McCullough, Kilpatrick, Emmons, and Larson (2001) posited that gratitude prompts individuals to behave prosocially. However, research supporting the prosocial effect of gratitude has relied on scenario and self-report methodology. To address limitations of previous research, this experiment utilised a laboratory induction of gratitude, a method that is potentially more covert than scenarios and that elicits actual grateful emotion. Prosocial responses to gratitude—operationalised as the distribution of resources to another—were paired with a self-report measure of gratitude to test the prosocial effect (...) of gratitude. To investigate positive mood as an alternative explanation, this experiment compared responses of individuals receiving a favour to responses of individuals receiving a positive outcome by chance. A total of 40 participants were randomly assigned to either a Favour or Chance condition. Participants receiving a favour helped more and reported more gratitude compared to participants in the Chance condition. (shrink)

This study was conducted to determine how culture influences the ethical perception of managers. Most studies conducted so far have only stated similarities and differences in ethical perception between cultural or ethnic groups and little attention has been paid towards understanding how cultural values influence the ethnic groups' ethical perception. Moreover, most empirical research in this area has focused on moral judgement, moral decision making and action, with limited empirical work in the area of ethical perception. A total of 22 (...) interviews were conducted and the questionnaire survey yielded 272 managerial responses. Three implications were obtained based on the findings of the study. The first implication is that differences in ethical perception can exist when one culture attributes moral significance to something that another culture does not. The results of the study also suggest that similarities in ethical perception can occur when a situation is viewed as an accepted and institutionalised part of doing business. Finally, the findings of the study also show that the influence of culture on ethical perception varied according to the different types of scenarios. (shrink)

A substantial body of theoretical literature testifies to the evolutionary functions of emotions. Relatively little has been written about their developmental functions. This article discusses the developmental functions of emotions from the perspective of differential emotions theory (DET; Izard, 1977, 1991). According to DET, although all the emotions retain their adaptive and motivational functions across the lifespan, different sets of emotions may become relatively more prominent in the different stages of life as they serve stage-related developmental processes. In the first (...) section, we present a brief overview of relevant aspects of the theory. In the second section, we discuss how emotions play a central role in helping the individual achieve developmental milestones and tasks during four major periods of life: Infancy, toddler through preschool years, middle to late childhood, and adolescence. The underlying thesis of this article is that emotions play a central role in stimulating social cognitive attainments at each stage of development. (shrink)

Drawn from thousands of photos taken over fifteen years, We Animals illustrates and investigates animals in the human environment: whether they're being used for food, fashion and entertainment, or research, or are being rescued to spend their remaining years in sanctuaries. Award-winning photojournalist and animal advocate Jo-Anne McArthur provides a valuable lesson about our treatment of animals, makes animal industries visible and accountable, and widens our circle of compassion to include all sentient beings.

The pressure for publication is ever present in academe. Rules for submission are elucidated by conferences, proceedings and journals for the benefit of authors; however, the rules for reviewers and editors are not so well established or consistent. This treatise examines examples of abuse of the editorial process and points to a need for formal recognition of rules for review. The manuscript culminates with proposed Codes of Ethics for researchers, referees and editors and suggestions for improvement of the peer review (...) process. (shrink)

This comment explores the use of behavioral measures in the developmental study of guilt and gratitude reviewed by Vaish and Hepach. Although the use of behavioral measures in developmental...

Since the first edition of this work, _Checklist of Writings about John Dewey, 1887–1973, _appeared in 1974, more_ _than three hundred new works—pub­lished and unpublished—about John Dewey have been written. In addition, many items from the years covered by the first edition have been discovered. All these writings are listed here in the “Supplement to the First Edition,” which, like the earlier edition, is thor­oughly indexed by author and by title. As the first exhaustive compilation of information about such works, (...) the _Checklist, _now comprising more than twenty-five hundred entries, will be the indispensable starting point for future scholarly study of any facet of Dewey’s career. (shrink)

Among the letters, memorabilia, manu­scripts, films, and tapes in the eighty-four warehouse boxes of the John Dewey Papers that came to Southern Illinois University at Carbondale in 1972 were a number of boxes that contained the books and journals from Dewey’s personal and professional library. The circumstances surrounding the growth of that library were these: after John Dewey died in 1952, the second Mrs. Dewey, Roberta Grant Dewey, continued to live in the same apartment with the couple’s two adopted children. (...) Upon her death in 1970, the household was dismantled and all the books there were packed away. The library therefore comprises the many volumes col­lected through the years by the two families of John Dewey: the first, John and Alice Chipman Dewey and their children—Lucy, Evelyn, Jane, Fred, Gordon, and Sabino; the second, John and Roberta Dewey and their adopted children—Adrienne and John, Jr. In addition to the books signed or anno­tated by Dewey—well over a hundred have marginalia—or inscribed to him, a number of books with the names of other family members have been included in this checklist because evidence exists that Dewey also used them; others have been included because they were available for possible use. Only school textbooks have been excluded. The checklist is divided into two basic sections: works in English and works in other languages; entries in both sections are anno­tated to indicate Dewey’s notes, marginalia, inscriptions, and similar information. Beyond its use as a research tool, both in editing the Collected Works and in verifying Dewey’s references, this checklist of Dewey’s library provides interesting, often important, insights into his life and work. (shrink)

Volume 1 of The Early Works of John Dewey, 1882-1898 is entitled Early Essays and Leibniz's New Essays Concerning the Human Understanding, 1882-1888. Included here are all Dewey's earliest writings, from his first published article through his book on Leibniz. The materials in this volume provide a chronological record of Dewey's early development--beginning with the article he sent to the Journal of Speculative Philosophy in 1881 while he was a high-school teacher in Oil City, Pennsylvania, and closing with his widely-acclaimed (...) work on Leibniz in the Grigg's Series of German Philosophical Classics, written when he was an Assistant Professor at the University of Michigan. During these years be-tween 1882 and 1888, Dewey's life course was established: he decided to follow a career in philosophy, completed doctoral studies at Johns Hopkins University, became an Instructor at the University of Michigan, was promoted to Assistant Professor, and accepted a position as Chairman of the Department of Philosophy at the University of Minnesota. With the publication of Psychology, he became well known among scholars in this country; a series of articles in the British journal Mind brought him prominence in British philosophical circles. His articles were abstracted in the Revue philosophique. None of the articles collected in this volume was reprinted during the author's lifetime. For the first time, it is now possible for Dewey scholars to study consecutively in one publication all the essays which originally appeared in many periodicals. (shrink)

This is the final textual volume in The Collected Works of John Dewey, 1882–1953, published in 3 series comprising 37 volumes: _The Early Works, 1882–1898 _; _The Middle Works, 1899–1924 _; _The Later Works, 1925–1953 _. Volume 17 contains Dewey’s writings discovered after publication of the appropriate volume of The Collected Works and spans most of Dewey’s publishing life. There are 83 items in this volume, 24 of which have not been previously published. Among works highlighted in this volume are (...) 10 “Educational Lectures before Brigham Young Academy,” early essays “War’s Social Results” and “The Problem of Secondary Education after the War,” and the previously unpublished “The Russian School System.”. (shrink)

This volume includes ninety-two items from 1935, 1936, and 1937, including Dewey’s 1935 Page-Barbour Lectures at the University of Virginia, published as _Liberalism and Social Action._ In essay after essay Dewey analyzed, criticized, and reevaluated liberalism. When his controversial _Liberalism and Social Action _appeared, asking whether it was still possible to be a liberal, Horace M. Kallen wrote that Dewey “restates in the language and under the conditions of his times what Jefferson’s Declaration of Independence affirmed in the language and (...) under the conditions of his.” The diverse nature of the writings belies their underlying unity: some are technical philosophy; other philosophical articles shade into social and political themes; social and political issues permeate the educational articles, which in turn involve Dewey’s philosophical ideas. (shrink)

This is the final textual volume in The Collected Works of John Dewey, 1882–1953, published in 3 series comprising 37 volumes: _The Early Works, 1882–1898 _; _The Middle Works, 1899–1924 _; _The Later Works, 1925–1953 _. Volume 17 contains Dewey’s writings discovered after publication of the appropriate volume of The Collected Works and spans most of Dewey’s publishing life. There are 83 items in this volume, 24 of which have not been previously published. Among works highlighted in this volume are (...) 10 “Educational Lectures before Brigham Young Academy,” early essays “War’s Social Results” and “The Problem of Secondary Education after the War,” and the previously unpublished “The Russian School System.”. (shrink)

John Dewey’s best-known and still-popular classic, _Democracy and Educa­tion, _is presented here as a new edition in Volume 9 of the Middle Works. Sidney Hook, who wrote the introduction to this volume, describes _Democracy and Education: _“It illuminates directly or indirectly all the basic issues that are cen­tral today to the concerns of intelligent educators.... It throws light on sev­eral obscure corners in Dewey’s general philosophy in a vigorous, simple prose style often absent in his more technical writings. And it (...) is the only work in any field originally published as a textbook that has not merely acquired the status of a classic, but has become the one book that no student concerned with the phi­losophy of education today should leave unread.” Dewey said in 1930_ _that _De­mocracy and Education, _“was for many years the one [book] in which my philos­ophy... was most fully expounded.”. (shrink)

This_ _fifth volume of the Middle Works contains _Ethics _by John Dewey and his former colleague at the University of Michigan, James H. Tufts, which ap­peared as one of the last in the Holt American Science series of textbooks. Within some six months after publica­tion, _Ethics _was adopted as a textbook by thirty colleges. The book continued to be extremely popular and widely used, and was reprinted twenty-five times before both authors completely revised their respective parts for the new 1932_ (...) _edition. Up to the time _Ethics _was published, Dewey’s approach to ethics was known primarily from two short publications that were developed for use by his classes at the University of Michigan: _Outlines of a Critical Theory of Ethics __ _and _The Study of Ethics: A Syl­labus _. Charles Stevenson notes in his Introduction to the present edition that _Ethics _afforded Dewey an opportu­nity to preserve and enrich the content of those earlier works and at the same time to expound his position in a more systematic manner. (shrink)

Typically, students are assessed on elements of their performance, and it is assumed that the sum of marks for these elements will be just as impressive as the students' whole performances. Examiners might expect more for a particular grade if they only see parts of the students' work separately. Two experiments were carried out comparing examiners' judgements of the grade-worthiness of candidates' A-level examination work at question paper level and at subject level. The results of both studies suggested that examiners (...) may have compensated to some extent for the different aspects of the subject tested in different question papers when they made holistic judgements, but did not make this compensation when they made question paper judgements. Tunnel vision effects are likely to be greater in the AS/A2 examinations than those found here, because the examinations will be broken into smaller parts. (shrink)

I attempt to make a fresh start on the subject of the interaction between the Isaiah prophets and Mesopotamian culture. The results will probably surprise and even alarm, since they threaten to overturn a great deal of previous scholarship and to gore a number of sacred cows. First is the idea that 1st Isaiah is either the work of the historical prophet or was composed, along with the rest of the Hebrew Bible, in the Persian or Hellenistic period. I have (...) no doubt that some passages are to be connected with the historical prophet, but not merely one or two but indeed the bulk of 1st Isaiah’s prophecies, albeit often pre-exilic in origin, are, in my view, too late to be contemporary with Isaiah himself. (shrink)

Violence in the book of Judges is a function of the lawless era it describes, but it is also intertwined with the lives of women. The women in the book are both perpetrators and victims of violence; the relationship between violence and women's lives is a surprisingly intimate one.

This article analyzes emerging artificial intelligence (AI)-enhanced lie detection systems from ethical and human resource (HR) management perspectives. I show how these AI enhancements transform lie detection, followed with analyses as to how the changes can lead to moral problems. Specifically, I examine how these applications of AI introduce human rights issues of fairness, mental privacy, and bias and outline the implications of these changes for HR management. The changes that AI is making to lie detection are altering the roles (...) of human test administrators and human subjects, adding machine learning-based AI agents to the situation and establishing invasive data collection processes as well as introducing certain biases in results. I project that the potentials for pervasive and continuous lie detection initiatives (“truth machines”) are substantial, displacing human-centered efforts to establish trust and foster integrity in organizations. I argue that if it is possible for HR managers to do so, they should cease using technologically-based lie detection systems entirely and work to foster trust and accountability on a human scale. However, if these AI-enhanced technologies are put into place by organizations by law, agency mandate, or other compulsory measures, care should be taken that the impacts of the technologies on human rights and wellbeing are considered. The article explores how AI can displace the human agent in some aspects of lie detection and credibility assessment scenarios, expanding the prospects for inscrutable, “black box” processes and novel physiological constructs (such as “biomarkers of deceit”) that may increase the potential for such human rights concerns as fairness, mental privacy, and bias. Employee interactions with autonomous lie detection systems rather with than human beings who administer specific tests can reframe organizational processes and rules concerning the assessment of personal honesty and integrity. The dystopian projection of organizational life in which analyses and judgments of the honesty of one’s utterances are made automatically and in conjunction with one’s personal profile provides unsettling prospects for the autonomy of self-representation. (shrink)

John Dewey’s _Experience and Nature _has been considered the fullest expression of his mature philosophy since its eagerly awaited publication in 1925._ _Irwin Edman wrote at that time that “with monumental care, detail and completeness, Professor Dewey has in this volume revealed the metaphysical heart that beats its unvarying alert tempo through all his writings, whatever their explicit themes.” In his introduction to this volume, Sidney Hook points out that “Dewey’s _Experience and Nature _is both the most suggestive and most (...) difficult of his writings.” The meticulously edited text published here as the first vol­ume in the series The Later Works of John Dewey, 1925–1953_ _spans that entire period in Dewey’s thought by including two important and previously unpublished documents from the book’s history: Dewey’s unfinished new introduction written between 1947_ _and 1949,_ _edited by the late Joseph Ratner, and Dewey’s unedited final draft of that introduction written the year before his death. In the intervening years Dewey realized the impossibility of making his use of the word “experience” understood. He wrote in his 1951_ _draft for a new introduction: “Were I to write _Experience and Nature _today I would entitle the book _Culture and Nature _and the treatment of specific subject-matters would be correspondingly modified. I would abandon the term ‘experience’ because of my growing realiza­tion that the historical obstacles which prevented understand­ing of my use of ‘experience’ are, for all practical purposes, insurmountable. I would substitute the term ‘culture’ because with its meanings as now firmly established it can fully and freely carry my philosophy of experience.”. (shrink)

This volume includes all Dewey's writings for 1938 except for Logic: The Theory of Inquiry, as well as his 1939 Freedom and Culture, Theory of Valuation, and two items from Intelligence in the Modern World. Freedom and Culture presents, as Steven M. Cahn points out, the essence of his philosophical position: a commitment to a free society, critical intelligence, and the education required for their advance.

This is the final textual volume in The Collected Works of John Dewey, 1882⿿1953, published in 3 series comprising 37 volumes: The Early Works, 1882⿿1898 ; The Middle Works, 1899⿿1924 ; The Later Works, 1925⿿1953. Volume 17 contains Dewey⿿s writings discovered after publication of the appropriate volume of The Collected Works and spans most of Dewey⿿s publishing life. There are 83 items in this volume, 24 of which have not been previously published. Among works highlighted in this volume are 10 (...) ⿿Educational Lectures before Brigham Young Academy,⿿ early essays ⿿War⿿s Social Results⿿ and ⿿The Problem of Secondary Education after the War,⿿ and the previously unpublished ⿿The Russian School System.⿿. (shrink)

Volume 11 brings together all of Dewey's writings for 1918 and 1919. A Modern Language Association Committee on Scholarly Editions textual edition. Dewey's dominant theme in these pages is war and its after-math. In the Introduction, Oscar and Lilian Handlin discuss his philosophy within the historical context: The First World War slowly ground to its costly conclusion; and the immensely more difficult task of making peace got painfully under way. The armi-stice that some expected would permit a return to normalcy (...) opened instead upon a period of turbulence that agitated fur-ther a society already unsettled by preparations for battle and by debilitating conflict overseas. After spending the first half of 1918-19 on sabbatical from Columbia at the University of California, Dewey traveled to Japan and China, where he lectured, toured, and assessed in his essays the relationship between the two nations. From Peking he reported the student revolt known as the May Fourth Move-ment. The forty items in this volume also include an analysis of Thomas Hobbe's philosophy; an affectionate commemorative tribute to Theodore Roosevelt, our Teddy; the syllabus for Dewey's lectures at the Imperial University in Tokyo, which were later revised and published as Reconstruction in Philosophy; an exchange with former disciple Randolph Bourne about F. Mat-thias Alexander's Man's Supreme Inheritance; and, central to Dew-ey's creed, Philosophy and Democracy. His involvement in a study of the Polish-American community in Philadelphia--resulting in an article, two memoranda, and a lengthy report--is discussed in detail in the Introduction and in the Note on the Confidential Report ofConditions among the Poles in the United States. (shrink)

This_ _fifth volume of the Middle Works contains _Ethics _by John Dewey and his former colleague at the University of Michigan, James H. Tufts, which ap­peared as one of the last in the Holt American Science series of textbooks. Within some six months after publica­tion, _Ethics _was adopted as a textbook by thirty colleges. The book continued to be extremely popular and widely used, and was reprinted twenty-five times before both authors completely revised their respective parts for the new 1932_ (...) _edition. Up to the time _Ethics _was published, Dewey’s approach to ethics was known primarily from two short publications that were developed for use by his classes at the University of Michigan: _Outlines of a Critical Theory of Ethics __ _and _The Study of Ethics: A Syl­labus _. Charles Stevenson notes in his Introduction to the present edition that _Ethics _afforded Dewey an opportu­nity to preserve and enrich the content of those earlier works and at the same time to expound his position in a more systematic manner. (shrink)

The potential societal impacts of automation using intelligent control and communications technologies have emerged as topics in a number of recent writings and public policy initiatives. Many of these expressions have referenced the writings and research efforts of Herbert Simon (1961), Norbert Wiener (1948), and contemporaries from their early technological and social vantage points concerning the future of technology and society. Constructed entities labeled as “thinking machines” (such as IBM’s Watson as well as intelligent chatbot and robotic systems) have also (...) played significant roles in this discourse. This paper provides an historical sequencing then analyzes a selection of writings produced since the 1940s concerning the economic and social issues involving artificial intelligence (AI) research and applications. The paper explores how overstatements and hyperbolic themes and concepts, often stemming from AI’s early periods, are being employed in characterizations of current AI approaches in apparently opportunistic attempts to provide rhetorical support for various large-scale business and societal initiatives. It also addresses the relative neglect of the consideration of many of AI’s sociotechnical failures and discontinued approaches in recent examinations of automation and social welfare issues. The paper discusses the moral logic of AI researchers and developers providing reasonable and measured narratives in public discourse rather than hyperbole, efforts that can empower decision makers to make sounder judgments concerning the technology’s current and future applications as well as allocate the rewards of the technology more equitably. (shrink)