I present my experience using a model of team-teaching where a philosophy class “tours” the campus, participating in other classes for ethical discussions throughout the semester. Although prompted by low enrollment in my ethics class, this technique allows for an engaging interdisciplinary experience for the students while offering a low- or no-cost alternative to traditional team teaching where two faculty members teach one class. I describe the experience my students and I had during the inaugural tour, and make several suggestions (...) for improvement. (shrink)

I present my experience using a model of team-teaching where a philosophy class “tours” the campus, participating in other classes for ethical discussions throughout the semester. Although prompted by low enrollment in my ethics class, this technique allows for an engaging interdisciplinary experience for the students while offering a low- or no-cost alternative to traditional team teaching where two faculty members teach one class. I describe the experience my students and I had during the inaugural tour, and make several suggestions (...) for improvement. (shrink)

Our concern with what others think of us can ruin our day or put us in foul moods. Despite its long history of success, critical thinking cannot treat this problem adequately. I propose a therapeutic approach based on a version of Stoic epistemology updated with some quasi-evolutionary biology, articulated with help from Sartre, Rousseau, and Nietzsche.

With its list of awards received and one-word reviews, the paperback cover of Prideaux's biography resembles a movie poster. Along with the absence of "philosophical" or "intellectual" in the subtitle, this cover alerts the reader that this is a biography in the narrow sense. Barely halfway through the first chapter, one wonders how Prideaux will maintain the reader's interest, as she has already described the two most cinematographic episodes in Nietzsche's life—the comical preparations for his first meeting with Wagner, and (...) his childhood dream of his recently deceased father emerging from the grave to reclaim his younger brother—yet she does. Like a well-made film, the book gracefully immerses the reader into the... (shrink)

In 1975 E. O. Wilson called for biologists to appropriate ethics.1 Few philosophers worried deeply about this potential usurpation because they felt firmly ensconced on the other side of the Humean wall from the biologists. Science can provide neither guidance nor values. Perhaps nowhere is this more clear than in the crowning question of ethics; namely, what is the meaning of life? Since evolution proposes an ateleological account of the natural world, biologists can dismiss the question to which we all (...) desperately want an answer as a category mistake. If pressed to understand the question metaphorically, biologists begrudgingly reply that the meaning of life is to get as much of your genetic material. (shrink)

The volume consists of twenty-one essays, many of which were part of a conference organized by the editors. Although the authors were apparently given the opportunity to revise their presentations, the collection retains the vibrancy of oral presentations. This seems entirely fitting given that the collection focuses on a short, cheerful book, one in which scholars are distinguished from professors. The collection’s organization somewhat follows the structure of EH. Like Nietzsche’s book, Martin and Large’s collection begins with their introduction, which (...) is followed by Daniel Conway’s discussion of the intercalated passage. “Why I am So Wise,” arguably the closest EH... (shrink)

When Ecce Homo was finally published in 1908, a New York Times reviewer declared that its “the most interesting portions... are those in which Nietzsche..., without delving into the depths of philosophy, shows himself primarily as a master of charming satirical prose”. The review largely consists of quotations in which Nietzsche satirizes, which is to say, mocks, Germans. The author apparently missed Nietzsche’s sarcastic report of another reviewer who characterized Thus Spoke Zarathustra “as an advanced exercise in style, and expressed (...) the wish that later on I might provide some content as well”. Over a century later, Nicholas D. More argues that Ecce... (shrink)

Ecce Homo aims to prepare its readers for the coming reevaluation of all values to be inaugurated by The Antichrist(ian). Nietzsche explicitly tells his friends and publisher this, and he is relatively clear about it in Ecce Homo itself.1 From the opening line "Seeing that before long I must confront humanity with the most difficult demand ever made of it," the reader knows Ecce Homo is a propaedeutic. Again in letters and in Ecce Homo itself, Nietzsche describes the preparation as (...) consisting of an explanation of who exactly he is.2 The opening line continues: "[I]t seems indispensable to me to say who I am."3 If humanity is going to abandon its values for a set of new tablets, we need to know who this bifurcator .. (shrink)

The author attends to pedagogical dilemmas educators face in introductory philosophy courses in large universities. Large bureaucratic structures often produce poor student attendance and produce large classroom settings with brief classes, which blocks instructors from cultivating productive class room experience and philosophical engagement. Students are unable to engage in courses either because of lack of interest or because they are unable to speak due to the short duration of the class. The author suggests an online community structured after the Socratic (...) agora to allow students to engage with philosophical issues outside the classroom setting and enable them to initiate dialogue amongst other students. (shrink)

The author attends to pedagogical dilemmas educators face in introductory philosophy courses in large universities. Large bureaucratic structures often produce poor student attendance and produce large classroom settings with brief classes, which blocks instructors from cultivating productive class room experience and philosophical engagement. Students are unable to engage in courses either because of lack of interest or because they are unable to speak due to the short duration of the class. The author suggests an online community structured after the Socratic (...) agora to allow students to engage with philosophical issues outside the classroom setting and enable them to initiate dialogue amongst other students. (shrink)

This chapter contains sections titled: Introduction Why the Blues will Always be With Us Why Epictetus Never Sang the Blues Akrasia, or ‘I can't help myself’ Objections (‘This Life Sounds Horrible!’) I Can't Get No Satisfaction, and I Like it, I Like it, Yes I Do In Place of a Conclusion.

Organizational learning, at the broadest levels, as it has come to be understood within the organization theory and management literatures, concerns the experientially driven changes in knowledge processes, structures, and resources that enable organizations to perform skillfully in their task environments (Argote and Miron–Spektor, 2011). In this chapter, we examine routines and capabilities as an important micro–foundation for organizational learning. Adopting a micro–foundational approach in line with Barney and Felin (2013), we propose a new model for explaining how routines and (...) capabilities play a causal role in transforming experience into repertoires of (actual or potential) organization–level behavior. More specifically, we argue that routines and capabilities are built out of capacities for shared – both joint and collective – intentionality (Tomasello, 1999, 2014; Bratman, 1999a, 2014) that enable individuals to engage in complex forms of collaboration in conjunction with multiple layers of scaffolds that encompass material and symbolic resources, social processes, and cultural norms and practices (Weick, 1995; Hutchins, 1995; Clark, 1997, 2008; Orlikowski, 2007). In short, we outline what we call the ‘scaffolded joint action’ model and suggest its potential as a micro–foundation of organizational learning. (shrink)

May's monograph concerns one aspect of the quarrel between the ancients and the moderns. He presents six meditations on the relation between wisdom and knowledge, taking his bearings from a free interpretation of Nietzsche's Nachlaß. In an early notebook entry, Nietzsche remarks that science struggled with wisdom in the ancient Greek philosophers. That is, there was an agon between the salubrious but false Homeric myths and the "true" but toxic products of the drive toward knowledge. May attempts to resurrect this (...) agon by reappraising knowledge and the soul. (shrink)

In _Philosophers as Educators_ Brian Patrick Hendley argues that philosophers of edu­cation should reject their preoccupation with defining terms and analyzing concepts and embrace the philosophical task of con­structing general theories of education. Hendley discusses in detail the educational philosophies of John Dewey, Bertrand Rus­sell, and Alfred North Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that, like these men­tors, philosophers should take a more ac­tive, practical role in education. Dewey (...) and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education. (shrink)

Nietzsche's use of metaphor has been widely noted but rarely focused to explore specific images in great detail. A Nietzschean Bestiary gathers essays devoted to the most notorious and celebrated beasts in Nietzsche's work. The essays illustrate Nietzsche's ample use of animal imagery, and link it to the dual philosophical purposes of recovering and revivifying human animality, which plays a significant role in his call for de-deifying nature.

Public health legal preparedness begins with effective legal authorities, and law provides a key foundation for public health practice in the United States. Laws not only create public health agencies and fund them, but also authorize and impose duties upon government to protect the public's health while preserving individual liberties. As a result, law is an essential tool in public health practice and is one element of public health infrastructure, as it defines the systems and relationships within which public health (...) practitioners operate.For purposes of this paper, law can be defined as a rule of conduct derived from federal or state constitutions, statutes, local laws, judicial opinions, administrative rules and regulations, international codes, or other pronouncements by entities authorized to prescribe conduct in a legally binding manner. Public health legal preparedness, a subset of public health preparedness, is defined as attainment of legal benchmarks within a public health system. (shrink)

Public health legal preparedness begins with effective legal authorities, and law provides a key foundation for public health practice in the United States. Laws not only create public health agencies and fund them, but also authorize and impose duties upon government to protect the public's health while preserving individual liberties. As a result, law is an essential tool in public health practice and is one element of public health infrastructure, as it defines the systems and relationships within which public health (...) practitioners operate.For purposes of this paper, law can be defined as a rule of conduct derived from federal or state constitutions, statutes, local laws, judicial opinions, administrative rules and regulations, international codes, or other pronouncements by entities authorized to prescribe conduct in a legally binding manner. Public health legal preparedness, a subset of public health preparedness, is defined as attainment of legal benchmarks within a public health system. (shrink)

The discovery, in various quarters, of hitherto unknown letters exchanged between Wittgenstein and the chief of his Cambridge friends provides the basis for this new and profoundly revealing collection. Wittgenstein appears in turn shy and affectionate, fierce and censorious, happy to collaborate and sure of his own judgement. Four quarrels and four reconciliations are documented. Wittgenstein's struggles to publish his Tractatus may be followed, as well as his retreat from the world, his being wooed back to philosophy by Keynes and (...) Ramsey, and his plans to leave philosophy. The accompanying editorial notes are based on archival material not previously explored. Taken together, the correspondence provides an intriguing insight into Wittgenstein's life and thought, and will be essential reading for students and scholars. (shrink)

Hendley argues that philosophers of edu­cation should reject their preoccupation of the past 25_ _years with defining terms and analyzing concepts and once again embrace the philosophical task of con­structing general theories of education. Exemplars of that tradition are John Dewey, Bertrand Russell, and Alfred North Whitehead, who formulated theo­ries of education that were tested. Dewey and Russell ran their own schools, and Whitehead served as a university admin­istrator and as a member of many com­mittees created to study education. After (...) providing a general introduction to the present state of educational phi­losophy, Hendley discusses in detail the educational philosophies of Dewey, Rus­sell, and Whitehead. He sees in these men excellent role models that contem­porary philosophers might well follow. Hendley believes that like these men­tors, philosophers should take a more ac­tive, practical role in education. (shrink)

This collection contains hitherto unknown letters exchanged between Wittgenstein and the most important of his Cambridge friends and includes editorial notes based on archival material not previously explored. Incorporates many previously undiscovered unique and significant letters. A powerful record and intimate insight into Wittgenstein's life and thought. Extensive editorial annotations.

We investigate the role of legitimacy in setting organizational goals as a way to address the potential “dark,” unethical side of organizational goal setting. Coupling qualitative and quantitative research methods to better understand legitimacy in goal setting, we first induce novel hypotheses based on observed practice and then provide survey evidence to test the performance implications. Study 1 reports findings based on interviews with twenty-two company executives. We identify attention to goal credibility, prioritization of stakeholders directly involved in the goal’s (...) attainment when setting goals, and communication openness regarding goals, as well as their combination, as being important to organizational performance outcomes. Study 2 determines whether these three practices and their interaction predict performance using a survey conducted with 522 companies across four countries. Among other findings, we contribute to the organizational goal setting literature by showing that higher organizational performance is associated with the amount of priority given to the key actors (typically employees) directly involved with the goal’s attainment. We also find a positive interaction between attention to goal credibility, key actor (employee) importance, and communication openness on financial performance and non-financial goal attainment. Our work takes an initial step toward understanding how organizations can better shape the legitimacy of organizational goals for improved organizational performance and reduced unethical behavior. (shrink)