zydenbos' skepticism is reason for celebration for it indicates that Western scholarship on Mādhva Vedānta has come of age. There are now enough scholars of Mādhva Vedānta (or, rather, scholars who claim knowledge of Mādhva Vedānta) in the West that such a debate can occur. I invite others to investigate the points of dispute and to join this expanding community!Zydenbos has also faulted me on the organizational principles of my introductory text. I have, as he correctly notes, intentionally ignored issues of contemporary politics, a topic that he finds essential. Although some historical and political issues are relevant, I find that philosophical discourse sans context is far more intellectually appealing. I am well aware of my biases and have acknowledged the limitations of my historical analysis: [End Page 671]... the history presented here is not intended to be comprehensive. Instead, it is intended... (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Robert Zydenbos' Review of An Introduction to Mādhva VedāntaDeepak SarmaIntroductionI am grateful to the editors of Philosophy East and West for asking me to write a response to Zydenbos' review of my book, An Introduction to Mādhva Vedānta. To this end, I will address four issues: typographical errors, unfounded claims about my translations, content and problems of method and theory, and the future of scholarship in Mādhva (...) Vedānta.Typographical DoṣasFirst, I wish to thank Zydenbos for pointing out the typographical errors. I take full responsibility for them and I intend to correct them in future editions. These are unintentional mistakes and should not be taken as an accurate indicator of my academic ability. I invite readers to examine my other publications on Mādhva Vedānta and to decide for themselves. Jayatīrtha (1365-1388 C.E.), a renowned Mādhva commentator, explained the reasons for such errors in his Pramāṇapad-dhati. He held that defective eyes, whether from cataract, jaundice, or the like,1 [End Page 670] can give rise to defective knowledge, and further, that if an object is too far away, too near, too small, obstructed, or even mixed with similar things, then this will give rise to incorrect knowledge.2 I knew that such errors were likely to occur (especially given the size of the fonts in the page proofs!), which is why I wrote the following in my acknowledgments: "Errors that remain in this text are entirely my own responsibility. If any are found I beg your forgiveness and hope that they inspire you to further study Mādhva Vedānta!" (p. xi). Perhaps all of the undue attention paid by Zydenbos to typographical errors (he devoted a significant portion of his review to them) will inspire further study!TranslationsI am delighted that Zydenbos found my translations to be "not badly done" and disappointed that he incorrectly "assumes" that they are not my own. Rest assured that they are mine. I was assisted by Professor Lawrence McCrea and scholars of the Pūrṇaprajña Saṃśodhana Mandiram (PPSM) and have dutifully acknowledged all of them in my book (p. xii). Zydenbos should know better than to speculate about matters he has no knowledge of.Content and Methodological IssuesThe typographical errors and accusations of plagiarism are far less interesting than the points that were raised about the content of my book. Disputes in the West about interpretations of Mādhva Vedānta are recent; it has been largely ignored in favor of Buddhism and the crypto-Buddhist school, namely Advaita Vedānta. There have been very few books on Mādhva Vedānta written by outsiders, and those few are no longer in print, are poorly written, use dated language, or are in a language that is not available to most lay Mādhvas. Interpretations of Mādhva doctrines made by their authors have remained unquestioned by Western readers given the relative novelty and obscurity of Mādhva Vedānta, while Mādhva insiders have ignored most of them. It is wonderful, then, that Zydenbos doubts my interpretations. After all, his disputes are among the first ones published by an outsider concerning the interpretation of Mādhva doctrines.3Zydenbos' skepticism is reason for celebration for it indicates that Western scholarship on Mādhva Vedānta has come of age. There are now enough scholars of Mādhva Vedānta (or, rather, scholars who claim knowledge of Mādhva Vedānta) in the West that such a debate can occur. I invite others to investigate the points of dispute and to join this expanding community!Zydenbos has also faulted me on the organizational principles of my introductory text. I have, as he correctly notes, intentionally ignored issues of contemporary politics, a topic that he finds essential. Although some historical and political issues are relevant, I find that philosophical discourse sans context is far more intellectually appealing. I am well aware of my biases and have acknowledged the limitations of my historical analysis: [End Page 671]... the history presented here is not intended to be comprehensive. Instead, it is intended... (shrink)

The arrival of image-making generative artificial intelligence (AI) programs has been met with a broad rebuke: to many, it feels inherently wrong to regard images made using generative AI programs as artworks. I am skeptical of this sentiment, and in what follows I aim to demonstrate why. I suspect AI generated images can be considered artworks; more specifically, that generative AI programs are, in many cases, just another tool artists can use to realize their creative intent. I begin with an (...) overview of how generative AI programs, like OpenAI’s DALL-E 2, work. Then, leveraging work by Claire Anscomb, I argue that generative AI programs are a new technique of automatic image-making that affords creative agency to its users, thereby qualifying the images they create as artworks. Finally, I show many of the objections brought against AI artworks—including accusations of plagiarism and artistic devaluation—are due to the social backdrop in which we currently find them, rather than the technology itself. In the end, I aim to open the door to further aesthetic debate concerning AI generated images and art. (shrink)

Academic integrity is a complex problem that challenges how we view action, intentions, research, and knowledge production as human agents working with computers. This paper proposes that a productive approach to support AI is found at the nexus of behavioural ethics and a view of hybrid app-human agency. The proposal brings together AI research in behavioural ethics and Rest’s four stages of ethical decision-making which tracks the development of moral sensitivity, moral judgement, moral motivation and finally moral action combined with (...) insights taken from Actor-Network Theory. This framework, bluntly named the Academic Integrity Model, positions AI as an effect of an entangled hybrid of human-technology actors moving through distinct but related steps towards ultimately mobilising ethical learning behaviours. This model highlights the importance of developing socio-techno responsibility in students and suggests that approaches to address academic integrity performances such as contract cheating, collusion and plagiarism should include considerations of the complex nature of app-centric students. (shrink)

From 1995 to 2013, Stanley Fish's provocative New York Times columns consistently generated passionate discussion and debate. In Think Again, he has assembled almost one hundred of his best columns into a thematically arranged collection with a substantial new introduction that explains his intention in writing these pieces and offers an analysis of why they provoked so much reaction. Some readers reported being frustrated when they couldn’t figure out where Fish, one of America’s most influential thinkers, stood on the controversies (...) he addressed in the essays—from atheism and affirmative action to plagiarism and postmodernism. But, as Fish says, that is the point. Opinions are cheap; you can get them anywhere. Instead of offering just another set of them, Fish analyzes and dissects the arguments put forth by different sides—in debates over free speech, identity politics, the gun lobby, and other hot-button topics—in order to explain how their arguments work or don’t work. In short, these are essays that teach you not what to think but how to think more clearly. Brief and accessible yet challenging, these essays provide all the hard-edged intellectual, cultural, and political analysis one expects from Fish. At the same time, the collection includes a number of revealing and even poignant autobiographical essays in which, as Fish says, "readers will learn about my anxieties, my aspirations, my eccentricities, my foibles, my father, and my obsessions—Frank Sinatra, Ted Williams, basketball, and Jews." Reflecting the wide-ranging interests of one of today's leading critics, this is Fish’s broadest and most engaging book to date. (shrink)

The ethics of citation has attracted increased attention in recent discussions of research and publication ethics, fraud and plagiarism. Little attempt has been made, however, to situate specific citation misbehaviors in terms of broader ethical practices and principles. To investigate researchers’ perceptions of citation norms, we surveyed active US researchers receiving federal funding from the National Institutes of Health (NIH), the National Science Foundation (NSF), and the National Endowment for the Humanities (NEH). Participants (_n_ = 257) were asked about (...) citation norms they endorse (norm reports), the behaviors they perceive others to engage in (peer reports), and their own citation behaviors (self-reports). Our analyses showed that while considerable discrepancies exist between norm reports, peer reports and self-reports, respondents’ discipline has no significant effect on these. Participants indicated that their own practices and that of their peers falls short of the norms they endorse, but that their own behavior is much less ethically deficient than that of their peers. An exploratory factor analysis revealed that ethically questionable citation behaviors could be grouped usefully into three categories: strategic citations, neglectful citations, and blind citations. Contrary to our hypothesis, the survey showed that greater experience does not always result in better citation practices. A particularly divisive issue pertained to intentionally citing authors from underrepresented demographic groups for reasons of social justice, but broad support for this practice is lacking, although arts and humanities scholars are slightly more supportive. Most researchers view questionable citation practices as negatively affecting their disciplines. Our findings suggest the need for clearer articulations of the citation norms and improved guidance and training about citations. (shrink)

Agents can be insincere in many different ways. They can utter claims they take to be false, or they can utter true claims with an intention to deceive their audiences. While both liars and virtual liars are committed truth-seekers, they are poor truth-sharers. Agents can also deceive about their reasons for holding the true beliefs that they hold: cheaters and plagiarists deceive about the justifications of their true beliefs, and they intentionally exploit our normative practices of evaluating cognitive agents. Agents (...) can also be insincere about their commitment to truth-seeking enterprises. They may pose as serious truth-seekers and earnest truth-sharers, but they are what Frankfurt identifies as bullshitters: they do not care whether what they say is true. In this paper, I examine these different ways of deceiving others, and I assess Frankfurt’s charge that bullshit is worse than lies. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rousseau’s Debt to Burlamaqui: The Ideal of Nature and the Nature of ThingsRobin DouglassThe aim of this essay is to examine two very different thinkers writing in a very similar context: Jean-Jacques Burlamaqui and Jean-Jacques Rousseau. Rather than providing a comprehensive analysis of the relationship between the two, attention is focused on one important respect in which their theories converge: the way that both employed the idea of nature (...) as a normative ideal, and both maintained that what is good and just is so by the very nature of things. The significance and purpose of doing so is threefold. Building on recent research, the opening section of the essay establishes Burlamaqui’s status as more than just a plagiarist of earlier natural law theorists, emphasizing the originality of his thought in this context. The extent to which Rousseau’s approach to natural right followed Burlamaqui’s is explored in the second section. In doing so the problematic relationship between nature as a normative ideal and the role of artifice and denaturing is addressed, a problem that has proved a source of much contention amongst Rousseau scholars. The final section adumbrates the implications for the way that modern natural law was received in Geneva, drawing attention to the infusion of a transcendent standard of justice into the existing discourse, which owed more to Malebranche and Leibniz than to Pufendorf and Barbeyrac. [End Page 209]While Rousseau is one of the most written about figures in the history of ideas, the place of Burlamaqui, his Genevan contemporary, has received very little attention. When he has been considered it has usually been alongside other natural law theorists in analyzing their influence on the founding fathers and the American Revolution.1 For a long time the relationship between the two thinkers went unexamined, seemingly bearing testimony to the opinion of Giorgio Del Vecchio that Burlamaqui was an unoriginal theorist who had little influence on Rousseau.2 Helena Rosenblatt’s comprehensive study of the Genevan context of Rousseau’s thought suggests otherwise, however, stressing the importance of Burlamaqui in the political controversies that shaped 1750s Geneva, to which Rousseau responded in his main political writings.3 In addition, Petter Korkman’s recent edition of Burlamaqui’s seminal work—in which many of the originally unreferenced sources are identified—not only demonstrates the extent to which Burlamaqui deferred to Jean Barbeyrac’s editions of Grotius and Pufendorf, but also draws attention to where he distinctively broke from them and merits being appreciated as an original thinker in his own right.4Although Burlamaqui is best known as the author of The Principles of Natural and Political Law, the opus consists of two quite distinct volumes: The Principles of Natural Law and The Principles of Political Law.5 It is well to focus on the former of these when assessing the extent of Burlamaqui’s originality as he never authorized the latter, which was only published [End Page 210] posthumously based on his lecture notes. Moreover, its content was largely derivative and often deferred to Barbeyrac’s editions of Grotius and Pufendorf verbatim; indeed the most original aspects of The Principles of Political Law were usually little more than summaries of arguments that had been developed in the earlier work. In contrast, Burlamaqui oversaw the publication of The Principles of Natural Law himself in 1747, intending it to serve as an introduction to natural law for his students, and, ironically, to prevent his lectures from being “published against [his] will, in a very imperfect and mangled condition.”6 Both volumes, however, must be taken into account when considering the influence on Rousseau, not least because his most famous work, On the Social Contract, or Principles of Political Right, adopted the title of Burlamaqui’s second volume.7IFrom the opening lines of The Principles of Natural Law Burlamaqui indicated his intention to expand the domain of natural law, its end being not just man’s preservation but ultimately his happiness:My design is to enquire into those rules which nature alone prescribes to man, in order to conduct him safely to the end, which every one has, and indeed ought to... (shrink)

Dealing with students who cheat can be one of the most stressful interactions that faculty encounter. This study focused on faculty responses to academic integrity violations and utilized the Theory of Planned Behaviour model to predict the target behaviour of whether faculty would speak face-to-face with a student suspected of cheating. After an elicitation phase to determine modal salient beliefs, a questionnaire was developed to measure the model’s variables. The respondent database contained 206 tenured and non-tenured faculty from two large (...) comprehensive universities. A stepwise multiple regression demonstrated the usefulness of the Theory of Planned Behaviour. Overall the model explained 43 % of the variance in predicting faculty members’ intention to speak face-to-face with a student suspected of cheating. The most significant contribution was made by subjective norms ( β = 0.39), followed by attitude ( β = 0.34), and perceived behavioural control ( β = 0.24). (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Response to Robert Zydenbos' Review of An Introduction to Mādhva VedāntaDeepak SarmaIntroductionI am grateful to the editors of Philosophy East and West for asking me to write a response to Zydenbos' review of my book, An Introduction to Mādhva Vedānta. To this end, I will address four issues: typographical errors, unfounded claims about my translations, content and problems of method and theory, and the future of scholarship in Mādhva (...) Vedānta.Typographical DoṣasFirst, I wish to thank Zydenbos for pointing out the typographical errors. I take full responsibility for them and I intend to correct them in future editions. These are unintentional mistakes and should not be taken as an accurate indicator of my academic ability. I invite readers to examine my other publications on Mādhva Vedānta and to decide for themselves. Jayatīrtha (1365-1388 C.E.), a renowned Mādhva commentator, explained the reasons for such errors in his Pramāṇapad-dhati. He held that defective eyes, whether from cataract, jaundice, or the like,1 [End Page 670] can give rise to defective knowledge, and further, that if an object is too far away, too near, too small, obstructed, or even mixed with similar things, then this will give rise to incorrect knowledge.2 I knew that such errors were likely to occur (especially given the size of the fonts in the page proofs!), which is why I wrote the following in my acknowledgments: "Errors that remain in this text are entirely my own responsibility. If any are found I beg your forgiveness and hope that they inspire you to further study Mādhva Vedānta!" (p. xi). Perhaps all of the undue attention paid by Zydenbos to typographical errors (he devoted a significant portion of his review to them) will inspire further study!TranslationsI am delighted that Zydenbos found my translations to be "not badly done" and disappointed that he incorrectly "assumes" that they are not my own. Rest assured that they are mine. I was assisted by Professor Lawrence McCrea and scholars of the Pūrṇaprajña Saṃśodhana Mandiram (PPSM) and have dutifully acknowledged all of them in my book (p. xii). Zydenbos should know better than to speculate about matters he has no knowledge of.Content and Methodological IssuesThe typographical errors and accusations of plagiarism are far less interesting than the points that were raised about the content of my book. Disputes in the West about interpretations of Mādhva Vedānta are recent; it has been largely ignored in favor of Buddhism and the crypto-Buddhist school, namely Advaita Vedānta. There have been very few books on Mādhva Vedānta written by outsiders, and those few are no longer in print, are poorly written, use dated language, or are in a language that is not available to most lay Mādhvas. Interpretations of Mādhva doctrines made by their authors have remained unquestioned by Western readers given the relative novelty and obscurity of Mādhva Vedānta, while Mādhva insiders have ignored most of them. It is wonderful, then, that Zydenbos doubts my interpretations. After all, his disputes are among the first ones published by an outsider concerning the interpretation of Mādhva doctrines.3Zydenbos' skepticism is reason for celebration for it indicates that Western scholarship on Mādhva Vedānta has come of age. There are now enough scholars of Mādhva Vedānta (or, rather, scholars who claim knowledge of Mādhva Vedānta) in the West that such a debate can occur. I invite others to investigate the points of dispute and to join this expanding community!Zydenbos has also faulted me on the organizational principles of my introductory text. I have, as he correctly notes, intentionally ignored issues of contemporary politics, a topic that he finds essential. Although some historical and political issues are relevant, I find that philosophical discourse sans context is far more intellectually appealing. I am well aware of my biases and have acknowledged the limitations of my historical analysis: [End Page 671]... the history presented here is not intended to be comprehensive. Instead, it is intended... (shrink)

Despite calls for more research into the writing expertise of senior scientists, the literature reveals surprisingly little about the writing strategies of successful scientist writers. The present paper addresses the gap in the literature by reporting a study that investigated the note-taking strategies of an expert writer, a Chinese professor of biochemistry. Primarily based on interview data, the paper describes the expert’s recontextualization strategies at three levels: ‘accumulating writing materials’ by modifying source texts, composing from ‘collections’ of cut-and-pasted chunks in (...) drafting a review article, and adopting reusable citations in sources as a ‘map’. It is emphasized that through repeatedly revising his paper in light of his rhetorical intentions in a new context of meaning, the expert writer would maximally recontextualize the source-based text segments and citations in the paper, averting transgressive intertextuality as a result. The paper ends by highlighting the pedagogical implications of the study for English for Professional Academic Purposes. (shrink)

We argue that any strong version of a knowledge condition on intentional action, the practical knowledge principle, on which knowledge of what I am doing (under some description: call it A-ing) is necessary for that A-ing to qualify as an intentional action, is false. Our argument involves a new kind of case, one that centers the agent’s control appropriately and thus improves upon Davidson’s well-known carbon copier case. After discussing this case, offering an initial argument against the knowledge (...) condition, and discussing recent treatments that cover nearby ground, we consider several objections. One we consider at some length maintains that although contemplative knowledge may be disconnected from intentional action, specifically practical knowledge of the sort Anscombe elucidated escapes our argument. We demonstrate that this is not so. Our argument illuminates an important truth, often overlooked in discussions of the knowledge-intentional action relationship: intentional action and knowledge have different levels of permissiveness regarding failure in similar circumstances. (shrink)

The intentional stance is the strategy of prediction and explanation that attributes beliefs, desires, and other states to systems and predicts future behavior from what it would be rational for an agent to do, given those beliefs and desires. Any system whose performance can be thus predicted and explained is an intentional system, whatever its innards. The strategy of treating parts of the world as intentional systems is the foundation of but is also exploited in artificial intelligence (...) and cognitive science more generally, as well as in evolutionary theory. An analysis of the role of the intentional stance and its presuppositions supports a naturalistic theory of mental states and events, their content or intentionality, and the relation between levels of explanation and neurophysiological or mechanistic levels of explanation. As such, the analysis of the intentional stance grounds a theory of the mind and its relation to the body. (shrink)

Robots are increasingly envisaged as our future cohabitants. However, while considerable progress has been made in recent years in terms of their technological realization, the ability of robots to inter-act with humans in an intuitive and social way is still quite limited. An important challenge for social robotics is to determine how to design robots that can perceive the user’s needs, feelings, and intentions, and adapt to users over a broad range of cognitive abilities. It is conceivable that if robots (...) were able to adequately demonstrate this, humans would eventually accept them as social companions. We argue that the best way to achieve this is using a systematic experimental approach based on behavioral and physiological neuroscience methods such as motion/eye tracking, electroencephalography (EEG), or functional near-infrared spectroscopy (fNIRS) embedded in interactive human-robot paradigms. This approach requires understanding how humans interact with each other, how they perform tasks together and how they develop feelings of social connection over time, and using these insights to formulate design principles that make social robots attuned to the workings of the human brain. In this review, we put forward the argument that the likelihood of artificial agents being perceived as social companions can be increased by designing them in a way that they are perceived as intentional agents that activate areas in the human brain involved in social-cognitive processing. We first review literature related to social-cognitive mechanisms involved in human-human interactions, and high-light the importance of perceiving others as intentional agents to activate these brain areas. We then discuss how attribution of intentionality can positively affect human-robot interaction by (a) fostering feelings of social connection, empathy and prosociality, and by (b) enhancing performance on joint human-robot tasks. Lastly, we describe circumstances under which attribution of intentionality to robot agents might be disadvantageous, and discuss challenges associated with designing social robots that are inspired by neuroscientific principles. (shrink)

Tackling some central problems in the philosophy of action, Mele constructs an explanatory model for intentional behavior, locating the place and significance of such mental phenomena as beliefs, desires, reason, and intentions in the etiology of intentional action. Part One comprises a comprehensive examination of the standard treatments of the relations between desires, beliefs, and actions. In Part Two, Mele goes on to develop a subtle and well-defended view that the motivational role of intentions is of a different (...) sort from that of beliefs and desires. Mele, also offers a provocative explanation of how we come to have intentions and elaborates on his earlier work concerning akratic failures of will. (shrink)

During the last dozen years, Daniel Dennett has been elaborating an interconnected – and increasingly influential – set of views in the philosophy of mind, the philosophy of psychology, and those parts of moral philosophy that deal with the notions of freedom, responsibility, and personhood. The central unifying theme running through Dennett's writings on each of these topics is his concept of an intentional system. He invokes the concept to “legitimize” mentalistic predicates ("Brainstorms", p. xvii), to explain the theoretical (...) strategy of cognitive psychology and artificial intelligence, and, ultimately, to attempt a reconciliation between “our vision of ourselves as responsible, free, rational agents, and our vision of ourselves as complex parts of the physical world of science” (BS, p. x). My goal in this paper is to raise some doubts about the “intentional coin” (BS, p. xviii) with which Dennett proposes to purchase his moral and “mental treasures.”. (shrink)

When someone steps on your toe on purpose, it seems to hurt more than when the person does the same thing unintentionally. The physical parameters of the harm may not differ—your toe is flattened in both cases—but the psychological experience of pain is changed nonetheless. Intentional harms are premeditated by another person and have the specific purpose of causing pain. In a sense, intended harms are events initiated by one mind to communicate meaning (malice) to another, and this could (...) shape the recipient’s experience. This study examined whether self-reported pain is indeed higher when the events producing the pain are understood as intentionally (as opposed to unintentionally) caused by another person. Although pain was traditionally conceived to be solely physical in nature (Aydede, 2005), its experience varies substantially with psychological context. The placebo analgesia effect, for example, is the reduction of pain without a change in physical stimulation when context, expectations, or sugar pills challenge the interpretation of a sensation as painful (e.g., Fields, 2008). The nocebo effect, in turn, is the experience of pain without any physical stimulation—as when participants report headaches when told that a (nonexistent) electric current is passing through their heads (Schweiger & Parducci, 1981). These variations in pain experience seem to depend on the meaning of the stimulus: A sugar pill is meant to decrease pain, whereas electric current is meant to increase pain. In an interpersonal context, the meaning of an action is derived from the would complete. perceiver’s perceptions of the actor’s intention (Clark, 1996). (shrink)

The question whether natural language permits quantification over intentional objects as the ‘nonexistent’ objects of thought is the topic of a major philosophical controversy, as is the status of intentional objects as such. This paper will argue that natural language does reflect a particular notion of intentional object and in particular that certain types of natural language constructions (generally disregarded in the philosophical literature) cannot be analysed without positing intentional objects. At the same time, those (...) class='Hi'>intentional objects do not come for free; rather they are strictly dependent on intentional acts that generally need to have a presence, in one way or another, in the semantic structure of the sentence. (shrink)

Recent experimental fi ndings by Knobe and others ( Knobe, 2003; Nadelhoffer, 2006b; Nichols and Ulatowski, 2007 ) have been at the center of a controversy about the nature of the folk concept of intentional action. I argue that the signifi cance of these fi ndings has been overstated. My discussion is two-pronged. First, I contend that barring a consensual theory of conceptual competence, the signifi cance of these experimental fi ndings for the nature of the concept of (...) class='Hi'>intentional action cannot be determined. Unfortunately, the lack of progress in the philosophy of concepts casts doubt on whether such a consensual theory will be found. Second, I propose a new, defl ationary interpretation of these experimental fi ndings, ‘ the trade-off hypothesis ’ , and I present several new experimental fi ndings that support this interpretation. (shrink)

Linguistics of saying studies language in its birth. Language is the mental activity executed by speaking subjects. Linguistics of saying consists in analyzing speech acts as the result of an act of knowing. Speaking subjects speak because they have something to say. Tthey say because they define themselves before the circumstance they are in. And this is possible because they are able to know. Speaking, then, is speaking, saying and knowing. In this sense there is a progressive determination. Knowing makes (...) possible saying, and saying determines speaking, or, in other words: speaking involves saying and knowing, and saying involves knowing. The problem thus is to determine the meaningful intentional purpose of the individual speaker to say something in every speech act. (shrink)

It is widely believed that the primary function of folk psychology lies in the prediction, explanation and control of behavior. A question arises, however, as to whether folk psychology has also been shaped in fundamental ways by the various other roles it plays in people’s lives. Here I approach that question by considering one particular aspect of folk psychology – the distinction between intentional and unintentional behaviors. The aim is to determine whether this distinction is best understood as a (...) tool used in prediction, explanation and control or whether it has been shaped in fundamental ways by some other aspect of its use. (shrink)