This essay uses a mental files theory of singular thought—a theory saying that singular thought about and reference to a particular object requires possession of a mental store of information taken to be about that object—to explain how we could have such thoughts about abstract mathematical objects. After showing why we should want an explanation of this I argue that none of three main contemporary mental files theories of singular thought—acquaintance theory, semantic instrumentalism, and semantic cognitivism—can give it. I argue (...) for two claims intended to advance our understanding of singular thought about mathematical abstracta. First, that the conditions for possession of a file for an abstract mathematical object are the same as the conditions for possessing a file for an object perceived in the past—namely, that the agent retains information about the object. Thus insofar as we are able to have memory-based files for objects perceived in the past, we ought to be able to have files for abstract mathematical objects too. Second, at least one recently articulated condition on a file’s being a device for singular thought—that it be capable of surviving a certain kind of change in the information it contains—can be satisfied by files for abstract mathematical objects. (shrink)

The English Puritan Richard Baxter (1615-1691) developed an account of forgiveness that resonates with twentieth-century virtue ethics. He understood forgiveness as one component of a larger disposition of character developed in community as human beings recognize themselves as sinful creatures engaged in complex relationships of dependency and responsibility, with both God and one another. In the midst of these relationships, persons experience divine and human forgiveness and discover opportunities to practice forgiveness in return. Baxter thus negotiated a distinctive relationship between (...) Christian hope for reconciliation and more stereotypical Puritan emphases on punishment, civil order, and justice. At the same time that recent moral reflection allows us to raise questions about some features of Baxter's argument (such as his treatment of anger), his work provides important resources for correlating dispositions with concrete obligations, establishing a place for forgiveness in the public realm, and counterbalancing the modern emphasis on individual rights. (shrink)

Reformed Christianity's qualified embrace of freedom of conscience is per- haps best represented by William Ames (1576-1633). This essay explores Ames's interpretation of conscience, his understanding of its relationship to natural law, Scripture, and civil authority, and his vacillation on the sub- ject of conscientious freedom. By rooting his interpretation of conscience in natural law, Ames provided a foundation for conscience as an authority whose convictions are binding and worthy of some civil respect and free- dom. At the same time, (...) his Puritan worldview ultimately required the deference of conscience to the superior manifestations of divine law in Scripture and civil institutions. As a result, Ames provided raw ingredients for a theological doctrine of freedom of conscience despite his unwillingness to commend the idea himself consistently. In this way, Ames symbolizes an ambiguity on freedom of conscience characteristic of the broader Reformed tradition. (shrink)

I reconcile the spatiotemporal location of repeatable artworks and impure sets with the non-location of natural numbers despite all three being varieties of abstract objects. This is possible because, while the identity conditions for all three can be given by abstraction principles, in the former two cases spatiotemporal location is a congruence for the equivalence relation featuring in the relevant principle, whereas in the latter it is not. I then generalize this to other ‘physical’ properties like shape, mass, and causal (...) powers. (shrink)

I explore how many within modern industrial societies currently understand, manage, and respond to their emotional suffering. I argue that this understanding and management of suffering has radically altered in the last 30 years, creating a new model of suffering, “the negative model” (suffering is purposeless), which has largely replaced the “positive model” (suffering is purposeful) that prevailed in the 18th and 19th centuries. This shift has been hastened by what I call the “rationalization of suffering”—namely, the process by which (...) suffering is predominantly now understood in biological and psychiatric terms rather than in religious, philosophical, or moral. This process accompanied the great forces of secularization, medicalization unleashed at the enlightenment—forces gaining their modern expression through psychiatry, the behavioral psychotherapies, the happiness industries, as well as through aggressive market, individualistic, medical, and positivistic ideas and movements. This shift has entailed many socio/cultural implications important for anthropologists to explore further. (shrink)

Professional ethics, a contemporary topic of conversation among business professionals, is discussed using the perceptions of college business students as the focal point. This research relates to the issues of college instruction in professional ethics, differences in perceptions of ethical behavior attributed to gender, and whether or not students' perceptions of ethical behavior can be modified. After presenting a review of the more important historical developments and research related to professional ethics, this paper focuses on the results of a study (...) that compared a set of ethical responses of various groups of college students with each other. The results of hypotheses testing show an ethics maturation process from students' initial exposure to business courses through the graduate level. These tests also show that formal ethics training, i.e., a separate professional ethics course or unit is an existing course, is not a significant factor in this process. However, one may conclude that the students' perceptions of proper ethical behavior matures toward society's expectations during college life. (shrink)

This study statistically analyzes two-year college students' attitudes toward cheating via a survey containing academic and business situations that the students evaluated on a seven point scale from unethical to ethical. When both the general questions concerning attitudes about cheating and the opinions on the ethical statements are considered, the business students were generally more unethical in their behavior and attitudes than non-business majors. These results indicate a need for more ethical exposure in business courses to help students distinguish ethical (...) from unethical decisions. (shrink)

Globalization has increased the need for managers (and future managers) to predict the potential for country corruption. This study examines the relationship between Hofstede''s cultural dimensions and how country corruption is perceived. Power distance, individualism and masculinity were found to explain a significant portion of the variance in perceived corruption. A significant portion of country''s risk, trade flow with U.S.A., foreign investment, and per capita income was explained by perceived corruption.

Björn Goldstein maintains that mainstream political psychology is biased by a materialist ontology, a position he contrasts with radical constructivism. I argue that the emergent field of ….

"Empire of the Gods" makes a major and original contribution to the literature on love. The history of Eros is its attempted liberation into wholeness and individuality. Its modern expression as a flesh-monism requires expansion to include reason and spirit (including Agape), the classical, to include affect and flesh. The illicit character of the Romantic Love of the Twelfth Century (seen as two versions: Utopian and Historical) provides a radical key not only to synthesis but also to surmounting oppressive enculturation, (...) particularly in the marriage institution. Relationship is the synthesizing focus of illicit love, philosophical dialogue and psychotherapy. (shrink)

Does ethical content in organizational mission statements make a difference? Research regarding the effectiveness and results of mission statements is mixed. Krohe concluded that much of the good results do not come from the mission statements themselves but from the strategic re-education that happens in producing one. We attempted to discover whether universities that explicitly state their ethical orientation and vision in their mission statements had students with higher perceived character trait importance and activities that reinforce character than universities that (...) did not. While the faculty and administration may receive benefits from mission statement development through strategic re-education as Krohe suggested, do the statements influence the students at the university who may have had no role in its creation? Using a sample of senior business students at 16 universities we found that students at universities with ethical statements in their mission statements had significantly higher perceived character trait importance and character reinforcement than those at universities whose missions lacked ethical statements. This research suggests that schools that explicitly stated ethical content in their mission statements do influence student ethical orientation. (shrink)

This essay uses a mental files theory of singular thought—a theory saying that singular thought about and reference to a particular object requires possession of a mental store of information taken to be about that object—to explain how we could have such thoughts about abstract mathematical objects. After showing why we should want an explanation of this I argue that none of three main contemporary mental files theories of singular thought—acquaintance theory, semantic instrumentalism, and semantic cognitivism—can give it. I argue (...) for two claims intended to advance our understanding of singular thought about mathematical abstracta. First, that the conditions for possession of a file for an abstract mathematical object are the same as the conditions for possessing a file for an object perceived in the past—namely, that the agent retains information about the object. Thus insofar as we are able to have memory-based files for objects perceived in the past, we ought to be able to have files for abstract mathematical objects too. Second, at least one recently articulated condition on a file’s being a device for singular thought—that it be capable of surviving a certain kind of change in the information it contains—can be satisfied by files for abstract mathematical objects. (shrink)

This article explores the meanings of manhood as articulated by Afro-American men. Conceptualization and Q-sort methods are used to examine men's construction of manhood and men's ratings of the importance of selected attributes to being a man. Manhood emerged as a multidimensional construct with four major domains and 15 distinct clusters of ideas. The cluster of attributes rated as most important to being a man paralleled the conceptualization of manhood derived from the open-ended interviews for both professional and nonprofessional men. (...) Men's ratings of attributes in the areas of ownership, manliness, spiritual and religious, and power varied by occupational status. (shrink)

This article surveys the distribution of wealth and its relationship to economic inequality more broadly. It shows that wealth inequality is high and contributes significantly to inequality in income and consumption, although higher wealth inequality is not always an indicator of greater inequality in well-being. In particular, welfare state policies can improve the well-being of low income groups while at the same time reducing their incentive to save. This may lead to high observed wealth inequality in places where it would (...) otherwise not be expected, such as some of the Scandinavian countries. More research is needed to better illuminate such connections between public policy and wealth inequality. (shrink)

How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it (...) means to call a theory “true.” Unlike an elective model, my approach ensures that all students benefit from philosophy during their secondary education. I conclude the paper with suggestions for implementation. (shrink)

How should we teach philosophy in high schools? While electives are useful, I advocate going further to integrate philosophy into each traditional subject. High school instructors, working with philosophers, first teach logic as a foundation for asking philosophical questions within their subjects. Students are then encouraged to think about how they reason and what assumptions they are making in each subject. In English, students might consider what makes a novel a work of art; in science, they might explore what it (...) means to call a theory “true.” Unlike an elective model, my approach ensures that all students benefit from philosophy during their secondary education. I conclude the paper with suggestions for implementation. (shrink)

This book is the result of considerable struggle, within the social sciences and beyond, to both acknowledge and determine the enabling role of affect and emotion in social science research. Drawing together a group of relatively young scholars in the realm of affective research, this volume offers powerful examples of how the affective dimensions of fieldwork have empirical and methodological worth.

Does ethical content in organizational mission statements make a difference? Research regarding the effectiveness and results of mission statements is mixed. Krohe (1995, Across the board, 32, 17–21) concluded that much of the good results do not come from the mission statements themselves but from the strategic re-education that happens in producing one. We attempted to discover whether universities that explicitly state their ethical orientation and vision in their mission statements had students with higher perceived character trait importance and activities (...) that reinforce character than universities that did not. While the faculty and administration may receive benefits from mission statement development through strategic re-education as Krohe suggested, do the statements influence the students at the university who may have had no role in its creation? Using a sample of senior business students at 16 universities we found that students at universities with ethical statements in their mission statements had significantly higher perceived character trait importance and character reinforcement than those at universities whose missions lacked ethical statements. This research suggests that schools that explicitly stated ethical content in their␣mission statements do influence student ethical orientation. (shrink)

At a time when some are questioning the relevancy of business education in general, others are now asking whether MBA programs should be blamed for society’s declining trust in business and the numerous corporate ethical failures of recent decades. Whether the full blame lies with business schools or not, MBA instructors are actively seeking more effective ways to help students adopt more practical and ethical managerial paradigms. Because trust theory is simple and robust and outlines the basic mental processes that (...) drive economic exchange while simultaneously prioritizing ethical behavior, in this article, we argue that it is distinctively suited to operationalize stakeholder theory in the classroom, providing MBA students with both a principled and a practical foundation or thematic platform for their MBA coursework and subsequent careers. We also discuss potential challenges and limitations and provide recommendations for future research. (shrink)

Today democracy is both exalted as the "best means to realize human rights" and seen as weakened because of globalization and delegation of authority beyond the nation-state. In this provocative book, James Bohman argues that democracies face a period of renewal and transformation and that democracy itself needs redefinition according to a new transnational ideal. Democracy, he writes, should be rethought in the plural; it should no longer be understood as rule by the people, singular, with a specific (...) territorial identification and connotation, but as rule by peoples, across national boundaries. Bohman shows that this new conception of transnational democracy requires reexamination of such fundamental ideas as the people, the public, citizenship, human rights, and federalism, and he argues that it offers a feasible approach to realizing democracy in a globalized world.In his account, Bohman establishes the conceptual foundations of transnational democracy by examining in detail current theories of democracy beyond the nation-state and offers a deliberative alternative. He considers the importance of communicative freedom in the transnational public sphere, human rights as the normative basis of transnational democracy, and the European Union as a transnational polity. Finally, he examines the relationship between peace and democracy, concluding that peace requires democratization on interacting state and suprastate levels. (shrink)

The contributions in this anthology address tensions that arise between reason and politics in a democracy inspired by the ideal of achieving reasoned agreement among free and equal citizens.

Bohman develops a realistic model of deliberation by gradually introducing and analyzing the major tests facing deliberative democracy: cultural pluralism, social inequalities, social complexity, and community-wide biases and ideologies.