The last 20 years have witnessed the dramatic growth of the animal rights movement and a concurrent increase in its social scientific scrutiny. One of the most notable and consistent findings to emerge from this body of research has been the central role of women in the movement. This paper uses General Social Survey data to examine the influence of views of the relationship of humanity to nature on this gender difference. Holding a Romantic view of nature is associated with (...) higher levels of support for extending moral rights to animals and lower levels of support for animal-based testing. A Darwinian view is associated with greater support for testing on animals but is unrelated to views on moral rights for animals. In general, views of nature affect animal rights advocacy to a greater extent among males than females. (shrink)

Critiques of Western feminists’ attempts to extend claims about gender injustice to the global context highlighted a dilemma facing Western feminists, what I call the global gender justice dilemma. In response to this dilemma, Alison M. Jaggar argues that Western feminists should turn our attention away from trying to resolve it and, instead, toward examination of our own complicity in the processes that produce injustice. I suggest that this kind of approach is helpful in responding to an additional dilemma that (...) confronts the Western feminist, namely the epistemic dilemma. Western feminists can speak for women of the global South and run the risk of distorting those women’s experience and further silencing their voices, or we can refuse to speak and abdicate our responsibilities to address injustice. I argue that we should address this dilemma not by trying to resolve it but by examining our role in the reproduction of epistemically unjust practices. To explain this response, I offer a preliminary account of epistemic injustice as epistemic oppression. I conclude by claiming that our own epistemic complicity in epistemically oppressive social practices is a weighty reason for us to work to transform those practices. (shrink)

In Women’s Activism, Feminism, and Social Justice, Margaret McLaren develops and argues for a new theoretical framework, the feminist social justice approach, that can guide ongoing feminist transnational solidarity projects. I briefly map out the main lines of argumentation in McLaren’s book and highlight some of the valuable contributions these arguments make to the intersecting sub-fields of global ethics, global justice, development ethics, and feminist philosophy. I then note two critical thoughts on the book. First, I argue that McLaren’s concessions (...) to rights discourse as a valuable tool for transformative activism undermine and potentially even contradict her own strong critique of rights discourse. Second, I argue that McLaren doesn’t explicitly or develop the latent social epistemology of her feminist social justice approach and discussions of “training” and “education” potentially run counter to this promising but again latent social epistemology. (shrink)

In recent years, the issue of experimentation upon nonhuman animals has become the subject of media attention. One aspect of the media presentation is the status attributed to claims-makers on either side of the issue. Research suggests that perceived expertise of the source of arguments can play a role in attitudes formed by audiences. This study examines mainstream print and broadcast media presentation of the status of individuals quoted regarding the issue of animal experimentation. Those supporting continued experimentation are significantly (...) more likely to be presented as professionals or experts. Attitude formation is discussed in light of these findings. (shrink)

This paper examines the idea of the integrity of academic practice. We offer an account of the integrity of professional practice in general before applying it to academic professional practice within the contemporary, western university. We then introduce the concept of integrity traps and explain how they can make it difficult for academics working within a contemporary university environment to maintain their integrity.

Accounts of leadership in relation to ethics can and do go wrong in several ways that may lead us too quickly into thinking there is a tighter relationship between ethics and leadership than we have reason to believe. Firstly, these accounts can be misled by the centrality of values talk in recent discussions of leadership into thinking that values of a particular kind are sufficient for leadership. Secondly, the focus on character in recent leadership accounts can lead to a similar (...) error. The assumption here is that because good character is often a locus of descriptions of leaders, such character is necessary and sufficient for leadership. Thirdly, we can fall victim to an observer bias that colors our accounts of the leaders we admire and thus wish to either have or be, which in turn leads to the fourth way in which accounts of leadership can go wrong in their description of the role of ethics in leadership. Through inattention or through wishful thinking accounts of leadership can become merely prescriptive and stipulate that ethics is requisite and at least partly constitutive of leadership. Keeping in mind these ways in which accounts of leadership commonly go astray, we can say that any adequate account of leadership must, at least in the first instance, be able to differentiate not only between leadership and good ethical character, but also between leadership and power, authority, influence, managerial ability, and charisma. Taking a closer look at some of the ways that the relation between leadership and ethics is misconstrued is necessary to better understanding both leadership and its connection to ethics. It is, however, just a first step. Asking whether we have reason to think of leadership as an Aristotelian virtue should, we think, enable us to give a more accurate and useful account of the complexity of the relation. It also captures underlying reasons for wanting to see the two as intrinsically connected. (shrink)

PurposeThe purpose of this paper is to highlight the potential of digital tools to address the significant challenge of increasing access to college and outline challenges and opportunities in effectively implementing a digital intervention across an entire school.Design/methodology/approachThe study encompasses a randomized control trial and comparative case studies. This paper highlights qualitative data focused on implementation.FindingsFindings illustrate impediments and strategies for implementing a school-wide digital intervention.Research limitations/implicationsResearch focused on one particular intervention and is thus limited in scope.Practical implicationsThe study has (...) the potential to assist practitioners in better serving students from low-income and minoritized communities through digital tools.Social implicationsThe study has implications for increasing the number of first-generation and minoritized youth who apply to and enroll in college. The study highlights digital equity issues often overlooked in ed-tech sectors.Originality/valueFew studies exist that examine the implementation of digital interventions at the school level. Focusing on digital equity in the college access space (academic and practice) is novel. (shrink)

This paper proposes a philosophically informed decision-making methodology, inspired by Aristotle, that encourages constructive discussions amongst employers and employees; is directed towards shared higher-level goals; is consistent with planning frameworks already in place in many businesses; can be amended over time without disruptive disputes; and accounts for the particularities of each industry, enterprise, workplace, and job. It seeks to establish a more fundamental basis for discussions about remote vs. in-person office work: specifically, the purpose and nature of the work of (...) those affected. If these matters can be decided, then subsequent discussions might be focused more upon the shared outcomes to which stakeholders are committed and less upon individual preferences and ‘hunches.’. (shrink)

While accepting and welcoming our main thesis and project, Schäfer and Hühn’s Commentary on our paper focuses on two main criticisms, both of which seem to us mistaken. The first of these is that our paper falsely argues “that the existing definitions of leadership out there fall short in describing the role of ethics in leadership.” The second seems to be a belief that (i) we claim to be offering an entirely new definition of leadership and misrepresenting its nature because (...) (ii) in the view of Schäfer and Hühn this supposedly new definition “is essentially un-Aristotelian.”. (shrink)

The main conclusion to draw from Mitchell et al's article is that it is difficult to disentangle cognitive and learning processes in contingency and causal experiments. More compelling evidence for human associate learning comes from research where, because of the type of events involved, participants are unable or unlikely to think about the relationships between the events.

Contemporary discussions about the nature of leadership abound. But what constitutes a good leader? Are ethics and leadership even compatible? -/- Accounts of leadership often lie at either end of an ethical spectrum: on one end are accounts that argue ethics are intrinsically linked to leadership; on the other are (Machiavellian) views that deny any such link-intrinsic or extrinsic. Leadership appears to require a normative component of virtue; otherwise 'leadership' amounts to no more than mere power or influence. But are (...) such accounts coherent and justifiable? -/- Approaching a controversial topic, this series of essays tackles key questions from a range of philosophical perspectives, considering the nature of leadership separate from any formal office or role and how it shapes the world we live in. (shrink)

This study examined linguistic patterns in mothers’ reports about their toddlers’ involvement in everyday household work, as a way to understand the parental ethnotheories that may guide children’s prosocial helping and development. Mothers from two cultural groups – US Mexican-heritage families with backgrounds in indigenous American communities and middle-class European American families – were interviewed regarding how their 2- to 3-year-old toddler gets involved in help with everyday household work. The study’s analytic focus was mothers’ responses to interview questions asking (...) about the child’s efforts to help with a variety of everyday household work tasks. Results showed that mothers responded with linguistic patterns that were indicative of ethnotheoretical assumptions regarding children’s agency and children’s prosocial intentions, with notable contrasts between the two cultural groups. Nearly all US Mexican-heritage mothers reported children’s contributions and participation using linguistic forms that centered children’s agency and prosocial initiative, which corresponds with extensive evidence suggesting the centrality of both children’s autonomy and supportive prosocial expectations in how children’s helpfulness is supported in this and similar cultural communities. By contrast, middle-class European American mothers frequently responded to questions about their child’s efforts to help with linguistic forms that “pivoted” to either the mother as the focal agent in the child’s prosocial engagement or to reframing the child’s involvement to emphasize non-help activities. Correspondence between cultural differences in the linguistic findings and existing literature on socialization of children’s prosocial helping is discussed. Also discussed is the analytic approach of the study, uncommon in developmental psychology research, and the significance of the linguistic findings for understanding parental ethnotheories in each community. (shrink)

Over the past four decades, software engineering has emerged as a discipline in its own right, though it has roots both in computer science and in classical engineering. Its philosophical foundations and premises are not yet well understood. In recent times, members of the software engineering community have started to search for such foundations. In particular, the philosophies of Kuhn and Popper have been used by philosophically-minded software engineers in search of a deeper understanding of their discipline. It seems, however, (...) that professional philosophers of science are not yet aware of this new discourse within the field of software engineering. Therefore, this article aims to reflect critically upon recent software engineers’ attempts towards a philosophy of software engineering and to introduce our own philosophical thoughts in this context. Finally, we invite the professional philosophers of science to participate in this interesting new discourse. (shrink)