Reports of ethical lapses in the business world have been numerous and widespread. Ethical awareness in business education has received a great deal of attention because of the number and severity of business scandals. Given Sarbanes-Oxley legislation and recent Association to Advance Collegiate Schools of Business International’s (AACSBI) recommendations, this study examined respective websites of Securities and Exchange Commission (SEC) regulated public companies and AACSBI-accredited business schools for ethical policy statement content. The analysis was accomplished by classifying ethical expressions into (...) a framework consisting of the attributes of thematic content and focus/themes partially based on the 2004 research of Gaumnitz and Lere. Findings indicate that public companies have been diligent in presenting website ethical content that closely follows authoritative recommendations. Business schools appear not to have prioritized such disclosure to the extent done so by public companies. Although there was improvement between two samples taken in 2005 and 2007, this study provides evidence that many accredited business schools have little or no disclosed ethical expectations in their mission, vision, goals, or other similar types of statements on their websites. Additional findings provide several opportunities for future research. (shrink)

We carry out a systematic study of decidability for theories of real vector spaces, inner product spaces, and Hilbert spaces and of normed spaces, Banach spaces and metric spaces, all formalized using a 2-sorted first-order language. The theories for list turn out to be decidable while the theories for list are not even arithmetical: the theory of 2-dimensional Banach spaces, for example, has the same many-one degree as the set of truths of second-order arithmetic.We find that the purely universal and (...) purely existential fragments of the theory of normed spaces are decidable, as is the ∀∃ fragment of the theory of metric spaces. These results are sharp of their type: reductions of Hilbertʼs 10th problem show that the ∃∀ fragments for metric and normed spaces and the ∀∃ fragment for normed spaces are all undecidable. (shrink)

Reviews : John Rawls, Political Liberalism, ; Jürgen Habermas, Faktizität und Geltung: Beiträge zur Diskurstheorie des Rechts und des deomkratischen Rechtstaats, ; Axel Honneth, Kampf um Anerkennung: Zur moraliscben Grammatik sozialer Konflikte, ; Philosophy of Mind: Theory and Practice, ; Gunnar Skirbekk, Rationality and Modernity: Essays in Pbilosopbical Pragmatics, ; Charles Taylor, Multiculturalism and "The Politics of Recognition".

Contents: John BURNHEIM: Introduction. Mihály VAJDA: A Lover of Philosophy - A Lover of Europe. Phillippe DESPOIX: On the Possibility of a Philosophy of Values. A Dialogue within the Budapest School. Martin JAY: Women in Dark Times: Agnes Heller and Hannah Arendt. Johann P. ARNASON: The Human Condition and the Modern Predicament. Richard J. BERNSTEIN: Agnes Heller: Philosophy, Rational Utopia and Praxis. Zygmunt BAUMAN: Narrating Modernity. Peter BEILHARZ: Theories of History - Agnes Heller and R.G. Collingwood. Richard WOLIN: Heller's (...) Theory of Everyday Life. Paul HARRISON: Radical Philosophy and the Theory of Modernity. Arthur J. JACOBSON: The Limits of Formal Justice. Peter MURPHY: Civility and Radicalism. Peter MURPHY: Pluralism and Politics. Victoria CAMPS: The Good Life: A Moral Gesture. Laura BOELLA: Philosophy Beyond and the Baseless and Tragic Character of Action. György MÁRKUS: The Politics of Morals. Agnes HELLER: A Reply to My Critics. The Bibliography of Agnes Heller. (shrink)

The human cognitive architecture consists of a set of largely independent modules associated with different brain regions. This book discusses in detail how these various modules can combine to produce behaviours as varied as driving a car and solving an algebraic equation.

Clarifying the mission of the American high school / Ernest L. Boyer--Educational goals and curricular decisions in the new Carnegie Report / John Martin Rich--Essential schools : a first look / Theodore R. Sizer--Teaching and learning : the dilemma of the American high school / Chester E. Finn, Jr.--The paideia proposal : rediscovering the essence of education / Mortimer Adler--The paideia proposal : noble amibitions, false leads, and symbolic politics / Willis D. Hawley--Cultural literacy : let's get specific / (...) E.D. Hirsch, Jr.--Cultural literacy : what every educator needs to know / Thomas H. Estes, Carol J. Gutman, and Elise K. Harrison--A blueprint for public education / John E. Chubb--Should market forces control educational decision making / Jack Tweedie--Teachers as transformative intellectuals / Henry A. Giroux--Dilemma language / Colin Lacey--Rich schools, poor schools : the persistence of unequal education / Arthur E. Wise and Tamar Gendler--Partial privatization of publice school finance / Thomas G. Fox and John Riew--Quality and equality in American education : public and Catholic schools / James S. Coleman--Oranges plus apples, Dr. Coleman, give you oranges plus apples / James Rogers--Synthesis of research on school-based management / Jane L. David--Unfulfilled promises / Betty Malen, Rodney T. Ogawa, and Jennifer Kranz--Effective high schools--What are the common characteristics? / Joseph Murphy and Philip Hallinger--Effective schools : a friendly but cautionary note / Larry Cuban--In education, magnets attract controversy / Mary Haywood Metz--Schools of choice : a path to educational quality or 'Tiers of inequity'? / Kathleen Sylvester--Interesting times / Alan H. Jones--Making a difference in educational quality through teacher education / Carolyn M. Evertson, Willis D. Hawley, and Marilyn Zlotnik--Developing a career ladder : getting down to the basics / Thomas Deering--The career ladder and lattice : a new look at the teaching career / Timothy J.L. Chandler, Stacey L. Lane, Janice M. Bibik, and Bernard Oliver--Equity, quality, and effectiveness in bilingual education / George M. Blanco--Bilingual--No! / Muriel Paskin Carrison--Multiethnic education and the quest for equality / James A. Banks--The limits of pluralism / M. Donald Thomas--The case for keeping mentally retarded children in your regular classrooms / Martin Tonn--Mainstreaming : a formative consideration / Harry N. Chandler--Reflections on three decades of eduction of the gifted / A. Harry Passow--Equity vs. excellence : an eductional drama / James J. Gallagher. (shrink)

John Searle's Speech Acts and Expression and Meaning developed a highly original and influential approach to the study of language. But behind both works lay the assumption that the philosophy of language is in the end a branch of the philosophy of the mind: speech acts are forms of human action and represent just one example of the mind's capacity to relate the human organism to the world. The present book is concerned with these biologically fundamental capacities, and, though (...) third in the sequence, in effect it provides the philosophical foundations for the other two. Intentionality is taken to be the crucial mental phenomenon, and its analysis involves wide-ranging discussions of perception, action, causation, meaning, and reference. In all these areas John Searle has original and stimulating views. He ends with a resolution of the 'mind-body' problem. (shrink)

Can the output of human cognition be predicted from the assumption that it is an optimal response to the information-processing demands of the environment? A methodology called rational analysis is described for deriving predictions about cognitive phenomena using optimization assumptions. The predictions flow from the statistical structure of the environment and not the assumed structure of the mind. Bayesian inference is used, assuming that people start with a weak prior model of the world which they integrate with experience to develop (...) stronger models of specific aspects of the world. Cognitive performance maximizes the difference between the expected gain and cost of mental effort. Memory performance can be predicted on the assumption that retrieval seeks a maximal trade-off between the probability of finding the relevant memories and the effort required to do so; in categorization performance there is a similar trade-off between accuracy in predicting object features and the cost of hypothesis formation; in casual inference the trade-off is between accuracy in predicting future events and the cost of hypothesis formation; and in problem solving it is between the probability of achieving goals and the cost of both external and mental problem-solving search. The implemention of these rational prescriptions in neurally plausible architecture is also discussed. (shrink)

John Searle's Speech Acts and Expression and Meaning developed a highly original and influential approach to the study of language. But behind both works lay the assumption that the philosophy of language is in the end a branch of the philosophy of the mind: speech acts are forms of human action and represent just one example of the mind's capacity to relate the human organism to the world. The present book is concerned with these biologically fundamental capacities, and, though (...) third in the sequence, in effect it provides the philosophical foundations for the other two. Intentionality is taken to be the crucial mental phenomenon, and its analysis involves wide-ranging discussions of perception, action, causation, meaning, and reference. In all these areas John Searle has original and stimulating views. He ends with a resolution of the 'mind-body' problem. (shrink)

The title of The Rediscovery of the Mind suggests the question "When was the mind lost?" Since most people may not be aware that it ever was lost, we must also then ask "Who lost it?" It was lost, of course, only by philosophers, by certain philosophers. This passed unnoticed by society at large. The "rediscovery" is also likely to pass unnoticed. But has the mind been rediscovered by the same philosophers who "lost" it? Probably not. John Searle is (...) an analytic philosopher, with some of the same notions as the positivists and behaviorists who rejected consciousness and "lost" the mind in the first place, but he also does not sound like the kind of reductionist who would have joined that crowd. His views, indeed, are sensible enough, and some of his insights so important, that it is a shame to find his thought profoundly limited by some of the same mistakes and prejudices that ruined philosophy, and not just philosophy of mind, under the influence of those positivists and behaviorists. There is enough of genuine value in his treatment, that it can easily be taken up and, with relatively slight modification, added to what is of permanent value in the history of philosophy. (shrink)

In The Construction of Social Reality, John Searle argues that there are two kinds of facts--some that are independent of human observers, and some that require..

The renowned philosopher John Searle reveals the fundamental nature of social reality. What kinds of things are money, property, governments, nations, marriages, cocktail parties, and football games? Searle explains the key role played by language in the creation, constitution, and maintenance of social reality. We make statements about social facts that are completely objective, for example: Barack Obama is President of the United States, the piece of paper in my hand is a twenty-dollar bill, I got married in London, (...) etc. And yet these facts only exist because we think they exist. How is it possible that we can have factual objective knowledge of a reality that is created by subjective opinions? This is part of a much larger question: How can we give an account of ourselves, with our peculiar human traits DS mind, reason, freedom, society - in a world that we know independently consists of mindless, meaningless particles? How can we account for our social and mental existence in a realm of brute physical facts? In answering this question, Searle avoids postulating different realms of being, a mental and a physical, or worse yet, a mental, a physical, and a social. There is just one reality: Searle shows how the human reality fits into that one reality. Mind, language, and civilization are natural products of the basic facts of the physical world described by physics, chemistry and biology. Searle explains how language creates and maintains the elaborate structures of human social institutions. These institutions serve to create and distribute power relations that are pervasive and often invisible. These power relations motivate human actions in a way that provides the glue that holds human civilization together. Searle shows how this account illuminates human rationality, free will, political power, and human rights. Our social world is a world created and maintained by language. (shrink)

The appropriate methodology for psychological research depends on whether one is studying mental algorithms or their implementation. Mental algorithms are abstract specifications of the steps taken by procedures that run in the mind. Implementational issues concern the speed and reliability of these procedures. The algorithmic level can be explored only by studying across-task variation. This contrasts with psychology's dominant methodology of looking for within-task generalities, which is appropriate only for studying implementational issues.The implementation-algorithm distinction is related to a number of (...) other “levels” considered in cognitive science. Its realization in Anderson's ACT theory of cognition is discussed. Research at the algorithmic level is more promising because it is hard to make further fundamental scientific progress at the implementational level with the methodologies available. Protocol data, which are appropriate only for algorithm-level theories, provide a richer source than data at the implementational level. Research at the algorithmic level will also yield more insight into fundamental properties of human knowledge because it is the level at which significant learning transitions are defined.The best way to study the algorithmic level is to look for differential learning outcomes in pedagogical experiments that manipulate instructional experience. This provides control and prediction in realistically complex learning situations. The intelligent tutoring paradigm provides a particularly fruitful way to implement such experiments.The implications of this analysis for the issue of modularity of mind, the status of language, research on human/computer interaction, and connectionist models are also examined. (shrink)

Newell proposed that cognitive theories be developed in an effort to satisfy multiple criteria and to avoid theoretical myopia. He provided two overlapping lists of 13 criteria that the human cognitive architecture would have to satisfy in order to be functional. We have distilled these into 12 criteria: flexible behavior, real-time performance, adaptive behavior, vast knowledge base, dynamic behavior, knowledge integration, natural language, learning, development, evolution, and brain realization. There would be greater theoretical progress if we evaluated theories by a (...) broad set of criteria such as these and attended to the weaknesses such evaluations revealed. To illustrate how theories can be evaluated we apply these criteria to both classical connectionism and the ACT-R theory. The strengths of classical connectionism on this test derive from its intense effort in addressing empirical phenomena in such domains as language and cognitive development. Its weaknesses derive from its failure to acknowledge a symbolic level to thought. In contrast, ACT-R includes both symbolic and subsymbolic components. The strengths of the ACT-R theory derive from its tight integration of the symbolic component with the subsymbolic component. Its weaknesses largely derive from its failure, as yet, to adequately engage in intensive analyses of issues related to certain criteria on Newell's list. Key Words: cognitive architecture; connectionism; hybrid systems; language; learning; symbolic systems. (shrink)

The purpose of this book -- Intentionality -- Collective intentionality and the assignment of function -- Language as biological and social -- The general theory of institutions and institutional facts: -- Language and social reality -- Free will, rationality, and institutional facts -- Power : deontic, background, political, and other -- Human rights -- Concluding remarks : the ontological foundations of the social sciences.

As Louisiana and Cuba emerged from slavery in the late nineteenth century, each faced the question of what rights former slaves could claim. Degrees of Freedom compares and contrasts these two societies in which slavery was destroyed by war, and citizenship was redefined through social and political upheaval. Both Louisiana and Cuba were rich in sugar plantations that depended on an enslaved labor force. After abolition, on both sides of the Gulf of Mexico, ordinary people-cane cutters and cigar workers, laundresses (...) and labor organizers-forged alliances to protect and expand the freedoms they had won. But by the beginning of the twentieth century, Louisiana and Cuba diverged sharply in the meanings attributed to race and color in public life, and in the boundaries placed on citizenship. Louisiana had taken the path of disenfranchisement and state-mandated racial segregation; Cuba had enacted universal manhood suffrage and had seen the emergence of a transracial conception of the nation. What might explain these differences? Moving through the cane fields, small farms, and cities of Louisiana and Cuba, Rebecca Scott skillfully observes the people, places, legislation, and leadership that shaped how these societies adjusted to the abolition of slavery. The two distinctive worlds also come together, as Cuban exiles take refuge in New Orleans in the 1880s, and black soldiers from Louisiana garrison small towns in eastern Cuba during the 1899 U.S. military occupation. Crafting her narrative from the words and deeds of the actors themselves, Scott brings to life the historical drama of race and citizenship in postemancipation societies. (shrink)

In Bergson and Intensive Magnitude: Dismantling his Critique, Florian Vermeiren argues that Bergson’s critique of intensive magnitude in Time and Free Will is inconsistent with his later philosophy, and even inconsistent with the role of a “difference in degrees of freedom” in Time and Free Will. I argue that it is rather Vermeiren’s analysis which mischaracterizes Bergson’s critique and therefore the interpretation of an inconsistency cannot stand. In the first two sections I reevaluate Bergson’s critique, showing what, according to Bergson, (...) are the good and bad senses of intensity, and how this critique allowed Bergson to institute a new conception of difference as expressed in concrete continuity. In the final section I examine the importance of infinitesimal thought in Bergson’s good sense of intensity. (shrink)

The claim that managers have a fiduciary duty to shareholders to run the corporation in their interests is generally supported by two arguments: that shareholders are owners of a corporation and that they have a contract or agency relation with management. The latter argument is used by Kenneth E. Goodpaster, who rejects a multi-fiduciary, stakeholder approach on the grounds that the shareholder-management relation is “ethically different” because of its fiduciary character. Both of these arguments provide an inadequate basis for the (...) fiduciary duties of officers and directors of corporations. The basis is to be found, rather, in considerations of public policy, a point that was established in the Dodd-Berle exchange of the 1930s. This conclusion also shows the inadequacy of Goodpaster’s solution to the so-called stakeholder paradox, and an alternative solution to the paradox is presented. (shrink)

The claim that managers have a fiduciary duty to shareholders to run the corporation in their interests is generally supported by two arguments: that shareholders are owners of a corporation and that they have a contract or agency relation with management. The latter argument is used by Kenneth E. Goodpaster, who rejects a multi-fiduciary, stakeholder approach on the grounds that the shareholder-management relation is “ethically different” because of its fiduciary character. Both of these arguments provide an inadequate basis for the (...) fiduciary duties of officers and directors of corporations. The basis is to be found, rather, in considerations of public policy, a point that was established in the Dodd-Berle exchange of the 1930s. This conclusion also shows the inadequacy of Goodpaster’s solution to the so-called stakeholder paradox, and an alternative solution to the paradox is presented. (shrink)

The study of rationality and practical reason, or rationality in action, has been central to Western intellectual culture. In this invigorating book, John Searle lays out six claims of what he calls the Classical Model of rationality and shows why they are false. He then presents an alternative theory of the role of rationality in thought and action. A central point of Searle's theory is that only irrational actions are directly caused by beliefs and desires—for example, the actions of (...) a person in the grip of an obsession or addiction. In most cases of rational action, there is a gap between the motivating desire and the actual decision making. The traditional name for this gap is "freedom of the will." According to Searle, all rational activity presupposes free will. For rationality is possible only where one has a choice among various rational as well as irrational options. Unlike many philosophical tracts, Rationality in Action invites the reader to apply the author's ideas to everyday life. Searle shows, for example, that contrary to the traditional philosophical view, weakness of will is very common. He also points out the absurdity of the claim that rational decision making always starts from a consistent set of desires. Rational decision making, he argues, is often about choosing between conflicting reasons for action. In fact, humans are distinguished by their ability to be rationally motivated by desire-independent reasons for action. Extending his theory of rationality to the self, Searle shows how rational deliberation presupposes an irreducible notion of the self. He also reveals the idea of free will to be essentially a thesis of how the brain works. (shrink)

Much of cognitive psychology focuses on effects measured in tens of milliseconds while significant educational outcomes take tens of hours to achieve. The task of bridging this gap is analyzed in terms of Newell's (1990) bands of cognition—the Biological, Cognitive, Rational, and Social Bands. The 10 millisecond effects reside in his Biological Band while the significant learning outcomes reside in his Social Band. The paper assesses three theses: The Decomposition Thesis claims that learning occurring at the Social Band can be (...) reduced to learning occurring at lower bands. The Relevance Thesis claims that instructional outcomes at the Social Band can be improved by paying attention to cognition at the lower bands. The Modeling Thesis claims that cognitive modeling provides a basis for bridging between events on the small scale and desired outcomes on the large scale. The unit-task level, at the boundary of the Cognitive and Rational Bands, is useful for assessing these theses. There is good evidence for all three theses in efforts that bridge from the unit-task level to educational applications. While there is evidence for the Decomposition Thesis all the way down to the 10 millisecond level, more work needs to be done to establish the Relevance Thesis and particularly the Modeling Thesis at the lower levels. (shrink)

Multi-voxel pattern recognition techniques combined with Hidden Markov models can be used to discover the mental states that people go through in performing a task. The combined method identifies both the mental states and how their durations vary with experimental conditions. We apply this method to a task where participants solve novel mathematical problems. We identify four states in the solution of these problems: Encoding, Planning, Solving, and Respond. The method allows us to interpret what participants are doing on individual (...) problem-solving trials. The duration of the planning state varies on a trial-to-trial basis with novelty of the problem. The duration of solution stage similarly varies with the amount of computation needed to produce a solution once a plan is devised. The response stage similarly varies with the complexity of the answer produced. In addition, we identified a number of effects that ran counter to a prior model of the task. Thus, we were able to decompose the overall problem-solving time into estimates of its components and in way that serves to guide theory. (shrink)