What responsibilities does each of us have to reduce or limit our greenhouse gas emissions? Advocates of individual emissions reductions acknowledge that there are limits to what we can reasonably demand from individuals. Climate ethics has not yet systematically explored those limits. Instead, it has become popular to suggest that such judgements should be ‘context-sensitive’ but this does not tell us what role different contextual factors should play in our moral thinking. The current approach to theory development in climate ethics (...) is not likely to be the most effective way to fill this gap. In existing work, climate ethicists use hypothetical cases to consider what can be reasonably demanded of individuals in particular situations. In contrast, ‘climate ethics with an ethnographic sensibility’ uses qualitative social science methods to collect original data in which real individuals describe their own situations. These real-life cases are more realistic, more detailed and cover a broader range of circumstances than hypothetical cases. Normative analysis of real-life cases can help us to develop a more systematic understanding of the role that different contextual factors should play in determining individual climate responsibilities. It can also help us to avoid the twin dangers of ‘idealization’ and ‘special pleading’. (shrink)

What responsibilities does each of us have to reduce or limit our greenhouse gas emissions? Advocates of individual emissions reductions acknowledge that there are limits to what we can reasonably demand from individuals. Climate ethics has not yet systematically explored those limits. Instead, it has become popular to suggest that such judgements should be ‘context-sensitive’ but this does not tell us what role different contextual factors should play in our moral thinking. The current approach to theory development in climate ethics (...) is not likely to be the most effective way to fill this gap. In existing work, climate ethicists use hypothetical cases to consider what can be reasonably demanded of individuals in particular situations. In contrast, ‘climate ethics with an ethnographic sensibility’ uses qualitative social science methods to collect original data in which real individuals describe their own situations. These real-life cases are more realistic, more detailed and cover a broader range of circumstances than hypothetical cases. Normative analysis of real-life cases can help us to develop a more systematic understanding of the role that different contextual factors should play in determining individual climate responsibilities. It can also help us to avoid the twin dangers of ‘idealization’ and ‘special pleading’. (shrink)

Trait emotional intelligence (trait EI) covers a wide range of self-perceived skills and personality dispositions such as motivation, confidence, optimism, peer relations and coping with stress. In the last few years, there has been a growing awareness that social and emotional factors play an important part in students? academic success and it has been claimed that those with high scores on a trait EI measure perform better. This research investigated whether scores on a questionnaire measure of trait EI were related (...) to school performance in a sample of British pupils. Results showed that high performing students had higher trait EI scores than low performing students and that some aspects of trait EI (motivation and low impulsivity) as well as total trait EI were significant predictors of academic achievement after controlling for prior attainment at school. Therefore, initiatives to develop the emotional and social abilities of schoolchildren might be worthwhile and more effective than concentrating solely on teaching and curriculum activities. (shrink)

There is little empirical evidence showing a direct link between a capacity for statistical learning (SL) and proficiency with natural language. Moreover, discussion of the role of SL in language acquisition has seldom focused on literacy development. Our study addressed these issues by investigating the relationship between SL and reading ability in typically developing children and healthy adults. We tested SL using visually presented stimuli within a triplet learning paradigm and examined reading ability by administering the Wide Range Achievement Test (...) (WRAT-4; Wilkinson & Robertson, 2006). A total of 38 typically developing children (mean age of 9;5 years, range 6;4–12;5) and 37 healthy adults (mean age of 21 years, range 18–34) were assessed. In children, SL was significantly related to reading ability. Importantly, this relationship was independent of grade and also age. The adult data, too, revealed that SL was significantly related to reading ability. A regression analysis of the combined child and adult data revealed that SL accounted for a unique amount of variance in reading ability, after age and attention had been taken into consideration. For the first time, this study provides empirical evidence that a capacity for more effective SL is related to higher reading ability in the general population. (shrink)

The scope of the issues -- The moral relationship between leaders and followers -- The morality of leaders : motives and deeds -- Puzzles and perils of transformational leadership.

Trans and gender-nonconforming people sometimes say that certain gender norms are authentic for them. For example, a trans man might say that abiding by norms of masculinity tracks who he really is. Authenticity is sometimes taken to appeal to an essential, pre-social “inner self.” It is also sometimes understood as a moral notion. Authenticity claims about gender norms therefore appear inimical to two key commitments in feminist philosophy: that all gender norms are socially constructed, and that many domains of gender (...) norms are both morally and prudentially bad. I argue that that this apparent tension is illusory. Concordant with existing trans narratives of authenticity, I articulate an existentialist view that understands authenticity as a socially embedded, constructive project undertaken in a non-ideal social world, rather than a reflective uncovering of a pre-given, essential self. I then show that authenticity and morality can come apart; what is authentic for someone need not be either morally good or good for them. I conclude that the authenticity of gender norms does not cut against the feminist commitments that I identify. This conclusion enables a theoretical space that is both respectful of trans experience and critical of dominant gender norms, an important liberatory goal. (shrink)

The writings of Weber and Taylor have some strong affinities. Both start from the anthropological idea that man evaluates his position in the world and constitutes the social world by values. Their analyses of values aim at an understanding of those intersubjective meanings that have constituted western modernity. But, at the same time, their anthropological starting point leads to different interpretations of modernity. Historically, both argue that rationalization (as instrumental rationality) is one of the most influential Kulturbedeutung of modernity. Weber's (...) thesis of rationalization is, however, entangled in a paradox. Overemphasizing the rationalized elements of modernity, he fails scientifically to grasp certain counter-movements in modernity, such as individuation, subjectivity and new life forms. Taylor, investigating the moral sources of expressivism, shows that these life forms are an inherent part of modernity. Yet his method of articulating the sources of modernity is insufficient to transform it towards a causal explanation of behaviour in everyday life. (shrink)

The first and greatest commandment according to Jesus, and so the one most central to Christian practice, is the command to love God. We argue that this commandment is best interpreted in aretaic rather than deontic terms. In brief, we argue that there is no obligation to love God. While bad, failure to seek and enjoy a union of love with God is not in violation of any general moral requirement. The core argument is straightforward: relations of intimacy should not (...) be morally imposed upon autonomous beings. We contend that such reasoning applies to human beings’ relationship to God. So, even if our ultimate end is to enjoy communion with God, God has no right that human beings seek a relationship with him. If this is correct, then the command to ‘love God’ is not the sort of moral principle that can be supported by threats of hellfire or other forms of coercion. (shrink)

Many have criticized liberalism for being too individualistic, but few have offered an alternative that goes beyond a vague affirmation of the need for community. In this entertaining book, written in dialogue form, Daniel Bell fills this gap, presenting and defending a distinctively communitarian theory against the objections of a liberal critic. Drawing on the works of such thinkers as Charles Taylor, Michael Sandel, and Alasdair MacIntyre, Bell attacks liberalism's individualistic view of the person by pointing to our (...) social embeddedness. He develops Michael Walzer's idea that political thinking involves the interpretation of shared meanings emerging from the political life of a community, and intelligently rebuts criticism that this approach damages his case by being conservative and relativistic. Communitarianism and Its Critics is a provocative defense of a distinctly communitarian theory which will stimulate interest and debate among scholars and students of political theory as well as those approaching the subject for the first time. (shrink)

This book establishes how Hanna Segal's approach provides a clear focus to this burgeoning yet troublesome area of thought. With contributions from internationally-renowned psychoanalysts and academics influenced by Hanna Segal-Wollheim, Feldman, Steiner, Sodre, Anserson and others-this book addresses a wide range of issues such as classic and contemporary literature, film, the problems of old age, emotions, modernism and emigration.

Understanding the nature of science has long been a desired outcome of science education, despite ongoing disagreements about the content, structure, and focus of NOS expectations. Addressing the concern that teachers likely focus only on student learning expectations appearing in standards documents, this study examines the current state of NOS in science education standards documents from nine diverse countries to determine the overt NOS learning expectations that appeared, NOS statements provided near those learning expectations, but not identified as learning outcomes, (...) and NOS statements found in ancillary text. Findings indicate that NOS ideas rarely occur as expectations for student learning and are far more commonly found in ancillary material. Moreover, consensus was not apparent in the overt learning outcomes for students. Given the well-documented poor state of NOS instruction and the consistent lack of NOS appearing in published curriculum materials, the NOS standards appearing in nearly all documents analyzed are unlikely to provide sufficient conceptual or pedagogical support for NOS to be accurately interpreted or translated into meaningful experiences for students. (shrink)

Research on the nature of science and science education enjoys a longhistory, with its origins in Ernst Mach's work in the late nineteenthcentury and John Dewey's at the beginning of the twentieth century.As early as 1909 the Central Association for Science and MathematicsTeachers published an article – ‘A Consideration of the Principles thatShould Determine the Courses in Biology in Secondary Schools’ – inSchool Science and Mathematics that reflected foundational concernsabout science and how school curricula should be informed by them. Sincethen (...) a large body of literature has developed related to the teaching andlearning about nature of science – see, for example, the Lederman and Meichtry reviews cited below. As well there has been intensephilosophical, historical and philosophical debate about the nature of scienceitself, culminating in the much-publicised ‘Science Wars’ of recent time. Thereferences listed here primarily focus on the empirical research related to thenature of science as an educational goal; along with a few influential philosophicalworks by such authors as Kuhn, Popper, Laudan, Lakatos, and others. Whilenot exhaustive, the list should prove useful to educators, and scholars in otherfields, interested in the nature of science and how its understanding can berealised as a goal of science instruction. The authors welcome correspondenceregarding omissions from the list, and on-going additions that can be made to it. (shrink)

The business and human rights movement shares several goals with the Benefit Corporation movement: corporations respecting human rights; maintaining a “wide aperture” so that all impacts of a company on people and communities are addressed; and creating rigorous standards of conduct and means of accountability. This paper argues that nonetheless the movements are traveling along parallel tracks and thus missing an opportunity for mutual learning that can improve their effectiveness. The BHR movement can look to B Corps for concrete examples (...) of viable companies that value human rights intrinsically and not just where there is a “business case” to do so. The B Impact Assessment, the B Corp certification tool, can better ensure that B Corps are in fact respecting human rights by adopting BHR standards. And both movements must give greater consideration to the potential contradiction between unlimited scaling—a key goal of B Corps—and the ability of large multinational corporations to respect human rights. (shrink)

The frontispiece of Hobbes's Leviathan is justly renowned as a powerful visual advertisement for his political philosophy. Consequently, its rich imagery has been the subject of extensive scholarly commentary. Surprisingly, then, its gendered dimensions have received relatively limited attention. This essay explores this neglected facet of the frontispiece. I argue that the image initially appears to present a hypermasculine sovereign. However, upon closer inspection, and considered alongside Hobbes's economic theory, it yields to a reading of the sovereign as an ambiguously (...) gendered figure. Reading the frontispiece through the prism of gender and the economy reveals not a static image of unwavering male power but rather one of an equivocally-sexed creature teeming with life, contradictions, and complexities worthy of continued examination. (shrink)

Many commentators have contrasted the way that sociability is theorized in the writings of Mary Astell and Damaris Masham, emphasizing the extent to which Masham is more interested in embodied, worldly existence. I argue, by contrast, that Astell's own interest in imagining a constitutively relational individual emerges once we pay attention to her use of religious texts and tropes. To explore the relevance of Astell's Christianity, I emphasize both how Astell's Christianity shapes her view of the individual's relation to society (...) and how Masham's contrasting views can be analyzed through the lens of her charge that Astell is an “enthusiast.” In late seventeenth-century England, “enthusiasm” was a term of abuse that, commentators have recently argued, could function polemically to dismiss those deemed either excessively social or antisocial. By accusing Astell of enthusiasm, I claim, Masham seeks to marginalize the relational self that Astell imagines and to promote a more instrumental view of social ties. I suggest some aspects of Astell's thought that may have struck contemporaries as “enthusiastic” and contrast her vision of the self with Masham's more hedonistic subject. I conclude that, although each woman differently configures the relation between self and society, they share a desire to imagine autonomy within a relational framework. (shrink)

For the successful achievement of evidence-based practice, clinicians, managers and purchasers need evidence on whether a particular intervention works and ways to judge the appropriateness of the outcome criteria and measures used. Guidance is needed on what outcome measure to use, especially within routine clinical care settings. Beginning with a re-clarification of the difference between a health status and an outcome measure, the paper presents an evaluative checklist for use by clinical audit and research staff to review outcome measures for (...) use in routine care settings. Central features include the user-centredness of the measure, its psychometric properties, feasibility of use and utility. The applicability of the checklist is illustrated for outcome measurement in diabetes and stroke care. A modified form of the checklist is proposed for use by the busy clinician as an aid to the critical review of research papers within the context of evidence-based practice and to aid health care practitioners' choice of which outcome measure(s) to use within routine clinical care. (shrink)

In this paper I argue that a greater understanding of the part of ethics in leadership will improve leadership studies. Debates over thedefinition of leadership are really debates over what researchers think constitutes good leadership. The ultimate question is not “What is leadership?” but “What is good leadership?” The word good is refers to both ethics and competence. Research into leadership ethics would explore the ethical issues of current leadership research, serve as a critical study of the field, analyze and (...) expand normative theories of leadership, and develop new theories, research questions and ways of thinking about leadership. (shrink)

In this paper I argue that a greater understanding of the part of ethics in leadership will improve leadership studies. Debates over the definition of leadership are really debates over what researchers think constitutes good leadership. The ultimate question is not "What is leadership?" but "What is good leadership?" The word good is refers to both ethics and competence. Research into leadership ethics would explore the ethical issues of current leadership research, serve as a critical study of the field, analyze (...) and expand normative theories of leadership, and develop new theories, research questions and ways of thinking about leadership. (shrink)

Despite his producing voluminous writings beyond Utopia, scholarly consensus seems to be that if we want to understand the political thought of Thomas More, we must turn to this ‘little book’. This approach, however, has yielded little consensus about how to categorise More as a political thinker, as Utopia is notoriously and intentionally enigmatic. This article attempts to generate a portrait of More as a political thinker by going beyond an investigation of Utopia alone and taking into consideration those texts (...) often overlooked or rejected by scholars, primarily his polemical and religious writings. Doing so provides an outline of More as a thinker concerned with themes of natural and artificial inequality, popular authority and representation and, at the least, justifies the exercise of reading More’s work beyond Utopia. (shrink)

In today's business world, ethics is not simply a peripheral concern of executive boards or a set of supposed constraints on free enterprise. Ethics stands at the very core of our working lives and of society as a whole, defining the public image of the business community and the ways in which individual companies and people behave. What people do at work--and how they think about work--determines their attitudes and aspirations, affecting and even structuring their personal lives and habits. Working (...) from this premise, Honest Work: A Business Ethics Reader provides a practical overview of business ethics that concentrates on the ethical problems and dilemmas students are most likely to face in their prospective work environments. Classic and recent articles and cases cover a broad spectrum of issues and concerns--from private ethical dilemmas to larger considerations of corporate values--and propose guidelines for thinking about the business world in a moral context. Each reading and case is followed by lively questions for discussion. Offering a welcome alternative to the impersonal tone of most business ethics texts, the editors address students in an appealing and conversational manner. They provide engaging chapter introductions that include personal narratives and also present the ideas of great philosophers in a unique way--as emails. Ideal for introductory undergraduate and MBA courses in business ethics, Honest Work: A Business Ethics Reader can be read as a coherent narrative but also offers instructors great flexibility, as its various chapters, readings, and cases can be pursued in almost any order. A Companion Website featuring chapter objectives and summaries, study questions, self-tests, and off-site links of interest will soon be available. An Instructor's Manual with Test Bank is available to adopters. (shrink)

This paper discusses a deterministic model of the spread of an infectious disease in a closed population that was proposed byKermack &McKendrick . The mathematical assumptions on which the model is based are listed and criticized. The ‘threshold theorem’ according to which an epidemic develops if, and only if, the initial population density exceeds a certain value determined by the parameters of the model, is discussed. It is shown that the theorem is not true. A weaker result is stated and (...) proved.A new simplified version of the model is discussed. In this model it is assumed that an infected individual becomes infectious after a constant time and that it will removed after a constant time. Numerical simulations of this model show that the form of the fluctuations in the number of diseased individuals depends on the values of the parameters. The number of infectious individuals may oscillate up and down under certain circumstances. Necessary conditions for the number of infectious individuals to rise above previous levels are stated and proved. (shrink)

From the New York Times bestselling author Derrick Bell, a profound meditation on achieving success with integrity. As one of the country's most influential law professors, Derrick Bell has spent a lifetime helping students struggling to maintain a sense of integrity in the face of an overwhelming pressure to succeed at any price. Frequently asked how he managed to be so extraordinarily successful while never giving up the fight for justice and equality, Bell decided to spend his (...) seventieth year writing a book of insight and guidance. The result, Ethical Ambition , is a deeply affecting, uplifting, and brilliant series of meditations that not only challenges us to face some of the most difficult questions that life presents, but dares to offer some solutions. Using incidents from his own life, Bell also looks to literature, history, and other contemporary figures who have refused to compromise their beliefs. In chapters that explore passion, faith courage, inspiration, humility, and relationships, Ethical Ambition address the most fundamental issues of life. (shrink)

This study examines how authentic leadership influences team performance via the mediating mechanism of team reflexivity. Adopting a self-regulatory perspective, we propose that authentic leadership will predict the specific team regulatory process of reflexivity, which in turn will be associated with two outcomes of team performance, effectiveness and productivity. Using survey data from 53 teams in three organizations in the United Kingdom and Greece and controlling for collective trust, we found support for our stated hypotheses with the results indicating a (...) significant fully mediated relationship. As predicted the self-regulatory behaviors inherent in the process of authentic leadership served to collectively shape team behavior, manifesting in the process of team reflexivity, which, in turn, positively predicted team performance. We conclude with a discussion of how this study extends theoretical understanding of authentic leadership in relation to teamwork and delineate several practical implications for leaders and organizations. (shrink)

The University of Pittsburgh Medical Center (UPMC) "Policy for the Management of Terminally Ill Patients Who May Become Organ Donors after Death" proposes to take organs from certain patients as soon as possible after expected cardiopulmonary death. This policy requires clear understanding of the descriptive state of the donor's critical cardiopulmonary and neurologic functional capacity at the time interventions to sustain or harvest organs are undertaken. It also requires strong consensus about the moral and legal status of the donor during (...) dying and confirmation of death. There has been no need for the clarity and precision that this policy relies upon, and thus the needed research and conceptual work has not previously been generated. The empiric base and societal consensus are both too frail to provide justification for this policy at this time. (shrink)

Bd. 1. Elementa philosophiae instrumentalis, seu institutionum philosophiae eclecticae, tomus primus -- Bd. 2. Elementa philosophiae theoreticae seu institutionum philosophiae eclecticae, tomus secundus -- Bd. 3. Elementa philosophiae practicae -- Bd. 4. Introductio ad historiam philosophiae ebraeorum. Accedit dissertatio de haeresi Valentiniana -- Bd. 5. Analecta historiae philosophicae -- Bd. 6. Institutiones theologiae moralis variis observationibus illustratae -- Bd. 7. Institutiones theologiae dogmaticae variis observationibus illustratae (<2> v.) -- Bd. 8. Isagoge historico-theologica ad theologiam universam singulasque eius partes, novis supplementis (...) auctior. (shrink)

This chapter contains sections titled: Work in business ethics texts Work from the 1950s through the 1980s The state of work in the 1990s Today's problem of work and life Business ethics and work in the twenty‐first century.

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 41.4 (2003) 553-554 [Access article in PDF] Ruby Blondell. The Play of Character in Plato's Dialogues. New York: Cambridge University Press, 2002. Pp. xi + 452. Cloth, $75.00. Plato's dialogues were written before audiences distinguished philosophy from literature. Recently scholars have argued that the dialogues should be read as philosophy that is literature, and no one makes the case better than Blondell does (...) in this splendid work. Her argument compels by focusing on character in the relevant senses: as the dramatis personae of the dialogues, as that which individuates them and prompts them to act in ways that affect their very souls, and as "the effects of literary characterization on the moral character of the audience" (2). Character connects the dialogues as "literature," "philosophy," and paideia.In Plato's careful delineation of the characters of his dramatis personae, Blondell finds a tension between the existence of human particularity and the search for generic types. Socrates is a prime example of the dialectical movement between particularity and its attempted transcendence. Plato's choice to write dialogues is also "an assertion of human plurality" (49) that exhibits the pathos of trying to transcend human experience. "Dramatic form... becomes a medium for exploring the limits of transcendence, and the multiple tensions—between ideal and particular, mind and body, original and image, one and many, being and becoming, divine and human, deduction and persuasion, reason and emotion—which pervade the works of Plato" (50). Blondell's discussions of how dramatic form serves epistemological and pedagogical aims in Hippias Minor, Republic, Theaetetus, Sophist, and Statesman are so rich in insight and nuance that one hesitates to suggest they could be improved upon. Still, greater emphasis on the historical and cultural contexts shared by characters, author, and audience might add to our understanding of Plato's preoccupation with these specific philosophical tensions as well as his choice to address them through dramatic form.Blondell's discussion of Theaetetus is especially good in showing how "abstract epistemological issues... play themselves out in the world of specific, particularized human beings.... [I]t is this personal dimension of epistemology—the fact that we are particular, embodied individuals—that generates most of the problems in this dialogue (especially the reliability and subjectivity of sense perception)" (252). That philosophy, epistemology, and pedagogy come to be identified with Socrates also generates problems. Can there be philosophy without Socrates? To become a philosopher, must one resemble Socrates? If philosophy cannot go on without Socrates, how can it realize its aim of transcending human particularity? If philosophy can go on without him, will its practice and pedagogy nonetheless require dialectical discussion among embodied inquirers?No character in the dialogues appears a more likely successor to Socrates than Theaetetus. He resembles Socrates in appearance and character, and Blondell notes that repeated references to the younger man's gentleness and courage, and to his training in geometry, recall nothing so much as the guardians of the Republic. Theaetetus is the right kind of interlocutor, and one that allows Plato to portray—and defend—the elenchic Socrates, who merges with the "productive" Socrates in this dialogue. Before meeting Socrates, Theaetetus's attempts at philosophy were unsuccessful because he needed someone like himself to help him realize his philosophical potential. Socrates offers himself as [End Page 553] an intellectual midwife, yet Blondell observes that, his protestations to the contrary notwithstanding, he sometimes assumes the position and privileges of a father, and at other times is identified with philosophy as the object of desire. As an intellectual parent, Socrates demonstrates his superiority to Theodorus as the orphan's guardian. That Theodorus was Protagoras's pupil suggests one line of descent for Theaetetus: Protagoras—Theodorus—Theaetetus. Socrates' invocation of Parmenides suggests another: Parmenides—Socrates—Theaetetus. Different lines of descent bring different kinds of pedagogy: passive transference from Sophist to pupil versus active learning through dialectical discussion.But there is more to being a philosopher than what is found in Socrates or Theaetetus, for the ideal philosopher as Socrates describes him lacks... (shrink)