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  1.  69
    Case-Based Knowledge and Ethics Education: Improving Learning and Transfer Through Emotionally Rich Cases.Chase E. Thiel, Shane Connelly, Lauren Harkrider, Lynn D. Devenport, Zhanna Bagdasarov, James F. Johnson & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (1):265-286.
    Case-based instruction is a stable feature of ethics education, however, little is known about the attributes of the cases that make them effective. Emotions are an inherent part of ethical decision-making and one source of information actively stored in case-based knowledge, making them an attribute of cases that likely facilitates case-based learning. Emotions also make cases more realistic, an essential component for effective case-based instruction. The purpose of this study was to investigate the influence of emotional case content, and complementary (...)
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  2.  49
    Leader Ethical Decision-Making in Organizations: Strategies for Sensemaking. [REVIEW]Chase E. Thiel, Zhanna Bagdasarov, Lauren Harkrider, James F. Johnson & Michael D. Mumford - 2012 - Journal of Business Ethics 107 (1):49-64.
    Organizational leaders face environmental challenges and pressures that put them under ethical risk. Navigating this ethical risk is demanding given the dynamics of contemporary organizations. Traditional models of ethical decision-making (EDM) are an inadequate framework for understanding how leaders respond to ethical dilemmas under conditions of uncertainty and equivocality. Sensemaking models more accurately illustrate leader EDM and account for individual, social, and environmental constraints. Using the sensemaking approach as a foundation, previous EDM models are revised and extended to comprise a (...)
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  3.  30
    Improving Case-Based Ethics Training with Codes of Conduct and Forecasting Content.Lauren N. Harkrider, Chase E. Thiel, Zhanna Bagdasarov, Michael D. Mumford, James F. Johnson, Shane Connelly & Lynn D. Devenport - 2012 - Ethics and Behavior 22 (4):258 - 280.
    Although case-based training is popular for ethics education, little is known about how specific case content influences training effectiveness. Therefore, the effects of (a) codes of ethical conduct and (b) forecasting content were investigated. Results revealed richer cases, including both codes and forecasting content, led to increased knowledge acquisition, greater sensemaking strategy use, and better decision ethicality. With richer cases, a specific pattern emerged. Specifically, content describing codes alone was more effective when combined with short-term forecasts, whereas content embedding codes (...)
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  4. Aggregation and Deliberation: On the Possibility of Democratic Legitimacy.Jack Knight & James Johnson - 1994 - Political Theory 22 (2):277-296.
  5.  19
    Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - 2013 - Ethics and Behavior 23 (3):179-198.
    This study examined how structuring case-based ethics training, either through (a) case presentation or (b) prompt questions, influences training outcomes. Results revealed an interaction between case presentation and prompt questions such that some form of structure improved effectiveness. Specifically, comparing cases led to greater sensemaking strategy use and decision-ethicality when trainees considered unstructured rather than structured prompts. When cases were presented sequentially, structuring prompts improved training effectiveness. Too much structure, however, decreased future ethical decision making, suggesting that there can be (...)
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  6.  23
    Case-Based Ethics Instruction: The Influence of Contextual and Individual Factors in Case Content on Ethical Decision-Making.Zhanna Bagdasarov, Chase E. Thiel, James F. Johnson, Shane Connelly, Lauren N. Harkrider, Lynn D. Devenport & Michael D. Mumford - 2013 - Science and Engineering Ethics 19 (3):1305-1322.
    Cases have been employed across multiple disciplines, including ethics education, as effective pedagogical tools. However, the benefit of case-based learning in the ethics domain varies across cases, suggesting that not all cases are equal in terms of pedagogical value. Indeed, case content appears to influence the extent to which cases promote learning and transfer. Consistent with this argument, the current study explored the influences of contextual and personal factors embedded in case content on ethical decision-making. Cases were manipulated to include (...)
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  7.  16
    Examining the Effects of Incremental Case Presentation and Forecasting Outcomes on Case-Based Ethics Instruction.Alexandra E. MacDougall, Lauren N. Harkrider, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Juandre Peacock, Michael D. Mumford, Lynn D. Devenport & Shane Connelly - 2014 - Ethics and Behavior 24 (2):126-150.
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  8.  13
    The Effects of Note-Taking and Review on Sensemaking and Ethical Decision Making.James F. Johnson, Zhanna Bagdasarov, Lauren N. Harkrider, Alexandra E. MacDougall, Shane Connelly, Lynn D. Devenport & Michael D. Mumford - 2013 - Ethics and Behavior 23 (4):299-323.
    The effectiveness of case-based learning in ethics education varies widely regarding how cases are presented. Case process instruction may impact case-based ethics education to promote sensemaking processes, ethical sensemaking strategy use, and ethical decision making (EDM) quality. This study examined two teaching techniques, notes and review, and participants completed note-taking and review activities examining a case-based scenario during an ethics education course. Results suggest that providing case notes in outline form improves sensemaking processes, strategy use, and EDM quality. In addition, (...)
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  9.  18
    Effects of Alternative Outcome Scenarios and Structured Outcome Evaluation on Case-Based Ethics Instruction.Juandre Peacock, Lauren N. Harkrider, Zhanna Bagdasarov, Shane Connelly, James F. Johnson, Chase E. Thiel, Alexandra E. MacDougall, Michael D. Mumford & Lynn D. Devenport - 2013 - Science and Engineering Ethics 19 (3):1283-1303.
    Case-based instruction has been regarded by many as a viable alternative to traditional lecture-based education and training. However, little is known about how case-based training techniques impact training effectiveness. This study examined the effects of two such techniques: (a) presentation of alternative outcome scenarios to a case, and (b) conducting a structured outcome evaluation. Consistent with the hypotheses, results indicate that presentation of alternative outcome scenarios reduced knowledge acquisition, reduced sensemaking and ethical decision-making strategy use, and reduced decision ethicality. Conducting (...)
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  10.  9
    A Practically Informed Morality of War: Just War, International Law, and a Changing World Order.James Turner Johnson - 2017 - Ethics and International Affairs 31 (4):453-465.
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  11. Political Consequences of Pragmatism.Jack Knight & James Johnson - 1996 - Political Theory 24 (1):68-96.
  12.  1
    The Ethics of Insurgency.James Turner Johnson - 2017 - Ethics and International Affairs 31 (3):367-382.
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  13.  4
    Multi-Level Organizational Moral Disengagement: Directions for Future Investigation.James Franklin Johnson & M. Ronald Buckley - 2015 - Journal of Business Ethics 130 (2):291-300.
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  14.  94
    The Just War Idea: The State of the Question.James Turner Johnson - 2006 - Social Philosophy and Policy 23 (1):167-195.
    This essay explores the idea of just war in two ways. Part I outlines the formation, early development, and substantive content of just war tradition in its classic form, sketches the subsequent development of this idea in the modern period, and examines three benchmarks in the recovery of just war thinking in American thought over the last four decades. Part II identifies and critiques several prominent themes in contemporary just war discourse, testing them against the context, purpose, and content of (...)
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  15. Can Modern War Be Just?James Turner Johnson - 1984 - Journal of Religious Ethics 12 (2):279-280.
  16.  30
    The Idea of Defense in Historical and Contemporary Thinking About Just War.James Turner Johnson - 2008 - Journal of Religious Ethics 36 (4):543-556.
    What is, or should be, the role of defense in thinking about the justification of use of armed force? Contemporary just war thinking prioritizes defense as the principal, and perhaps the only, just cause for resorting to armed force. By contrast, classic just war tradition, while recognizing defense as justification for use of force by private persons, did not reason from self-defense to the justification of the use of force on behalf of the political community, but instead rendered the idea (...)
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  17.  18
    Thinking Comparatively About Religion and War. [REVIEW]James Turner Johnson - 2008 - Journal of Religious Ethics 36 (1):157-179.
    In contrast to the period when the "Journal of Religious Ethics" began publishing, the study of religion in relation to war and connected issues has prospered in recent years. This article examines three collections of essays providing comparative perspectives on these topics, two recently authored studies of Buddhism and Islam in relation to war, and a compendious collection of texts on Western moral tradition concerning war, peace, and related issues from classical Greece and Rome to the present.
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  18.  34
    Habermas on Strategic and Communicative Action.James Johnson - 1991 - Political Theory 19 (2):181-201.
    Habermas's analysis of rational action is the fulcrum for his broader theoretical project. If that analysis is faulty his larger project is jeopardized. I explore the role Habermas assigns to strategic action in order to scrutinize his central concept of communicative action. Using basic game theoretic concepts as a counterpoint I argue that he both misconstrues stategic action and fails to adequately explain the mechanism underlying communicative action. I conclude by sketching several ways that Habermas might seek to rectify deficiencies (...)
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  19.  10
    Multiverse Assumptions and Philosophy.James R. Johnson - 2018 - Filosofiâ I Kosmologiâ 20:8-17.
    Multiverses are predictions based on theories. Focusing on each theory’s assumptions is key to evaluating a proposed multiverse. Although accepted theories of particle physics and cosmology contain non-intuitive features, multiverse theories entertain a host of “strange” assumptions classified as metaphysical topics such as: infinity, duplicate yous, hypothetical fields, more than three space dimensions, Hilbert space, advanced civilizations, and reality established by mathematical relationships. It is easy to confuse multiverse proposals because many divergent models exist. This overview defines the characteristics of (...)
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  20.  7
    What’s a Political Theorist to Do?Susan Orr & James Johnson - 2018 - Theoria: A Journal of Social and Political Theory 65 (154):1-23.
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  21.  28
    Ethics in the Humanities: Findings From Focus Groups. [REVIEW]Cheryl Stenmark, Alison Antes, Laura Martin, Zhanna Bagdasarov, James Johnson, Lynn Devenport & Michael Mumford - 2010 - Journal of Academic Ethics 8 (4):285-300.
    This project examined the ethical issues faced by academics and professionals in the Humanities. We conducted focus groups to gather information about the ethical concerns in these fields and used the qualitative data arising from the discussions to create a taxonomy that represents the structure of ethical issues in the Humanities. A key implication of our findings is that while the focus of ethics research and interventions has been primarily on the sciences and engineering, academics and professionals in other fields (...)
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  22.  8
    Listening in Paris: A Cultural History.Downing Thomas & James H. Johnson - 1996 - Substance 25 (2):143.
  23.  1
    [Book Review] the Holy War Idea in Western and Islamic Traditions. [REVIEW]James Turner Johnson - 2000 - Ethics and International Affairs 14:133-140.
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  24.  27
    Humanitarian Intervention After Iraq: Just War and International Law Perspectives.James Turner Johnson - 2006 - Journal of Military Ethics 5 (2):114-127.
  25.  3
    Religion and the Human Rights Idea.James Turner Johnson - 2018 - Journal of Religious Ethics 46 (2):379-398.
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  26.  14
    Mental Models and Ethical Decision Making: The Mediating Role of Sensemaking.Zhanna Bagdasarov, James F. Johnson, Alexandra E. MacDougall, Logan M. Steele, Shane Connelly & Michael D. Mumford - 2016 - Journal of Business Ethics 138 (1):133-144.
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  27.  4
    Thinking Historically About Just War.James Turner Johnson - 2009 - Journal of Military Ethics 8 (3):246-259.
    This essay responds to the six essays on my thought above, doing so both directly on particularly important points and indirectly through my own reflections on how I understand my work and its development.
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  28.  2
    Getting It Right.James Turner Johnson - 2015 - Journal of Religious Ethics 43 (1):170-177.
    In addition to noting significant differences of interpretation between me and Kristopher Norris on understanding classic just war thought and judging its importance, this Comment flags errors of fact and faulty logic in the Norris essay.
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  29.  25
    Retracted Article: Improving Case-Based Ethics Training: How Modeling Behaviors and Forecasting Influence Effectiveness.Lauren N. Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - 2014 - Science and Engineering Ethics 20 (1):299-299.
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  30.  25
    Aquinas and Luther on War and Peace: Sovereign Authority and the Use of Armed Force.James Turner Johnson - 2003 - Journal of Religious Ethics 31 (1):3-20.
    Recent just war thought has tended to prioritize just cause among the moral criteria to be satisfied for resort to armed force, reducing the requirement of sovereign authority to a secondary, supporting role: such authority is to act in response to the establishment of just cause. By contrast, Aquinas and Luther, two benchmark figures in the development of Christian thought on just war, unambiguously gave priority to the requirement of sovereign authority as instituted by God to carry out the responsibilities (...)
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  31.  21
    Paul Ramsey and the Recovery of the Just War Idea.James Turner Johnson - 2002 - Journal of Military Ethics 1 (2):136-144.
    While the origin and development of the just war tradition until the early modern period blended concerns, ideas, and practices from the moral, legal, political, and military spheres, from the mid-seventeenth century until the mid-twentieth it largely disappeared as a conscious source of moral reflection about war and its restraint. Beginning in the 1960s, however, American theologian Paul Ramsey initiated a recovery of just war thinking in a series of writings applying the principles of discrimination and proportionality, ideas he traced (...)
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  32. Ideology, Reason, and the Limitation of War: Religious and Secular Concepts, 1200-1740.James Turner Johnson - 1982 - Religious Studies 18 (1):114-116.
     
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  33. How Not to Criticize Rational Choice Theory: Pathologies of "Common Sense".James Johnson - 1996 - Philosophy of the Social Sciences 26 (1):77-91.
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  34.  18
    Can a Pacifist Have a Conversation with Augustine? A Response to Alain Epp Weaver.James Turner Johnson - 2001 - Journal of Religious Ethics 29 (1):87-93.
    Christians have historically differed as to whether the wrongness of an act is to be located in the objective character of the act or in the intention of the agent. By blurring this distinction, Alain Epp Weaver fails to see the real principle of consistency that unites Augustine's analyses of warfare and lying. Likewise, by not appreciating the fact that Augustine analyzes the wrongness of the act in terms of intention whereas Yoder analyzes its wrongness in terms of its objective (...)
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  35.  21
    Communication, Criticism, and the Postmodern Consensus.James Johnson - 1997 - Political Theory 25 (4):559-583.
    A critique is not a matter of saying that things are not right as they are. It is a matter of pointing out on what kinds of assumptions, what kinds of familiar, unchallenged, unconsidered modes of thought, the practices that we accept rest.... Criticism is a matter of flushing out that thought and trying to change it: to show that things are not as self-evident as one believed, to see that what is accepted as self-evident will no longer be accepted (...)
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  36.  11
    Religion, Violence, and Human Rights.James Turner Johnson - 2013 - Journal of Religious Ethics 41 (1):1-14.
    Beginning with the support given by religious groups to humanitarian intervention for the protection of basic human rights in the debates of the 1990s, this essay examines the use of the human rights idea in relation to international law on armed conflict, the “Responsibility To Protect” doctrine, and the development of the idea of sovereignty associated with the “Westphalian system” of international order, identifying a dilemma: that the idea of human rights undergirds both the principle of non-intervention in the internal (...)
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  37.  7
    Contemporary Just War Thinking: Which Is Worse, to Have Friends or Critics?James Turner Johnson - 2013 - Ethics and International Affairs 27 (1):25-45.
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  38.  81
    On Giving Birth to a New Organism and Helping to Shape a Discipline: Reflections on the Idea of Thejournal of Military Ethicsand its Relation to Developing Thinking About Ethics and War.James Turner Johnson - 2012 - Journal of Military Ethics 11 (1):2-9.
    Abstract [Remarks at the 10th-anniversary conference for the Journal of Military Ethics, Oslo, Norway, 9 September 2011, arranged by the journal in collaboration with the Norwegian Defence University College, the Peace Research Institute Oslo, and Bj?rknes College.].
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  39.  6
    Nonfinitizability of Classes of Representable Polyadic Algebras.James S. Johnson - 1969 - Journal of Symbolic Logic 34 (3):344-352.
  40.  4
    Creating a Universe, a Conceptual Model.James R. Johnson - 2016 - Filosofiâ I Kosmologiâ 17:86-105.
    Space is something. Space inherently contains laws of nature: universal rules, laws and symmetries. We have significant knowledge about these laws of nature because all our scientific theories assume their presence. Their existence is critical for developing either a unique theory of our universe or more speculative multiverse theories. Scientists generally ignore the laws of nature because they “are what they are” and because visualizing different laws of nature challenges the imagination. This article defines a conceptual model separating space from (...)
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  41.  11
    On Keeping Faith: The Use of History for Religious Ethics.James T. Johnson - 1979 - Journal of Religious Ethics 7 (1):98 - 116.
    The importance of history for religious ethics lies in the fact that, in religious communities existing over time, values are encountered in history, given forms dependent on the historical experience of the believing community, and recalled by the individual moral agent through memory in the context of participation in that community. This paper has to do with the nature of that memory and its implications for moral identity. Specifically, I utilize the concept of "significant history," derived from Gordon Kaufman's notion (...)
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  42.  26
    Just War in the Thought of Paul Ramsey.James T. Johnson - 1991 - Journal of Religious Ethics 19 (2):183-207.
    An effort to recover and explicate the idea of just war in Christian terms spans Paul Ramsey's career for almost four decades, from his earliest book to his last. His writings on this subject constitute one of the most important thematic and substantive contributions of his thought. This essay begins with a summary of classical just war tradition and assesses the relation of Ramsey's conception of just war to it. Then it examines that conception in detail, focusing on three topics: (...)
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  43.  17
    Natural Law as a Language for the Ethics of War.James T. Johnson - 1975 - Journal of Religious Ethics 3 (2):217-242.
    To assess the utility of appeals to natural law as a way of projecting ethical claims across ideological and cultural boundaries, three examples of such appeals in just war theory are critically analyzed and evaluated: those of contemporary international lawyers Myres McDougal and Florentino Feliciano, theological ethicist Paul Ramsey, and Franciscus de Victoria, a sixteenth-century Spanish theorist whose recasting of Christian just war thought gave rise to secular international law. The conclusion is that natural-law appeals today can no longer depend (...)
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  44.  9
    Axiom Systems for First Order Logic with Finitely Many Variables.James S. Johnson - 1973 - Journal of Symbolic Logic 38 (4):576-578.
    J. D. Monk has shown that for first order languages with finitely many variables there is no finite set of schema which axiomatizes the universally valid formulas. There are such finite sets of schema which axiomatize the formulas valid in all structures of some fixed finite size.
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  45.  37
    Toward Reconstructing the Jus Ad Bellum.James Turner Johnson - 1973 - The Monist 57 (4):461-488.
  46.  14
    Structuring Case-Based Ethics Training: How Comparing Cases and Structured Prompts Influence Training Effectiveness.Lauren Harkrider, Alexandra E. MacDougall, Zhanna Bagdasarov, James F. Johnson, Chase E. Thiel, Michael D. Mumford, Shane Connelly & Lynn D. Devenport - forthcoming - Ethics and Behavior:150527093230007.
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  47.  7
    Moral Traditions and Religious Ethics: A Comparative Enquiry.James Turner Johnson - 1997 - Journal of Religious Ethics 25 (3):77 - 101.
    This essay explores the convergence of theoretical or foundational, historical, and comparative concerns in religious ethics through the examination of two religiously informed traditions on statecraft, that shaped by Augustine's idea of the civitas dei and that shaped by classical Islamic juristic thought on the dar alislam. Three issues are examined for each tradition: the concept of normative political order, the nature of justified use of force, and the implications of their rival claims to universality. The essay shows how the (...)
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  48.  13
    A Comparison of the Effects of Ethics Training on International and US Students.Logan M. Steele, James F. Johnson, Logan L. Watts, Alexandra E. MacDougall, Michael D. Mumford, Shane Connelly & T. H. Lee Williams - 2016 - Science and Engineering Ethics 22 (4):1217-1244.
    As scientific and engineering efforts become increasingly global in nature, the need to understand differences in perceptions of research ethics issues across countries and cultures is imperative. However, investigations into the connection between nationality and ethical decision-making in the sciences have largely generated mixed results. In Study 1 of this paper, a measure of biases and compensatory strategies that could influence ethical decisions was administered. Results from this study indicated that graduate students from the United States and international graduate students (...)
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  49.  15
    Rationality and Revolution: A Response to Holmstrom on the Logic of Working Class Collective Action.James Johnson - 1987 - Canadian Journal of Philosophy 17 (1):167 - 174.
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  50. Comment on James F. Childress's' Nonviolent Resistance, Trust and Risk-Taking Twenty-Five Years Later'.James Turner Johnson - 1998 - Journal of Religious Ethics 26 (1):219-222.
     
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