XLRI, in association with a few Tata Group companies, established the XLRI-JRD Tata Foundation in Business Ethics in 1991 to mark their long-standing commitment and contribution to business ethics in India. The foundation seeks to address this by publicly affirming the urgent need for ethics in business and the need to bring about a conducive culture in which it can thrive.

Scientific realism has been advanced as an interpretation of the natural sciences but never the behavioral sciences. This book introduces a novel version of scientific realism, Measured Realism, that characterizes the kind of theoretical progress in the social and psychological sciences that is uneven but indisputable. It proposes a theory of measurement, Population-Guided Estimation, that connects natural, psychological, and social scientific inquiry. Presenting quantitative methods in the behavioral sciences as at once successful and regulated by the world, the book will (...) engage philosophers of science, historians of science, sociologists of science, and scientists interested in the foundations of their own disciplines. Part I introduces measured realism beginning with a novel realist theory of measurement (Population-Guided Estimation, or PGE). It examines two other versions of scientific realism — minimal (Hacking) and robust (Boyd, Putnam, and Newton-Smith) — and advances measured realism as best supported by the evidence in the behavioral sciences. It also critically evaluates the anti-realist arguments of van Fraassen, Laudan, and Fine. Part II formulates and develops a version of epistemological naturalism most appropriate to measured realism. Drawing upon the realist theory of measurement developed earlier, it favorably appraises a variety of statistical methods in the behavioral sciences against selected criticisms. It concludes that traditional, narrative methods in the behavioral and social sciences are unreliable by the measures of epistemological naturalism. (shrink)

A fresh, daring, and genuine alternative to the traditional story of scientific progress Explaining the world around us, and the life within it, is one of the most uniquely human drives, and the most celebrated activity of science. Good explanations are what provide accurate causal accounts of the things we wonder at, but explanation's earthly origins haven't grounded it: we have used it to account for the grandest and most wondrous mysteries in the natural world. Explanations give us a sense (...) of understanding, but an explanation that feels right doesn't mean it is true. For every true explanation, there is a false one that feels just as good. A good theory's explanations, though, have a much easier path to truth. This push for good explanations elevated science from medieval alchemy to electro-chemistry, or a pre-inertial physics to the forces underlying nanoparticles. And though the attempt to explain has existed as long as we have been able to wonder, a science timeline from pre-history to the present will reveal a steep curve of theoretical discovery that explodes around 1600, primarily in the West. Ranging over neuroscience, psychology, history, and policy, Wondrous Truths answers two fundamental questions-Why did science progress in the West? And why so quickly? J.D. Trout's answers are surprising. His central idea is that Western science rose above all others because it hit upon successive theories that were approximately true through an awkward assortment of accident and luck, geography and personal idiosyncrasy. Of course, intellectual ingenuity partially accounts for this persistent drive forward. But so too does the persistence of the objects of wonder. Wondrous Truths recovers the majesty of science, and provides a startling new look at the grand sweep of its biggest ideas. (shrink)

There is now a considerable literature on Michel Foucault but this is the first monograph which explicitly addresses his influence and impact upon education. Personal autonomy has been seen as a major aim, if not the aim of liberal education. But if Foucault is correct that personal autonomy and the notion of the autonomous person are myths, then the pursuit of such an aim by educationalists is misguided. The author develops this critique of personal autonomy and liberal education from the (...) writings of Foucault, and also considers Foucault's own educational practices. The author, James Marshall, who lives in New Zealand, has already written several articles for academic journals on Foucault. (shrink)