Over the past two decades an increasing number of research papers have signalled growing interest in more responsible, sustainable and ethical modes of management education. This systematic literature review of peer-reviewed publications on, and allied to, the concept of responsible management learning and education confirms that scholarly interest in the topic has accelerated over the last decade. Rather than assuming that RMLE is one thing, however, this review proposes that the literature on responsible management education and learning can be divided (...) into four distinct categories: Teaching Responsible Management; Organizing for Responsible Education; Responsible Individual Learning, and; Responsible Organizational Learning. Although the literature on RMLE has grown, work on how managers learn responsible management in organizational or workplace settings, particularly without the intervention of external educational providers, is minimal. The Special Issue of the Journal of Business Ethics is the first to address this significant lacuna. The vast majority of published peer-reviewed research is related to organizational provider-centric organizing for responsible management education. Each category is explored and the implications of organizing the literature this way for the field of RMLE are discussed. Finally, an agenda for future research and theory development on RMLE is proposed. (shrink)

When explaining human actions, people usually focus on a small subset of potential causes. What leads us to prefer certain explanations for valenced actions over others? The present studies indicate that our moral attitudes often predict our explanatory preferences far better than our beliefs about how causally sensitive actions are to features of the actor's environment. Study 1 found that high-prejudice participants were much more likely to endorse non-agential explanations of an erotic same-sex encounter, such as that one of the (...) men endured a stressful event earlier that day. Study 2 manipulated participants' beliefs about how the agent's behavior depended on features of his environment, finding that such beliefs played no clear role in modeling participants' explanatory preferences. This result emerged both with low- and high-prejudice, US and Indian participants, suggesting that these findings probably reflect a species-typical feature of human psychology. Study 3 found that moral attitudes also predicted explanations for a woman's decision to abort her pregnancy (3a) and a person's decision to convert to Islam (3b). Study 4 found that luck in an action's etiology tends to undermine perceptions of blame more readily than perceptions of praise. Finally, Study 5 found that when explaining support for a rival ideology, both Liberals and Conservatives downplay agential causes while emphasizing environmental ones. Taken together, these studies indicate that our explanatory preferences often reflect a powerful tendency to represent agents as possessing virtuous true selves. Consequently, situation-focused explanations often appear salient because people resist attributing negatively valenced actions to the true self. There is a person/situation distinction, but it is normative. (shrink)

The ability to analyze arguments is critical for higher-level reasoning, yet previous research suggests that standard university education provides at best modest improvements in students’ analytical reasoning abilities. What techniques are most effective for cultivating these skills? Here we investigate the effectiveness of a 12-week undergraduate seminar in which students practice a software-based technique for visualizing the logical structures implicit in argumen- tative texts. Seminar students met weekly to analyze excerpts from contemporary analytic philosophy papers, completed argument visualization problem sets, (...) and received individualized feedback on a weekly basis. We found that Seminar students improved substantially more on LSAT Logical Reasoning test forms than Control students (d = .71, p < .001), suggesting that learning how to visualize arguments in the seminar led to large generalized improvements in students’ analytical reasoning skills. Moreover, blind scoring of final essays from Seminar students and Control students, drawn from a parallel lecture course, revealed large differences in favor of seminar students (d = 0.87, p = .005). Seminar students understood the arguments better, and their essays were more accurate and effectively structured. Taken together, these findings deepen our understanding of how visualizations support logical reasoning, and provide a model for improving analytical reasoning pedagogy. (shrink)

This document provides a brief report on initial research into how argument presentation affects susceptibility to confirmation bias as well as feelings toward political opponents.

This introductory chapter discusses the life and times of Bonaventure, his writings, and influence. Bonaventure came to Paris as a young man, probably in 1234 or 1235, a time when the city was undergoing extraordinary rebirth. Three historic movements had recently converged on the banks of the Seine when Bonaventure began his new life in Paris: the rediscovery of Aristotle, the turn to “universities” for education, and the emergence of the Franciscans. Bonaventure became the eighth minister of the Franciscan order (...) in October 1257. (shrink)

1. Ser y estar -- 2. Ciencia y sabiduría-- 3. Yo y nosotros.

Simone Weil believed that Greece’s vocation was to build bridges between God and man. This paper argues that, in light of Weil’s “tradition of mystical thought,” the Christian vocation is an extension of the Greek. The search for the perfect bridge in Homer, Sophocles and Plato comes to fruition in the Passion of Christ. The Greek thinkers, especially Plato with his Perfectly Just Man, already had implicit knowledge of the Passion’s truth.

This chapter explores why Bonaventure explicitly includes creation as a distinct subject area in his division of theology and what theology adds to the understanding of creation. Bonaventure believes that theology reinforces our awareness of the nothingness of creation. Recalling this means that Bonaventure's doctrine of creation can be understood. In considering this doctrine, however, it is also important to keep in mind that Bonaventure believes creation ex nihilo can be known by reason alone.

Contributions to this volume examine three main areas relating to the metaphysics of Thomas Aquinas: the foundation of metaphysics within Thomism; the use of metaphysics in fundamental philosophical issues within Thomism; and the use of metaphysics in central theological issues.

The question of time and history, took on tremendous urgency in Bonaventure's day. Bonaventure found himself enmeshed in debates about time and history both in the university and in the Franciscan order. Bonaventure believed that creation necessarily involves having a beginning in time, i.e., having being at some point after not having being. Time is thus necessarily lineal, not cyclical. So as Bonaventure considers the question in the light of philosophy he concludes that creation has a beginning in time, and (...) in the light of scripture he concludes that it will have an end. (shrink)

There is widespread agreement that the most serious and debilitating contemporary social problem in the developed capitalist world is the problem of enforced or involuntary unemployment. The growth in mass unemployment in the 1970s and 80s has produced a renewal of the demand by the labour and trade union movement1 for the implementation of a ‘right to work’; presumably in the belief that the official recognition and legal enforcement of such a right would lead to the increased availability of jobs. (...) This campaigning slogan has sometimes emanated from the most unlikely sources. In his introduction to a published account of the 1971 Upper Clyde Shipbuilders occupation and work-in, entitledThe Right to Work, Mr Harold Wilson (then, significantly, in opposition) declared that ‘what the men of the Clyde proclaimed, and what I went to Clydeside to assert, was “the right to work”. And that principle cannot, and must not, be denied.’. (shrink)

Bonaventure uses “sacrament” to refer to all signs of faith in the Redeemer, even those that are not explicitly focused on Jesus of Nazareth. He refers to this as the “diversity” of the sacraments. “Sacraments” in this sense were instituted from the very beginning, but they have enjoyed diversity through three different ages and their concomitant laws: the law of nature, the law of scripture, and the law of grace.

Bonaventure frequently identifies theology with sacred scripture, using the term “scripture” as a synonym for theology to the extent that he refers to the whole of what God has revealed for the salvation of the human race. The best place to begin to understand Bonaventure's view of sacred scripture is with the conviction that he held with other medieval believers, that God has written three books: one within, one without, and one for sinners to return home. In Bonaventure's eyes, scripture (...) is not merely the literal meaning of the text. When he speaks of scripture, he means scripture as revealed in the fullness of its meanings, above all, in its allegorical interpretation. (shrink)

Searle has long maintained a position that non-biologically based machines , no matter how intelligently they may appear to behave, cannot achieve “intentionality” or “consciousness,” have a “mind,” and so forth. Standard replies to Searle’s argument, as commonly cited by researchers in Artificial Intelligence and related communities, are sometimes considered unsatisfactory by readers outside of such fields. One possible reason for this is that the Chinese Room Argument makes a strong appeal to some people’s intuitions regarding “understanding” and necessary conditions (...) for consciousness. Rather than contradict any such intuitions or conditions, I present what in my view is an independent and largely compatible intuition: If Searle’s argument is sound, then surely a human placed under similar testing conditions as a non-biological machine should succeed where a machine would allegedly fail. The outcome is a new rebuttal to the Chinese Room that is ideologically independent of one’s views on the necessary and sufficient conditions for having a “mind.”. (shrink)

Derek Paget _No Other Way To Tell It: Dramadoc/Docudrama on Television_ Manchester: Manchester University Press, 1998 0-7190-4532-0 237pp.

The book is divided into eight chapters, covering various branches of philosophy, beginning with epistemology and proceeding through metaphysics to psychology and ethics. The book’s first chapter prepares the reader for this philosophical overview by sketching the historical and intellectual context in which Duns Scotus lived and worked. In this chapter the authors walk their reader through the maze of the Scotistic corpus acting as skilled guides. Scotus, they explain, has three different commentaries on the Sentences of Peter Lombard: his (...) earliest commentary, referred to as the Lectura; a later, revised commentary, the Ordinatio; and a third, final commentary done in Paris, the Reportatio Parisiensis. Chapter 2 explains Scotus’s foundational doctrine about the univocity of being. Chapter 3 then shows how this univocal concept works in the science of being, that is, metaphysics. The authors next take up the problem of contingency as Scotus conceives of it in the light of necessitarian views of reality. Scotus argues for a radically contingent universe that is dependent on the divine will, yet has a deep basis for the necessity found in its natures in nothing less than divine knowledge. Ingham and Dreyer carefully discuss how Scotus attempts to remain firmly within the realm of metaphysical realism by his teaching that each common nature possesses a real unity that serves as the basis for the mind’s universal concept, even if this unity is less than the numerical unity of the individual. In itself “horseness” is just “horseness” and thus indifferent to being either universalized in the mind or individuated in the concrete horse. In chapters 5 through 7, Ingham and Dreyer provide a balanced reading of the Scotistic ethics by explicating in some detail his notion of the will as the rational potency within the human soul. The final chapter of the book provides a general appreciation of the significance and enduring value of Scotus’s thought. (shrink)

Despite well-established results in survey methodology, many experimental philosophers have not asked whether and in what way conclusions about folk intuitions follow from people’s responses to their surveys. Rather, they appear to have proceeded on the assumption that intuitions can be simply read off from survey responses. Survey research, however, is fraught with difficulties. I review some of the relevant literature—particularly focusing on the conversational pragmatic aspects of survey research—and consider its application to common experimental philosophy surveys. I argue for (...) two claims. First, that experimental philosophers’ survey methodology leaves the facts about folk intuitions massively underdetermined; and second, that what has been regarded as evidence for the instability of philosophical intuitions is, at least in some cases, better accounted for in terms of subjects’ reactions to subtle pragmatic cues contained in the surveys. (shrink)

Trois poèmes en résonance avec ce mot « autislangue », une « langue que nous parlons, nous qui pouvons parler sans sons », et que lae militanz pour la neurodiversité Jim Sinclair a nommé dans le 1 er numéro de Our Voice: The Newsletter of Autism Network International.

Cullen, Michael Review of: God, the moon, and the astronaut: Space conquest and theology, by Jacques Arnould, translated by Dawn Cowlsey, pp. 148, paperback, $29.95, First published in French as La Lune dans le benitier: Conquete spatial et th ologie.

The great Franciscan theologian St. Bonaventure engaged in philosophy as well as theology, and the relation between the two in Bonaventure's work has long been debated. Yet, few studies have been devoted to Bonaventure's thought as a whole. In this survey, Christopher M. Cullen reveals Bonaventure as a great synthesizer, whose system of thought bridged the gap between theology and philosophy. The book is organized according to the categories of Bonaventure's own classic text, De reductione artium ad theologiam. (...) class='Hi'>Cullen follows Bonaventure's own division of the branches of philosophy and theology, analyzing them as separate but related entities. He shows that Bonaventure was a scholastic, whose mysticism was grounded in systematic theological and philosophical reasoning. He presents a fresh and nuanced perspective on Bonaventure's debt to Augustine, while clarifying Aristotle's influence. Cullen also puts Bonaventure's ideas in context of his time and place, contributing significantly to our understanding of the medieval world. This accessible introduction provides a much-needed overview of Bonaventure's thought. Cullen offers a clear and rare reading of "Bonaventurianism" in and for itself, without the complications of critique and comparison. This book promises to become a standard text on Bonaventure, useful for students and scholars of philosophy, theology, medieval studies, and the history of Christianity. (shrink)

This is a brief and accessible introduction to the thought of the great Franciscan theologian St. Bonaventure. Cullen focuses on the long-debated relation between philosophy and theology in the work of this important but neglected thinker, revelaing Bonaventure as a great synthesizer. Cullen's exposition also shows in a new and more nuanced way Bonaventure's debt to Augustine, while making clear how he was influenced by Aristotle. The book is organized according to the categories of Bonaventure's own classic text. (...) De reductione artium ad theologiam. Part I is devoted to the definition of Christian Wisdom. In Part II, "The Light of Philosophical Knowledge," individual chapters are devoted to Bonaventure's physics, metaphysics, and moral philosophy. Part III, "The Light of Theological Knowledge," includes chapters on the Trinity, Creation, Sin, the Incarnation, Grace, the Sacraments, and the Last Things. (shrink)

The demanding frontier life of My Ántonia or Little House on the Prairie may be long gone, but the idyllic small town still exists as a cherished icon of American community life. Yet sprawl and urban density, rather than small towns and farms, are the predominant features of our modern society, agribusiness and other commercial forces have rapidly taken over family farms and ranches, and even the open spaces we think of as natural retreats only retain the barest façade of (...) their former frontier austerity. The fading communities, social upheaval, and enduring heritage of the Northern Plains are the subject of Jim Dow’s Marking the Land, a stirring photographic tribute to the complex and unyielding landscape of North Dakota. Jim Dow began making pilgrimages to this remote territory in 1981 and, with a commission from the North Dakota Museum of Art, he took photographs of the passing human presence on the land. The simple, stolid pieces of architecture carved out against the Dakota skies—whether the local schoolhouse, car wash, prison, homes, hunting lodge, or churches—evoke in their spare lines and weather-battered frames the stoic and toughened spirit of the people within their walls. Folk art is also an integral part of the landscape in Dow’s visual study, and he examines the subtle evolution of local craftsmanship from homemade sculptures, murals, and carvings to carefully crafted pieces aimed at tourists. Anchoring all of these explorations is the raw and striking landscape of the North Dakota plains. Marking the Land is a moving reflection by a leading American photographer on the state of the Northern Plains today, forcing us all to rethink our conceptions of America’s forgotten frontier. (shrink)

Although organizational commitment continues to interest researchers because of its positive effects on organizations, we know relatively little about the effects of the ethical context on organizational commitment. As such, we contribute to the organizational commitment field by assessing the effects of ethical climates (Victor and Cullen, 1987, 1988) on organizational commitment. We hypothesized that an ethical climate of benevolence has a positive relationship with organizational commitment while egoistic climate is negatively related to commitment. Results supported our propositions for (...) both a benevolent climate and an egoistic climate. We also hypothesized that a principled climate is positively related to organizational commitment for professional workers but has no relationships for nonprofessional workers. Results supported this hypothesis. (shrink)

Philosophical Investigations, EarlyView.

"We become what we love," states Jim Garrison in Dewey and Eros: Wisdom and Desire in the Art of Teaching. This provocative book represents a major new interpretation of Dewey's education philosophy. It is also an examination of what motivates us to teach and to learn, and begins with the idea of education of eros (i.e., passionate desire)-"the supreme aim of education" as the author puts it-and how that desire results in a practical philosophy that guides us in recognizing what (...) is essentially good or valuable. Garrison weaves these threads of ancient wisdom into a critical analysis of John Dewey's writings that reveal an implicit theory of eros in reasoning, and the central importance of educating eros to seek "the Good." Chapters: Plato's Symposium: Eros, the Beautiful, and the Good • Care, Sympathy, and Community in Classroom Teaching: Feminist Reflections on the Expansive Self • Play-Doh, Poetry, and "Ethereal Things" • The Aesthetic Context of Inquiry and the Teachable Moment • The Education of Eros: Critical and Creative Value Appraisal • Teaching and the Logic of Moral Perception This book can be used in graduate courses in foundations, teacher education, philosophy of education, qualitative research, arts and education, language and literacy, and women and education. Jim Garrison is Professor of Philosophy of Education at Virginia Tech in Blacksburg, VA. He is pastpresident of the John Dewey Society and a winner of the Society's Outstanding Achievement Award. (shrink)