Recent years have witnessed an escalation in corporate social reporting (CSR) by UK companies (Gray, Kouhy and Lavers 1995). Whilst some elements of CSR reporting are required by law, much of it represents voluntary reporting. By investigating the non‐mandatory reporting of two aspects of social responsibility, corporate community involvement (CCI) and environmental impact, this paper seeks to explore why companies choose to make such disclosures. It specifically asks whether companies are primarily motivated by the strategic need to manage their reputation (...) and legitimacy rather than by the recognition of their ethical accountability, which is the stated purpose of reports produced by cutting edge companies (Clarke 1998). (shrink)

Recent years have witnessed an escalation in corporate social reporting (CSR) by UK companies (Gray, Kouhy and Lavers 1995). Whilst some elements of CSR reporting are required by law, much of it represents voluntary reporting. By investigating the non‐mandatory reporting of two aspects of social responsibility, corporate community involvement (CCI) and environmental impact, this paper seeks to explore why companies choose to make such disclosures. It specifically asks whether companies are primarily motivated by the strategic need to manage their reputation (...) and legitimacy rather than by the recognition of their ethical accountability, which is the stated purpose of reports produced by cutting edge companies (Clarke 1998). (shrink)

The practice of research is full of ethical challenges, many of which might be addressed through the teaching of responsible conduct of research . Although such training is increasingly required, there is no clear consensus about either the goals or content of an RCR curriculum. The present study was designed to assess community standards in three domains of research practice: authorship, collaboration, and data management. A survey, developed through advice from content matter experts, focus groups, and interviews, was distributed in (...) November 2010 to U.S. faculty from 50 graduate programs for each of four different disciplines: microbiology, neuroscience, nursing, and psychology. The survey addressed practices and perceived standards, as well as perceptions about teaching and learning. Over 1,300 responses yielded statistically significant differences in responses to nearly all questions. However the magnitude of these differences was typically small, leaving little reason to argue for community consensus on standards. For nearly all questions asked, the clear finding was that there was nothing approaching consensus. These results may be useful not so much to teach what the standards are, but to increase student awareness of the diversity of those standards in reported practice. (shrink)

Teaching of responsible conduct of research is largely predicated on the assumption that there are accepted standards of conduct that can be taught. However there is little evidence of consensus in the scientific community about such standards, at least for the practices of authorship, collaboration, and data management. To assess whether such differences in standards are based on disciplinary differences, a survey, described previously, addressing standards, practices, and perceptions about teaching and learning was distributed in November 2010 to US faculty (...) from 50 graduate programs for the biomedical disciplines of microbiology, neuroscience, nursing, and psychology. Despite evidence of statistically significant differences across the four disciplines, actual differences were quite small. Stricter measures of effect size indicated practically significant disciplinary differences for fewer than 10 % of the questions. This suggests that the variation in individual standards of practice within each discipline is at least as great as variation due to differences among disciplines. Therefore, the need for discipline-specific training may not be as important as sometimes thought. (shrink)

Abstract:Water lilies flourish in clusters and hormonally communicate together within their community. They can self-reproduce and have mobility across the water surface, being both earthed and waterborne. The capacities of water lilies are further evidence that plants require critical and cultural examination, as companion species, and that plants require an accompanying shift in human perception of their vegetal status. This paper addresses the feminist nature of the water lily and develops a connection between plant biology and the creation of models (...) for cultural practice, ethical living and a better understanding of plants. (shrink)

In this article, I offer a novel and in-depth account of how, for Kant, free speech is the mechanism that moves a society closer to justice. I argue that the criticism of the legislator preserved by free speech must also be the result of collective agreement. I further argue that structural features of judgements of taste and the sensus communis give guidance for how we should communicate publicly to succeed at the aims Kant has laid out, as judgements of taste, (...) like politics, belong fundamentally to a transitional sphere between nature and freedom. (shrink)

W. V. Quine was quite simply the most distinguished analytic philosopher of the later half of the twentieth century. His celebrated attack on the analytic/synthetic tradition heralded a major shift away from the views of language descended from logical positivism. His most important book, Word and Object, introduced the concept of indeterminacy of radical translation, a bleak view of the nature of the language with which we ascribe thoughts and beliefs to ourselves and others. Quine is also famous for the (...) view that epistemology should be naturalized, that is conducted in a scientific spirit with the object of investigating the relationship between the inputs of experience and the outputs of belief. The eleven essays in this volume cover all the central topics of Quine's philosophy: the underdetermination of physical theory, analycity, naturalism, propositional attitudes, behaviorism, reference and ontology, positivism, holism and logic. (shrink)

In her paper, Robinson asserts that if one is convinced by the arguments assigning personhood according to a threshold criterion, one should also be open to the potential for a secondary personhood threshold, satisfied when one is pregnant, which confers temporary enhanced moral status. Rather than grounding such a claim on a fetus’s possession, or lack thereof, of personhood, Robinson argues that the pregnant person’s status as a ‘unique being’ is enough to satisfy the requirements of such an additional personhood (...) classification. 1 She justifies her claim via three arguments: (1) that the pregnant person is, in fact, more than a singular individual; (2) that pregnant people play a critical role in the human race’s continuation and (3) that the significant harms and burdens to which pregnant people have been exposed to historically and contemporary requires counterbalancing with enhanced protections. Unfortunately, despite Robinson’s best efforts, she does not... (shrink)

To commemorate 40 years since the founding of the Journal of Business Ethics, the editors in chief of the journal have invited the editors to provide commentaries on the future of business ethics. This essay comprises a selection of commentaries aimed at creating dialogue around the theme The Ethics and Politics of Academic Knowledge Production. Questions of who produces knowledge about what, and how that knowledge is produced, are inherent to editing and publishing academic journals. At the Journal of Business (...) Ethics, we understand the ethical responsibility of academic knowledge production as going far beyond conventions around the integrity of the research content and research processes. We are deeply aware that access to resources, knowledge of the rules of the game, and being able to set those rules, are systematically and unequally distributed. One could ask the question “for whom is knowledge now ethical’”? (See the Burrell commentary.) We have a responsibility to address these inequalities and open up our journal to lesser heard voices, ideas, and ways of being. Our six commentators pursue this through various aspects of the ethics and politics of academic knowledge production. Working with MacIntyre’s scheme of practices and institutions, Andrew West provides commentary on the internal good of business ethics learning and education. Inviting us to step out of the cave, Christopher Michaelson urges a clear-eyed, unblinking focus on the purposes and audiences of business ethics scholarship. As developmental editor, Scott Taylor uncovers some of the politics of peer review with the aim of nurturing of unconventional research. Mike Hyman presents his idiosyncratic view of marketing ethics. In the penultimate commentary, Julie Nelson attributes difficulties in the academic positioning of the Business Ethics field to the hegemony of a masculine-centric model of the firm. And finally, Gibson Burrell provides a powerful provocation to go undercover as researcher-investigators in a parallel ethics of the research process. (shrink)

A combination of spiritual insight and outrageous behavior, wisdom and childishness, joyous high spirits and deep loneliness, Alan Watts (1915-1973) touched the lives of many with his teachings. In this penetrating biography, Furlong reveals how Watts was instrumental in introducing Eastern philosophy and religion to Western minds.

In this chapter, we offer a reconstruction of the evolution of Leibniz’s thought concerning the problem of the infinite divisibility of bodies, the tension between actuality, unassignability, and syncategorematicity, and the closely related question of the possibility of infinitesimal quantities, both in physics and in mathematics.Some scholars have argued that syncategorematicity is a mature acquisition, to which Leibniz resorts to solve the question of his infinitesimals – namely the idea that infinitesimals are just signs for Archimedean exhaustions, and their unassignability (...) is a nominalist maneuver. On the contrary, we show that syncategorematicity, as a traditional idea of classical scholasticism, is a feature of young Leibniz’s thinking, from which he moves away in order to solve the same problem, as he gains mathematical knowledge.We have divided Leibniz’s path toward his mature view of infinitesimals into five phases, which are especially significant for reconstructing the entire evolution. In our reconstruction, an important role is played by Leibniz’s text De Quadratura Arithmetica. Based on this and other texts, we dispute the thesis that fictionality coincides with syncategorematicity, and that unassignability can be bypassed. (In this chapter, we employ “syncategorematic” as a shorthand for “eventually identifiable with a procedure of exhaustion” and, as a consequence, “involving only assignable quantities.” We also identify syncategorematicity with potentiality, as suggested by some part of the scholastics, and in Sect. 2.2, we show that the two characterizations are equivalent, provided that “potentiality” is intended in the correct way: namely as in the unending iterative procedures of Greek mathematics.) On the contrary, we maintain that unassignability, as incompatible with the principle of harmony, is the ultimate reason for the fictionality of infinitesimals. (shrink)

Philosophical Theory and the Universal Declaration of Human Rights examines the relations and interrelations among theoretical and practical analyses of human rights. Edited by William Sweet, this volume draws on the works of philosophers, political theorists and those involved in the implementation of human rights. The essays, although diverse in method and approach, collectively argue that the language of rights and corresponding legal and political instruments have an important place in contemporary social political philosophy.

In this article I reconsider the issue of ?transfer? in education. Received views of learning transfer tend to rely upon a version of representation in which the world and the learner are held apart. The focus falls on how this gap can be closed; how learning can be transferred. A sociomaterial perspective, by contrast, puts learner and world back together, making each available to the other. Bringing the materialist sensibility of actor-network theory to bear and drawing on empirical data collected (...) as part of a small-scale qualitative study of the experience of graduate teachers when moving from education into work, it is argued that transfer, and by implication, learning, primarily concerns the practical and takes multiple forms: contingently composed of social, textual and material practices of knowledge production, learning transfer is a relational effect of the intersection of these practices. Empirical analyses point to the practice of two broad patterns of learning transfer, termed here the representational and the relational. Thinking learning transfer as performed through disparate agencies and practices challenges the self-evidences of perspectives on learning which characterize contemporary education. Here, learning is primarily seen in terms of the intrinsic capabilities of people, regardless of the object-dependent qualities of their learning and lives. This human-centricity raises significant epistemological and ethical issues which are addressed by way of a discussion of the embedded normativities and politics of the practices of representational and relational transfer. (shrink)

Both the psychology of perception and the philosophy of perception seem to show a new face when the process is considered at its own level, distinct from that of sensation. Unfamiliar conceptions in physics, anatomy, physiology, psychology, and phenomenology are required to clarify the separation and make it plausible. But there have been so many dead ends in the effort to solve the theoretical problems of perception that radical proposals may now be acceptable. Scientists are often more conservative than philosophers (...) of science. I end, therefore, as I began, with a plea for help. (shrink)

Innovation in medieval studies is the creative ability to go back to sources. Digging, exploring, and connecting material pieces of evidence, facts, and individuals uncover new knowledge. One of the most significant sources for the medieval textual production is the university. Understanding the writings stemming from different faculties of medieval universities requires skills, curiosity, and tools. Among such instruments, the statutes of universities help researchers not only to decipher the organization of the academic institutions and interpret the rules that apply (...) to scholars and to their professors, but also to decode how and why texts were produced. The faculty of theology represents the highest level where education led during the Middle Ages and delivers the highest degree such as the master in theology. All over Europe, such faculties become the impetus that drives the intelligentsia to produce a textual heritage that today generates inspiration for magisterial carriers. Among them, Professor Maarten Hoenen is one to praise today. Taking as a point of departure a recent publication of Maarten Hoenen, 1 I will propose to investigate the relation between the statute of universities and of intellectual practices within medieval academia-more precisely, how a researcher should dig for complementary sources when the main documentation depicting an intellectual practice, such as the protestatio and gratiarum actio, is missing. I do not intend to be exhaustive, but simply to focus on how we should understand these two actions, protestatio and gratiarum actio, in connection with the Sentences commentaries. 2 The paradox is that we have traces of these two practices in the surviving manuscripts stemming from the university, but we do not always have a description of these actions in their statutes. Protestatio represents an oath that bachelors take at the beginning of an academic exercise, and the gratiarum actio is the final paragraph that closes the same exercise by thanks addressed to the public. The span of time I will focus on is between the fourteenth and fifteenth centuries, since this is the period from which some testimonies survived that today help to better clarify how these actions were performed in medieval academia. It is also the period of naissance of the new faculties of theology all around Europe, as it is the case with Bologna, Vienna, Cracow, or Prague. They all embraced the model disseminated in Paris and Oxford on reading on the Sentences of Peter Lombard to obtain the degree of doctor in theology, and they contribute to building tradition, and therefore to produce sources for us today. (shrink)

This virtual special issue of the Journal of Business Ethics is dedicated to the role that social theory and sociological research can play in understanding business ethics in the contemporary world. Articles have been selected for this virtual issue that highlight the insights provided by the long tradition of sociological theorising, that focus upon enduring social problems and which deal with particularly twenty-first century issues.

This text, commissioned by the OSUN Global Observatory of Academic Freedom, discusses how the concept of academic freedom is codified in Colombian Law and regulations of public and private higher education institutions. It also explores common conceptions of academic freedom among Colombian scholars, as well as commonly observed threats to it.

Idealism, Metaphysics and Community examines the place of idealism in contemporary philosophy, and its relation to problems of metaphysics, political thought, and the study of the history of philosophy. Drawing together contributions from philosophers from several distinct traditions, this book presents a range of perspectives - revealing areas of agreement and disagreement, addressing topics of contemporary discussion, and providing new insights into philosophical idealism. Following an extensive introduction by the editor, and drawing on the work of the Canadian idealist, Leslie (...) Armour, the book is divided into three main parts: Part 1 focuses on the British idealist, F.H.Bradley; Part 2 examines metaphysical issues and idealism, such as the realism/anti-realism debate, the relation of classical and idealist metaphysics, rational psychology, time and eternity, and the divine; Part 3 draws on idealism to address contemporary concerns in ethical theory, political philosophy, social philosophy and culture and the history of philosophy. Presenting new insights into the work of classical authors as well as contemporary philosophers, this book provides a better understanding of classical idealism and addresses important areas of contemporary philosophical, social and political concern. (shrink)

The corners of this world were marked by the rise and set points of the solstice sun.

Since the time of the Enlightenment in Western Europe, discussions of faith and reason have often pitted the believer against the skeptic, the theist against the atheist, and the person of one faith against the person of no professed faith. But the relation of reason to faith has been a matter of debate among believers as well. There are those who hold that religious faith can be proven or supported by rational argument. Others say that to try to give reasons (...) and arguments does violence to religious faith, or opens it to misunderstanding and doubt, or trivializes it. Responses to the Enlightenment: An Exchange on Foundations, Faith, and Community is a dialogue between Hendrik Hart and William Sweet, two philosophers who identify themselves as Christians, and who seek to respond to the challenges of the Enlightenment and its legacy. The authors approach the relation of faith to reason, however, in very different ways: Hart from the perspective of the Calvinian tradition and postmodern philosophy, Sweet from the Catholic tradition and analytic philosophy. Among the topics discussed are the nature of religious faith and of reason, liberalism and orthodoxy in religion, the relation of religious experience and rationality, and building community in a religiously and culturally pluralistic world. This exchange presents two distinctive perspectives to some of the major challenges of the reason to religious belief, but seeks to find common ground between them. (shrink)

Ethical leadership matters in the context of organizational change due to the need for followers to trust the integrity of their leaders. Yet, there have been no studies investigating ethical leadership and organizational change. To fill this gap, we introduce a model of the moderating role of involvement in change. Organizational change and involvement in change are proposed as context-level moderators in the relationships of ethical leadership and work-related attitudes and performance. We employ a sample of 199 supervisor–subordinate pairs from (...) a wide variety of organizations. Results support a three-way interaction (ethical leadership, organizational change, and involvement in change) for performance and OCBs. Our results have important implications for organizational change since ethical leadership appears to complement follower involvement when change is happening. (shrink)

This article has, as an end in itself, the latent and pulsating objective of serving as a tool for introductory awakening to the process of racial literacy. As a further objective, I seek to point out the importance of this process in the family, institutional and social spheres, in order to minimally incite people to an anti-racist education. To this end, I start from the precision of concepts related to literacy and literacy systems, working with some concepts that are part (...) of this literacy repertoire such as race, racism and racial discrimination, in order to clarify them, so that they can be better understood in their applicability. In the second moment, to address the literacy, I start from a first question: who are the literate? Responding to this implies recognizing the place of white privilege with its implications. The other steps that make up this process are investigated throughout the article. I mainly use the elaborations of the Martinican philosopher, psychiatrist and psychoanalyst Frantz Fanon, from the work Pele Negra, Máscaras Brancas (1952), in order to, with this resumption, enter into the theme of the book by the New Zealand philosopher Annette Baier, Reflections On How We Live (2009) as a way of thinking about its feasibility, with a view to anti-racist education through racial literacy. (shrink)

Despite the increase in global research on health inequalities, more needs to be done to strengthen efforts to inform local interventions. In this article, we ask what determines the local capacity to engage in research on health inequalities. A bibliometric analysis identified Spain as the 10th highest global contributor to this research field (1966–2015), yet a significant proportion of this production was affiliated to just a few institutions in Barcelona. How and why has the city produced so much health inequalities (...) research over four decades? A realist explanatory case study was conducted to test and refine six causal mechanisms, and identify the contextual conditions that might have activated them to generate this outcome. Data was triangulated from 10 semi-structured interviews, and scientific and grey literature. Our findings confirmed that several of our proposed mechanisms - functioning under certain conditions over time - explain the large volume of health inequalities research in Barcelona. Based on these findings, key lessons from the city's experience are suggested. Further research is needed on this topic. (shrink)

"This book gathers together eighteen of the most important and influential scholarly articles of the last 60-70 years (three of which are translated into..

El objetivo de este artículo es describir la percepción de riesgo y los factores de protección y de riesgo frente al consumo de sustancias psicoactivas legales e ilegales en estudiantes de la Universidad de Boyacá. Es un estudio cuantitativo y descriptivo de corte transversal, para el cual se tomó una muestra de 573 estudiantes que fueron seleccionados mediante muestreo estratificado probabilístico. El instrumento utilizado fue la encuesta sobre consumo de drogas, factores y percepción de riesgo en estudiantes universitarios (CODEU) diseñado (...) por Beverido, Salas, De San Jorge, Pavón, Blázquez, Gogeascoechea y Cruz (2012), que consta de 73 preguntas. Este instrumento fue validado y obtuvo un alpha de Cronbach de 0.787. Los hallazgos muestran que entre los factores protectores se encuentran: adecuadas relaciones familiares y practicar un deporte, como factores de riesgo se identifican principalmente: la permisividad social y las construcciones de reconocimiento social presentes ante el consumo de sustancias legales. De las sustancias ilegales, la marihuana es la que se percibe como de menor riesgo frente a la cocaína, el bazuco, los inhalantes y la heroína. (shrink)

Through cultural transmission, repeated learning by new individuals transforms cultural information, which tends to become increasingly compressible . Existing diffusion chain studies include in their design two processes that could be responsible for this tendency: learning and reproducing . This paper manipulates the presence of learning in a simple iterated drawing design experiment. We find that learning seems to be the causal factor behind the increase in compressibility observed in the transmitted information, while reproducing is a source of random heritable (...) innovations. Only a theory invoking these two aspects of cultural learning will be able to explain human culture's fundamental balance between stability and innovation. (shrink)