Although stakeholder theory is widely accepted in environmental disclosure research, empirical evidence about the role of stakeholders in firms’ disclosure is still scarce. The authors address this issue for a setting of carbon disclosure. Our international sample comprises the Carbon Disclosure Project Global 500, S&P 500, and FTSE 350 reports from 2008 to 2011, resulting in a total of 1,120 firms with 3,631 firm-year observations. The authors apply Tobit regressions to analyze the relationship between carbon disclosure and the relevance of (...) the following stakeholder groups: government, general public, media, employees, and customers. Our results confirm that in addition to carbon performance, all stakeholders are associated with carbon disclosure. Only one stakeholder group acts as a moderator for the relationship between carbon performance and carbon disclosure. Furthermore, the authors find that carbon performance but not the affiliation to a carbon-intensive industry acts as a moderator between stakeholder relevance and carbon disclosure. (shrink)

Abstract:This essay explores key values of John Lachs's work, especially freedom, diversity, and human flourishing, when applied to the history of the philosophy of education as well as to the practical problems of policy and implementation today in American schools. I consider the importance and tensions involved in these values in the thinking of Plato, Jean-Jacques Rousseau, and John Dewey. Next, I examine necessary and then avoidable challenges of operationalizing freedom and diversity in schools, especially in tensions with recent policy (...) initiatives that threaten freedom and diversity for human flourishing. The aim here is to note the central importance of the values that Lachs has long championed, while attending also to the risks and dangers that misunderstanding and narrow thinking pose about them when applied to American public schools. Ultimately, I argue that while advocacy for liberty sometimes raises profound problems in the sphere of public education, democratic education is enriched immeasurably when it enables and empowers freedom to pursue diverse forms of flourishing. (shrink)

In this paper I compare the roles that the explicit and implicit educational theories of John Dewey and John Rawls play in their political works to show that Rawls’s approach is skeletal and inappropriate for defenders of democracy. I also uphold Dewey’s belief that education is valuable in itself, not only derivatively, contra Rawls. Next, I address worries for any educational theory concerning problems of distributive justice. Finally, I defend Dewey’s commitment to democracy as a consequence of the demands of (...) productive public inquiry and education. (shrink)

This paper examines Larry A. Hickman’s warnings about the dangers of algorithmic technologies for democracy and then considers educational policy initiatives that are important for combatting such threats over the long term. John Dewey’s philosophy is considered both in Hickman’s work and in this paper’s review of what Dewey called the “Supreme Intellectual Obligation.” Dewey’s insights highlight crucial tasks necessary and called for with respect to education to value and appreciate the sciences and what they can do to serve humanity. (...) At the same time, a significant cultural effort is needed to ensure that schools are empowered to do this vital work and that the public is informed and enabled to demand the leadership and initiatives that democracy needs to safeguard against threats to it. (shrink)

Thomas Weber's book comprises a series of biographical reflections about people who influenced Gandhi, and those who were, in turn, influenced by him. Whilst previous literature tended to focus on Gandhi's political legacy, Weber's book explores the spiritual, social and philosophical resonances of these relationships, and it is with these aspects of the Mahatma's life in mind, that the author selects his central protagonists. These include friends such as Henry Polak and Hermann Kallenbach, who are not as (...) well known as those usually cited, but who left a deep impression nevertheless, and motivated some of Gandhi's major life changes. Conversely, the work of luminaries such as E. F. Schumacher and Gene Sharp reveal the Mahatma's influence in arenas which are not traditionally associated with his thinking. Weber's book offers intriguing insights into the life and thought of one of the most significant figures of the twentieth century. (shrink)

In The Principles of Psychology, William James addressed ten justifications for the concept of the unconscious mind, each of which he refuted. Twenty – five years later in The Unconscious, Freud presented many of the same, original arguments to justify the unconscious, without any acknowledgement of James’s refutations. Some scholars in the last few decades have claimed that James was in fact a supporter of a Freudian unconscious, contrary to expectations. In this essay, I first summarize Freud’s justification for the (...) unconscious to highlight the arguments he used in 1915, before then demonstrating how clearly James had undercut these same argument in the Principles, published in 1890. Interpreters of James’s thought should resist the claim that he would or did support Freud’s idea of the unconscious, even if he at times spoke generously about other scholars. We also have reason to wonder about Freud’s inattention to James’s remarkable early work in psychology, especially given James’s critiques of the concept of the unconscious. (shrink)

Abstract:John Dewey argued that for education to be democratic, it is important for students to be not merely spectators but also participants in learning. Teachers sometimes find personal computing devices to be distracting or to contribute to passivity rather than activity in the classroom. In this essay we examine the question of whether a student’s Google search on a subject matter discussed in class is participatory or passive. We argue that with proper guidance students’ use of online searches and related (...) tools can empower students democratically as sources of ideas, conceptualizations, information, and insight while emphasizing participation in deliberation and judgment in the classroom. We begin with a look at the criticisms and then defenses of using online tools in the classroom. Finally, we examine Dewey’s distinction between the spectator versus the participant models of learning to apply his insights to the use of online tools in the classroom. (shrink)

This volume is a serious attempt to open up the subject of European philosophy of science to real thought, and provide the structural basis for the ...

Education is among the forces with which oppressed people can become empowered. Nevertheless, the public policy nonprofit organization Demos has found that the median wealth of white high school dropouts in 2013 was higher than for black college graduates in the United States.1 The harsh realities of prejudice and limits on opportunity for historically disadvantaged communities motivate debates about how best to prepare, educate, and protect young people. The philosophical literature in the liberal political tradition has paid considerable attention to (...) the concept of self-respect, as it is important for deliberative democracy. If a person lacks self-respect, he might feel unworthy to speak up for himself. Or she.. (shrink)

In Morality, Leadership, and Public Policy, Eric Weber argues for an experimentalist approach to moral theory in addressing practical problems in public policy. The experimentalist approach begins moral inquiry by examining public problems and then makes use of the tools of philosophy and intelligent inquiry to alleviate them. -/- Part I surveys the uses of practical philosophy and answers criticisms - including religious challenges - of the approach, presenting a number of areas in which philosophers' intellectual efforts can prove (...) valuable for resolving public conflicts. -/- Part II presents a new approach to experimentalism in moral theory, based on the insights of John Dewey's pragmatism. Focusing on the elements of good public inquiry and the experimentalist attitude, Weber discusses ways of thinking about the effective construction and reconstruction of particular problems, including practical problems of public policy prioritization. -/- Finally, in Part III the book examines real-world examples in which the experimentalist approach to ethics proves useful, including instances of "bandwidth theft" and the controversies surrounding activist judges in the US Supreme Court. (shrink)

This article argues for a definition of public philosophy inspired by John Dewey’s understanding of the “supreme intellectual obligation.” The first section examines five strong reasons why more public philosophy is needed and why the growing movement in public philosophy should be encouraged. The second section begins with a review of common understandings of public philosophy as well as some initial challenges that call for widening our conception of the practice. Then, it applies Dewey’s argument in “The Supreme Intellectual Obligation” (...) to public philosophy, which must not be seen simply as a one-way street from intellectuals to the masses but, rather, as the task of fostering the scientific attitude and intellectual habits of mind in all citizens. (shrink)

This essay defends the Pragmatist’s call to activism in higher education, understanding it as a necessary development of good democratic inquiry. Some criticisms of activism have merit, but I distinguish crass or uncritical activism from judicious activism. I then argue that judicious activism in higher education and in philosophy is not only defensible, but both called for implicitly in the task of democratic education as well as an aspect of what John Dewey has articulated as the supreme intellectual obligation, namely (...) to ensure that inquiry is put to use for the benefit of life. (shrink)

In organizational psychology the positive effects of democratically structured enterprises on their employees are well documented. However, the longstanding viability as well as economic success of democratic enterprises in a capitalistic market environment has long been contested. For instance, this has given rise to widespread endorsement of the “degeneration thesis” and the so-called “iron law of oligarchy”. By reviewing 77 qualitative studies that examined 83 democratic enterprises within the last 50 years, the present systematic review provides evidence that such enterprises (...) are able to economically survive and prosper. The majority of studied enterprises either resisted pressures toward degeneration or subsequently regenerated after undergoing degenerative processes. Only 9.5% fully degenerated in accordance with the degeneration thesis and the “iron law of oligarchy”, while 27.0% of the democratic enterprises showed diverse and mixed forms of degeneration tendencies, indicating that the notion of an “iron law” needs to be revised. Within the nine investigated cases of Mondragon not one single enterprise or group fully degenerated. Three cases showed degenerative tendencies, another three one degeneration tendencies and simultaneously regeneration, one case fully resisted degeneration tendencies and two cases regenerated. Further, this systematic review provides an overview of organizational and external conditions, non-/democratic or non-/participative practices and psychological phenomena that contribute to the degeneration, regeneration, or resistance to degeneration. The described examples of such practices may help practitioners to implement and maintain democratic structures and processes in contemporary organizations. (shrink)

In this essay, I review the writings of three philosophers whose work converges on the insight that we must attend to and reconstruct culture for the sake of justice. John Rawls, John Dewey, and Richard Rorty help show some of the ways in which culture can enable or undermine the pursuit of justice. They also offer resources for identifying tools for addressing the cultural challenges impeding justice. I reveal insights and challenges in Rawls’s philosophy as well as tools and solutions (...) for building on and addressing them in Dewey’s and Rorty’s philosophy. (shrink)

It is natural for humans to judge the outcome of a decision under uncertainty as a percentage of an ex-post optimal performance. We propose a robust decision-making framework based on a relative performance index. It is shown that if the decision maker’s preferences satisfy quasisupermodularity, single-crossing, and a nondecreasing log-differences property, the worst-case relative performance index can be represented as the lower envelope of two extremal performance ratios. The latter is used to characterize the agent’s optimal robust decision, which has (...) implications both computationally and for obtaining closed-form solutions. We illustrate our results in an application which compares the performance of relative robustness to solutions that optimize worst-case payoffs, maximum absolute regret, and expected payoffs under a Laplacian prior. (shrink)

In this paper I examine John Dewey's correspondence and selected writings to illuminate Dewey's understanding of and possible shaping of William James's work as it pertains to politics and democracy. I suggest a way of seeing a richer connection between the thinkers than has been portrayed and a picture of influence flowing from Dewey to James.

This article draws on the past and present work of the Society of Philosophers in America, Inc. to consider eight challenges for growing communities of philosophical conversation in ways that pragmatism encourages and calls for, in terms of engaged public philosophy. The essay then proposes ways of addressing the eight challenges with solutions or outlooks for overcoming or diminishing obstacles to engaged, public philosophical and conversational community-building. The author argues that it is vital especially for pragmatists, but also for philosophers (...) in general, not only to appreciate and work to address these challenges, but also to affirmatively support and recognize the publicly conversational and community-building philosophy that is an implication of pragmatist philosophy and scholars’ supreme intellectual obligation. (shrink)

Charles S. Peirce’s theory of proper names bears helpful insights for how we might think about his understanding of persons. Persons, on his view, are continuities, not static objects. I argue that Peirce’s notion of the legisign, particularly proper names, sheds light on the habitual and conventional elements of what it means to be a person. In this paper, I begin with an account of what philosophers of language have said about proper names in order to distinguish Peirce’s theory of (...) proper names from them. Then, I present Peirce’s semiotic theory of proper names, followed by some ways in which his theory can be applied to practical concerns, such as first impressions, name changing, identity, and temporary insanity. (shrink)

Nineteenth-century spiritism was a blend of religious elements, the philosophy of mind, science and popular science and contacts with extraterrestrials were a commonplace phenomenon during spiritistic séances. Using the example of Carl du Prel I show how his comprehensive mystic philosophy originated in a theory of extraterrestrial life. Carl du Prel used a Darwinian and monistic framework, theories of the unconscious and a Neo-Kantian epistemology to formulate a philosophy of astronomy and extraterrestrial life. He claimed that the mechanism of Darwinian (...) selection is responsible for the distribution of stars and the orbits of the planets. In his speculations on the nature of extraterrestrial life he used the concept of organ projection to argue that technical solutions on earth will be realized organically on other planets and claimed that superior extraterrestrials have quantitatively and qualitatively different senses and thus different forms of intuition. A comparison with Camille Flammarion, spiritist and populariser of astronomy, demonstrates the contextual complexities of spiritism. In contrast to du Prel’s sober Neo-Kantian philosophical speculations, Flammarion was a late proponent of a French esoteric tradition that was rooted in romantic socialism, painted grand cosmological vistas and emphasized reincarnation. I put forward the hypothesis that current discourses on extraterrestrial life are affected by the spiritist tradition mainly through the ‘Golden Age’ science fiction literature of the 1940s and 50s and its successors. However, neither Carl du Prel nor Camille Flammarion contributed significantly to this tradition, which is mainly shaped by the psychical research of J. B. Rhine.Keywords: Spiritism; Carl du Prel; Camille Flammarion; Organ projection; Science fiction. (shrink)

The factors which have brought society to its present pass and impasse contain forces which, when released and constructively utilized, form the positive basis of an educational philosophy and practice that will recover and will develop our original national ideals. The basic principle in that philosophy and practice is that we should use that method of experimental action called natural science to form a disposition which puts a supreme faith in the experimental use of intelligence in all situations of life.In (...) the past, ethical theories have been presented as self-sufficient and holistic. Philosophers have historically been either deontologists, consequentialists, virtue ethicists, divine command theorists, or .. (shrink)

The present paper is a response to Gerald Gaus, who has argued that philosophers should not apply ethics. After a critical evaluation of Gaus's arguments, I present several ways which Sidney Hook has outlined for philosophers to bring their skills to bear fruitfully on public policy matters. Following Hook's list, I offer three of my own suggestions for further ways in which philosophers can positively contribute to the application of ethics and of philosophy generally. Finally, I propose the venue of (...) consultancy as a way in which philosophers can begin to use the many skills they have to offer for confronting the problems people face outside of the academy. (shrink)

Examines problems in Rawls' epistemology, approached from a Deweyan perspective, to argue for a thoroughly constructivist idea of justice and its practical implications for education. >.

I present a persistent religious moral theory, known as divine command theory, which conflicts with liberal political thought. John Rawls's notion of public reason offers a framework for thinking about this conflict, but it has been criticized for demanding great restrictions on religious considerations in public deliberation. I argue that although Paul Kurtz is critical of organized religion, his epistemological suggestions and ethical theory offer a feasible way to build common moral ground between atheists, secularists, and theists, so long as (...) each maintains the important democratic value of toleration in the form of either fallibilism or skepticism. (shrink)

We consider a confidence parametrization of binary information sources in terms of appropriate likelihood ratios. This parametrization is used for Bayesian belief updates and for the equivalent comparison of binary experiments. In contrast to the standard parametrization of a binary information source in terms of its specificity and its sensitivity, one of the two confidence parameters is sufficient for a Bayesian belief update conditional on a signal realization. We introduce a confidence-augmented receiver operating characteristic for comparisons of binary experiments for (...) a class of “balanced” decision problems, relative to which the confidence order offers a higher resolution than Blackwell’s informativeness order. Where observation is concerned, Chance favors only the prepared mind.—Louis Pasteur (1822–1895). (shrink)

ABSTRACTAlthough the importance of contextual factors is often recognised, research on emotion regulation strategies has mainly focused so far on the effectiveness of ERS across situations. I...

This volume, the second in the Springer series Philosophy of Science in a European Perspective, contains selected papers from the workshops organised by the ESF Research Networking Programme PSE (The Philosophy of Science in a European Perspective) in 2009. Five general topics are addressed: 1. Formal Methods in the Philosophy of Science; 2. Philosophy of the Natural and Life Sciences; 3. Philosophy of the Cultural and Social Sciences; 4. Philosophy of the Physical Sciences; 5. History of the Philosophy of Science. (...) This volume is accordingly divided in five sections, each section containing papers coming from the meetings focussing on one of these five themes. However, these sections are not completely independent and detached from each other. For example, an important connecting thread running through a substantial number of papers in this volume is the concept of probability: probability plays a central role in present-day discussions in formal epistemology, in the philosophy of the physical sciences, and in general methodological debates---it is central in discussions concerning explanation, prediction and confirmation. The volume thus also attempts to represent the intellectual exchange between the various fields in the philosophy of science that was central in the ESF workshops. (shrink)

The early biographies of Gandhi were more or less hagiographies, telling the story of Gandhi, the saintly politician and the liberator of colonial India. Even though Gandhi himself had discussed the topics of his lustfulness and his decision to embrace celibacy in his 1927 autobiography, these matters were glossed over or simply ignored. As time has gone on, Gandhi has caused increasing problems for those of his biographers and interpreters who wanted to hold him up as a paragon but also (...) wanted to tell the truth. And more recently, reevaluations of the Gandhi story have at times bordered on the sensational through the documentation of his eccentricities and religious austerities and in particular his attitudes to sexuality and his ‘experiments’ with the power of celibacy.In 1946, Nirmal Kumar Bose became Gandhi’s translator and secretary during the Mahatma’s Noakhali pilgrimage to bring peace to war-torn rural Bengal. He commenced what would become a central battlefield of Gandhi schol .. (shrink)