"With a strong interdisciplinary approach to a subject that does not lend itself easily to the reference format, this work may not seem to support directly academic programs beyond general research, but it is a more thorough and up-to-date ...

Professor H. James Birx shows how the never-ending controversy of human evolution came to be. He details the events that caused thinkers like Charles Darwin to develop his theory of evolution, and what ideas caused some people to reconcile a somewhat mystical theology with a concrete model of the universe. He tells you how Darwin's work infuriated everybody from "God-fearing" Christians to the church heirarchies. Birx explains how scientific advances and philosophical arguments have made beliefs about divine intervention as (...) the origin of man a moot point. He shows how creationism ignores proven scientific facts, and how human evolution remains a much sounder truth. You'll read how some western religions are starting to accept evolution as the process which creates life on earth. You'll also learn why scientific evolution and creationism have not been accepted together and how bold attempts to merge the two ideas have failed miserably. (shrink)

What are the philosophical implications of the theory of evolution? What beliefs about man can we rule out in light of scientific knowledge of the theory of natural selection? Are there different ways to interpret the Darwinian revolution? How should we regard the evolutionary musings of thinkers such as Henri Bergson or Teilhard de Chardin? With H. James Birx, John Loughney, and Drew Arrowood.

This paper is about the similarity between the appreciation of a piece of art, such as a cherished music album, and the loving appreciation of a person whom one knows well. In philosophical discussion about the rationality of love, the Qualities View (QV) says that love can be justified by reference to the qualities of the beloved. I argue that the oft-rehearsed trading-up objection fails to undermine the QV. The problems typically identified by the objection arise from the idea that (...) love-worthy qualities could be coarse-grained, when in fact they must be fine-grained. The analogy with appreciation of aesthetic qualities helps to draw out this point. Once the fine-grained nature of love-worthy qualities is properly understood, it is clear that critics of the QV cannot rely on the trading-up objection to motivate its rejection. Moreover, the paper’s core argument helps to illuminate the persistently aesthetic nature of interpersonal affections. (shrink)

The present study focuses on furthering the theoretical foundations of the field of spirituality and religiosity in the workplace by providing a parsimonious definition, and multi-dimensional model for the construct of spirituality grounded in a pluralistic and historically authentic framework using the Sophia Perennis or Perennial Philosophy. In this process, the study addresses the dilemma of religiosity versus spirituality faced by researchers in this area, 175). It also addresses concerns regarding the potential conflicts related to spirituality and religiosity that could (...) arise in a secular workplace, which emphasizes inclusiveness and equality. A three factor model of spirituality is developed using the grounded theory approach, 3–21) and is corroborated by factor analysis of multiple samples, and participants representing three major world faith traditions. (shrink)

Aworkshop was held August 26–28, 2015, by the Earth- Life Science Institute (ELSI) Origins Network (EON, see Appendix I) at the Tokyo Institute of Technology. This meeting gathered a diverse group of around 40 scholars researching the origins of life (OoL) from various perspectives with the intent to find common ground, identify key questions and investigations for progress, and guide EON by suggesting a roadmap of activities. Specific challenges that the attendees were encouraged to address included the following: What key (...) questions, ideas, and investigations should the OoL research community address in the near and long term? How can this community better organize itself and prioritize its efforts? What roles can particular subfields play, and what can ELSI and EON do to facilitate research progress? (See also Appendix II.) The present document is a product of that workshop; a white paper that serves as a record of the discussion that took place and a guide and stimulus to the solution of the most urgent and important issues in the study of the OoL. This paper is not intended to be comprehensive or a balanced representation of the opinions of the entire OoL research community. It is intended to present a number of important position statements that contain many aspirational goals and suggestions as to how progress can be made in understanding the OoL. The key role played in the field by current societies and recurring meetings over the past many decades is fully acknowledged, including the International Society for the Study of the Origin of Life (ISSOL) and its official journal Origins of Life and Evolution of Biospheres, as well as the International Society for Artificial Life (ISAL). (shrink)

Social studies teachers are often reported as remaining reluctant to engage their students in discussions of contemporary social and political issues. It is therefore critically important to investigate instances of such discussions when they do occur. This paper, part of a larger qualitative study that included six middle and high school classrooms and 24 observed discussions, considers how students are positioned in classroom discussions of social and political issues. By thinking in terms of positions and Ellsworth's (1997) notion of “modes (...) of address”, the authors conceptualize political discussions in terms of the delicate relations between intent and outcome, the social and personal, certainty and surprise. This paper identifies three modes through which students are invited into relation to social and political life via discussions of current topics: task-oriented participants, distanced commentators, and/or as implicated citizens. (shrink)

Being able to ask others to do things, and thereby giving them reasons to do those things, is a prominent feature of our interpersonal lives. In this paper, I discuss the distinctive normative status of requests – what makes them different from commands and demands. I argue for a theory of this normative phenomenon which explains the sense in which the reasons presented in requests are a matter of discretion. This discretionary quality, I argue, is something that other theories cannot (...) accommodate, though it is a significant aspect of the relations that people stand in to one another, and the kinds of practical reasons that flow from those relations. (shrink)

A lineage of prominent philosophers who have discussed the second-person relation can be regarded as advancing structural accounts. They posit that the second-person relation effects one transformative change to the structure of practical reasoning. In this paper, I criticise this orthodoxy and offer an alternative, substantive account. That is, I argue that entering into second-personal relations with others does indeed affect one's practical reasoning, but it does this not by altering the structure of one's agential thought, but by changing what (...) reasons can become available. The importance of second-personal thought for action is heterogenous. Second-person relations make possible the emergence of a wide variety of different kinds of practical reasons: creating some, revealing others. Recognising this diminishes the appeal of the traditional, structural accounts of the practical significance of such second-personal relations. Moving away from structural accounts facilitates a more thorough understanding of the intersubjective form of action. (shrink)

Introduction: and a pop quiz -- Administrative ethics: ideas, sources, and development -- Refining the sense of duty: responsibilities of public administrators and the issue of agency -- Reinforcing and enlarging duty: philosophical bases of ethical behavior and the ethics triangle -- Codifying duty and ethical perspectives: professional codes of ethics -- Undermining duty: challenges to the ethical behavior of public administrators -- Deciding how to meet obligations and act responsibly: ethical analysis and problem solving -- Acting on duty in (...) the face of uncertainty and risk: responsible whistleblowing -- Elevating ethical behavior in the organization -- Mandating duty: external measures to promote ethics -- Conclusion: the duties of public administrators. (shrink)

Recent discussions in the various circles of feminism, postmodernism, and environmentalism have begun to make clear that ontology and epistemology without ethics is deadly - oppressive to women, oppressive to men, oppressive to the earth. In response to this crisis of reason in modernity, this collection of essays suggests the importance of knowing other-wise, non-rational ways of knowing which are wise to the "other" - a spiritual knowing of the heart with the passionate eye of love. Knowing Otherwise calls into (...) question the Western philosophical tradition of giving pride of place to reason in the acquisition of knowledge. Reasoning is only one of many ways in which we engage, i.e. know, the world. We know more than we think. We know by touch, by feel, by taste, by sight, by sounds, by smell, by symbols, by sex, by trust - by means of every modality of human experience. Philosophy becomes, in the fashion of Levinas, "the wisdom of love at the service of love. Tracing connections between epistemology, ethics, and spirituality - between "knowing" and the "other," between an other and the Other - all the essays serve as points of convergence between postmodern discussions and the Calvinian spirituality which is the home for writers in this collection. In particular, this collection explores the contributions of feminist thought and thinkers such as Emmanuel Levinas, Richard Rorty, Jacqes Derrida, and John D. Caputo to a spiritually and ethically sensitive knowing. (shrink)

Wilkie proved in 1977 that every countable model ${\mathcal M}$ of Peano Arithmetic has an elementary end extension ${\mathcal N}$ such that the interstructure lattice $\operatorname {\mathrm {Lt}}({\mathcal N} / {\mathcal M})$ is the pentagon lattice ${\mathbf N}_5$. This theorem implies that every countable nonstandard ${\mathcal M}$ has an elementary cofinal extension ${\mathcal N}$ such that $\operatorname {\mathrm {Lt}}({\mathcal N} / {\mathcal M}) \cong {\mathbf N}_5$. It is proved here that whenever ${\mathcal M} \prec {\mathcal N} \models \mathsf {PA}$ and (...) $\operatorname {\mathrm {Lt}}({\mathcal N} / {\mathcal M}) \cong {\mathbf N}_5$, then ${\mathcal N}$ must be either an end or a cofinal extension of ${\mathcal M}$. In contrast, there are ${\mathcal M}^* \prec {\mathcal N}^* \models \mathsf {PA}^*$ such that $\operatorname {\mathrm {Lt}}({\mathcal N}^* / {\mathcal M}^*) \cong {\mathbf N}_5$ and ${\mathcal N}^*$ is neither an end nor a cofinal extension of ${\mathcal M}^*$. (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)