Hannah Arendt and the Meaning of Politics. Edited by Craig Calhoun and John McGowan, viii + 362 pp. $54.95 cloth $21.95 paper. Hannah Arendt and Leo Strauss: German Emigrés and American Political Thought after World War II. Edited by Peter Graf Kielmansegg, Horst Mewes, and Elisabeth Glaser‐Schmidt, x + 208 pp. $49.95/£35.00 cloth, $16.95 paper. Hannah Arendt: Twenty Years Later. Edited by Larry May and Jerome Kohn, viii + 384 pp. $40.00 cloth, $17.50 paper.

While research has focused on why certain entrepreneurs elect to create innovative solutions to social problems, very little is known about why some social entrepreneurs choose to scale their solutions while others do not. Research on scaling has generally focused on organizational characteristics often overlooking factors at the individual level that may affect scaling decisions. Drawing on the multidimensional construct of moral intensity, we propose a theoretical model of ethical decision making to explain why a social entrepreneur’s perception of moral (...) intensity of the social problem, coupled with their personal desire for control, can significantly influence scaling decisions. Specifically, we propose that higher levels of perceived moral intensity will positively influence the likelihood of scaling through open as opposed to closed modes in order to achieve greater speed and scope of social impact. However, we also propose this effect will be negatively moderated by a social entrepreneur’s higher levels of desire for control. Our model has implications for research and practice at the interface of ethics and social entrepreneurship. (shrink)

While research has focused on financial and social goals in impact investing, we add to the limited research that focuses on how individuals manage identity multiplicity, defined as three or more role identities. Based on our qualitative study of Christian impact investors, we develop a model of identity multiplicity work, explaining how individuals manage their multiple role identities to reduce identity tensions during the process of impact investing. We find individuals engaged in an interactive, ongoing three-step process of identity multiplicity (...) work: prioritizing one of their salient identities, managing their identity multiplicity interrelationships, and reinforcing their prioritized identity. Investors generally prioritized an identity that was neither financial nor social, but rather religious. We also find this identity work implemented through three novel mechanisms: shadowing, one identity casts a shadow over another thereby enabling the simultaneous pursuit of related goals; distinguishing, all identities are retained and at least a minimum threshold of role expectations are met; and surrendering, partial sacrificing of goals of one identity in favor of another identity based on an individual’s self-reflective importance of the role. Our findings offer new insights to multiple identities, impact investing and business ethics literatures. (shrink)

Rhythmic structure in speech is characterized by sequences of stressed and unstressed syllables. A large body of literature suggests that speakers of English attempt to achieve rhythmic harmony by evenly distributing stressed syllables throughout prosodic phrases. The question remains as to how speakers plan metrical structure during speech production and whether it is planned independently of phonemes. To examine this, we designed a tongue twister task consisting of disyllabic word pairs with overlapping phonological segments and either matching or non‐matching metrical (...) structure. Results showed that speakers had more difficulty producing metrically regular word pairs, compared to irregular pairs; that is, word pairs with irregular meter had faster productions and fewer speech errors in this production task. This finding of metrical regularity inhibiting production is inconsistent with an abstract metrical structure that is planned independently of phonemes at the point of phonological encoding. (shrink)

In his recent book, English Poetry; A Critical Introduction , Mr. F. W. Bateson makes the observation that as romantic criticism is now dead it should receive “decent and final interment.” By “romantic” criticism he seems to have in mind either what he calls the Pure Sound theory of poetry, which would have us believe that meaning has nothing to do with poetry, that poetry makes nothing but an emotional or physiological impact upon us; or the suggestion theory which argues (...) that “a good poem should mean very little while suggesting a good deal.” Both of these, according to Mr. Bateson, attempt “to justify the exclusion of meaning from poetry.”. (shrink)

The third Earl of Shaftesbury had generally been known as the forerunner of the Moral Sense school of philosophers in the eighteenth century. Surprisingly little attention had been paid to his importance for literature and yet undoubtedly this had been very great. Originally published in 1951, this study gives an account of Shaftesbury's aesthetic and literary theory; his discussion of the imagination, ridicule, the aesthetic judgment and the sublime; and his anticipation of later writers such as Burke, Coleridge and Kant. (...) It also considers Shaftesbury's thought as part of the background of ideas in the Augustan period and his influence in such fields as literature, architecture and landscape gardening. In addition, the author assesses in more general terms Shaftesbury's attempt to maintain a Platonic viewpoint that would be more congenial to poetry than Locke's "new way of ideas". (shrink)

The third Earl of Shaftesbury had generally been known as the forerunner of the Moral Sense school of philosophers in the eighteenth century. Surprisingly little attention had been paid to his importance for literature and yet undoubtedly this had been very great. Originally published in 1951, this study gives an account of Shaftesbury's aesthetic and literary theory; his discussion of the imagination, ridicule, the aesthetic judgment and the sublime; and his anticipation of later writers such as Burke, Coleridge and Kant. (...) It also considers Shaftesbury's thought as part of the background of ideas in the Augustan period and his influence in such fields as literature, architecture and landscape gardening. In addition, the author assesses in more general terms Shaftesbury's attempt to maintain a Platonic viewpoint that would be more congenial to poetry than Locke's "new way of ideas". (shrink)

While in principle probabilistic logics might be applied to solve a range of problems, in practice they are rarely applied at present. This is perhaps because they seem disparate, complicated, and computationally intractable. However, we shall argue in this programmatic paper that several approaches to probabilistic logic into a simple unifying framework: logically complex evidence can be used to associate probability intervals or probabilities with sentences.

Bayesian accounts are currently popular in the field of inductive reasoning. This commentary briefly reviews the limitations of one such account, the Rational Model (Anderson 1991b), in explaining how inferences are made about objects whose category membership is uncertain. These shortcomings are symptomatic of what Jones & Love (J&L) refer to as Bayesian approaches.

The structural view of rational acceptance is a commitment to developing a logical calculus to express rationally accepted propositions sufficient to represent valid argument forms constructed from rationally accepted formulas. This essay argues for this project by observing that a satisfactory solution to the lottery paradox and the paradox of the preface calls for a theory that both (i) offers the facilities to represent accepting less than certain propositions within an interpreted artificial language and (ii) provides a logical calculus of (...) rationally accepted formulas that preserves rational acceptance under consequence. The essay explores the merit and scope of the structural view by observing that some limitations to a recent framework advanced James Hawthorne and Luc Bovens are traced to their framework satisfying the first of these two conditions but not the second. (shrink)

In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individuals ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study examines the influence of an underlying social cognitive error, called (...) pluralistic ignorance. We believe that if pluralistic ignorance is reduced, the result will be more effective business ethics education programs. Eighty undergraduate management students participated in this longitudinal study, and a mixed-model ANOVA revealed that the reduction of pluralistic ignorance (due to an ethics education program designed to reduce pluralistic ignorance) resulted in higher personal ethical standards over the course of a semester, when compared to a class that did not receive a formal ethics education program as part of their course. We discuss the implications of pluralistic ignorance in training business ethics and ethics education. (shrink)

In light of the myriad accounting and corporate ethics scandals of the early 21st century, many corporate leaders and management scholars believe that ethics education is an essential component in business school education. Despite a voluminous body of ethics education literature, few studies have found support for the effectiveness of changing an individual's ethical standards through programmatic ethics training. To address this gap in the ethics education literature the present study examines the influence of an underlying social cognitive error, called (...) pluralistic ignorance. We believe that if pluralistic ignorance is reduced, the result will be more effective business ethics education programs. Eighty undergraduate management students participated in this longitudinal study, and a mixed-model ANOVA revealed that the reduction of pluralistic ignorance resulted in higher personal ethical standards over the course of a semester, when compared to a class that did not receive a formal ethics education program as part of their course. We discuss the implications of pluralistic ignorance in training business ethics and ethics education. (shrink)

No one has a well developed solution to Duhem's problem, the problem of how experimental evidence warrants revision of our theories. Deborah Mayo proposes a solution to Duhem's problem in route to her more ambitious program of providing a philosophical account of inductive inference and experimental knowledge. This paper is a response to Mayo's Error Statistics (ES) program, paying particular attention to her response to Duhem's problem. It turns out that Mayo's purported solution to Duhem's problem is very significant to (...) her project, for the epistemic license claimed by ES and the philosophical underpinnings to her account of experimental knowledge depend on this solution. By introducing the partition problem, I argue that ES fails to solve Duhem's problem and therefore fails to provide an adequate account of experimental knowledge. (shrink)

Critique de la possibilité d'individus non-substantiels récurrents que G. E. L. Owen repère dans l'«Organon» d'Aristote. Soulevant le problème ontologique de l'un et du multiple, des entités particulières et des entités universelles chez Aristote, l'A. montre qu'un individu unique en nombre ne peut se reproduire périodiquement et que le statut modal des individus récurrents contredit la définition du sujet présent dans les «Catégories» . Conformément aux conditions de la ressemblance établies par Aristote dans les «Topiques», l'A. conclut à l'impossibilité d'individus (...) substantiels ou non-substantiels universels. (shrink)

Throughout the world, female students are less likely than males to take advanced physics courses. This mixed-methods study uses a concurrent, nested design to study an online homework intervention designed to address choice and achievement. A choice of three different contexts (biological, sports, and traditional) were offered to students for each physics problem, intending to stimulate females’ interest and enhance achievement. Informed by aspects of Artino’s social-cognitive model of academic motivation and emotion, we investigated: Which context of physics problems do (...) males and females select?; What explanations do students give for their choices?; Are there differences in the achievement of males and females?; and Is there a relationship between student achievement and the context selected? Fifty-two high school physics students from five U.S. states participated. Data included pre and post Force Concept Inventory scores, homework context choices and achievement, and rationales for choices. Findings indicate that females were most likely to select biology contexts; males, traditional. All students made more attempts on video questions over word questions, although females did not score as well. For all questions, students generally persisted until they answered them correctly, with females taking fewer attempts on problems. Context choice was mostly driven by interest, for males, and perceptions of difficulty level for females; however, rationales were indistinguishable by gender. On their first homework question attempt, females scored significantly better than the males. Initially, males had significantly higher FCI scores; post homework intervention, females increased their mean scores significantly on the FCI, erasing the initial gender gap, with no growth nor decline in males’ scores. Females with FCI growth were equally as likely to choose biology contexts as traditional contexts; males were more likely to choose biology contexts. Findings from this study suggest that modest changes to homework problems that provide choice and make the physics problems more contextually interesting - even without changes in classroom instruction - could increase interest and motivation students and increase achievement for both male and female students. Recommendations will be discussed. (shrink)