The majority of traditional students enrolled at most colleges and universities are a part of what has been termed the Millennial Generation, also known as Generation Y, which typically describes the group of individuals born in most of the 1980s and 1990s. This cohort’s life has been shaped by corporate scandals, economic instability, and worldwide tragedies. Concurrently, business ethics has become a popular topic in the news within the last 2 decades due to the increase in the number of high-profile (...) business scandals. Unfortunately, this trend has also been accompanied by an increased number of reported incidents of academic dishonesty at many major universities. Two underresearched factors that may be related to academic dishonesty and cheating behavior are religiosity and spirituality. This article attempts to shed more light on the relationship between religious beliefs and unethical behavior, with a focus on millennial college students. It is posited that religiosity and spirituality influence an individual’s attitudes, views, decisions, and ultimately behaviors. The results of this study indicate that religiosity but not spirituality is a predictor of students’ attitudes toward cheating and cheating behavior. (shrink)

Although it is the most widely accepted form of organic guarantee, third party certification can be inaccessible for small-scale producers and promotes a highly market-oriented vision of organics. By contrast, participatory guarantee systems are based on principles of relationship-building, mutual learning, trust, context-specificity, local control, diversity, and collective action. This paper uses the case study of the Mexican Network of Local Organic Markets to explore how PGS can be used to support a more alternative vision of organics, grounded in the (...) notion of food sovereignty. It presents some of the key challenges and opportunities associated with the approach, and highlights its potential to serve as a locally-based institution for collective action, thereby offering some structural support to alternative agri-food initiatives. (shrink)

A unique concept: 40 extraordinary people give answers to 10 searching questions about their beliefs. In our current age of uncertainty and turmoil, this is a book to give insight for life's journey and to encourage readers to confront the same questions themselves. "My suggestion or advice is very simple; that is, to have a sincere heart." - The Dalai Lama What Has Life Taught You? features the answers given by 40 outstanding people to 10 profound questions about life, the (...) mind and the spirit. Author Zoë Sallis has a passion for stirring up debate on philosophical and ethical questions and journeyed all over the globe to ask well-known figures of widely varying beliefs the same 10 questions. Interviewees include: Nelson Mandela His Holiness the Dalai Lama Neale Donald Walsch Anjelica Huston Jack Nicholson Sophia Loren Teale Swan Richard Dawkins David Lynch Gore Vidal And more... The questions range from "What is your concept of God?" and "Do you think this life is all there is, or do you believe in an afterlife?" to "What has life taught you so far?" and "How do you find peace within yourself?" Socrates thought the unexamined life was not worth living, and perhaps that is why he roamed the streets of Athens accosting people and asking them their thoughts and beliefs. By sharing the wisdom of these truly inspiring people, the book hopes to provoke debate and encourage readers to examine what they have learned on their life journey so far and share their own insights with others. (shrink)

In his new foreword to this edition, Hilary Putnam forcefully rejects these nativist claims.

Simone de Beauvoir offers one of the most interesting philosophical accounts of childhood, and, as numerous scholars have argued, it is one of the most important contributions that she made to existentialism. Beauvoir stressed the importance of childhood on one's ability to assume one's freedom. This radically changed how freedom was construed for existentialism. Rather than positing an adult subjectivity that tries to flee freedom through bad faith, Beauvoir's account forces a recognition of a situated freedom that itself is also (...) developmentally achieved. In this article, I explore the influence of Jean-Jacques Rousseau on Beauvoir's discussion of childhood. By reading Beauvoir through Rousseau — who was one of her favorite authors — we see not just one but two accounts of childhood in Beauvoir's philosophical work. On the one hand is the idealistic childhood wherein the child is an apprentice to freedom. On the other is the constrained childhood whose product is apprenticed to the serious. I begin with a brief summary of Rousseau's Emile. Next, I offer some justification for reading Beauvoir alongside Rousseau before offering an account of Beauvoir's discussion of childhood. I end by exploring some of the implications of my reading for freedom. (shrink)

This self-contained introduction to natural language semantics addresses the majortheoretical questions in the field. The authors introduce the systematic study of linguistic meaningthrough a sequence of formal tools and their linguistic applications. Starting with propositionalconnectives and truth conditions, the book moves to quantification and binding, intensionality andtense, and so on. To set their approach in a broader perspective, the authors also explore theinteraction of meaning with context and use (the semantics-pragmatics interface) and address some ofthe foundational questions, especially in connection (...) with cognition in general. They also introducea few of the most accessible and interesting ideas from recent research to give the reader a bit ofthe flavor of current work in semantics. The organization of this new edition is modular; after theintroductory chapters, the remaining material can be covered in flexible order. The book presupposesno background in formal logic (an appendix introduces the basic notions of set theory) and only aminimal acquaintance with linguistics. This edition includes a substantial amount of completely newmaterial and has been not only updated but redesigned throughout to enhance itsuser-friendliness. (shrink)

Recent ideological positioning on the world stage has born a startling resemblance to a form of positioning within nursing theory – that of taking complex ideas, reducing them to a simplistic binary form, and uncritically adopting one half of that form. In some cases, this adoption of a binary position has led to a passionately held form of ‘othering’ that prohibits a healthy and critical engagement with ideas. As alluring as settling for the binary form may be – we argue (...) for holding binaries in tension as a catalyst for stimulating dialogue – reasoning and exploration of new ways of wrestling with the social and moral complexity of nursing. (shrink)

Contemporary reasoning about health is infused with the work products of experts, and expert reasoning about health itself is an active site for invention and design. Building on Toulmin’s largely undeveloped ideas on field-dependence, we argue that expert fields can develop new inference rules that, together with the backing they require, become accepted ways of drawing and defending conclusions. The new inference rules themselves function as warrants, and we introduce the term “warranting device” to refer to an assembly of the (...) rule plus whatever material, procedural, and institutional resources are required to assure its dependability. We present a case study on the Cochrane Review, a new method for synthesizing evidence across large numbers of scientific studies. After reviewing the evolution and current structure of the device, we discuss the distinctive kinds of critical questions that may be raised around Cochrane Reviews, both within the expert field and beyond. Although Toulmin’s theory of field-dependence is often criticized for its relativism, we find that, as a matter of practical fact, field-specific warrants do not enjoy immunity from external critique. On the contrary, they can be opened to evaluation and critique from any interested perspective. (shrink)

Mentorship and collaboration necessarily shaped opportunities for women in science, especially in the late nineteenth century at rapidly expanding public co-educational universities. A few male faculty made space for women to establish their own research programs and professional identities. At the University of Minnesota, botanist Conway MacMillan, an ambitious young department chair, provided a qualified mentorship to Josephine Tilden. He encouraged her research on algae and relied on her to do departmental support tasks even as he persuaded the administration to (...) move her from instructor to assistant professor in 1903. Resulting publications on Minnesota algae led her to look further west, first at Yellowstone National Park and then along the Pacific Northwest coast. After visiting a particularly productive littoral site on Vancouver Island, she suggested that they establish a Minnesota Seaside Station there. Over its seven years in operation under the Midwestern leaders, that location proved remarkably productive. At the remote site, the two operated within their typical but not inevitable gendered roles and deliberately defined their seaside station as unconventional. They expected participants to study productively and, at the same time, find imaginative ways to enjoy nature at a place far from urban amenities. Gendered expectations remained casual as participants moved both within and against them. This study investigates how, in the early twentieth century, the role and expectations of mentorship shifted as Tilden established her own independent research agenda. The Minnesota Seaside Station, in particular, proved significant in developing the leadership skills essential for her to pursue research in the Pacific region at a time when American expansionism and indigenous cooperation made sites accessible to academic researchers. (shrink)

“Black box argument” is a metaphor for modular components of argumentative discussion that are, within a particular discussion, not open to expansion. In public policy debate such as the controversy over abstinence-only sex education, scientific conclusions enter the discourse as black boxes consisting of a result returned from an external and largely impenetrable process. In one way of looking at black box arguments, there is nothing fundamentally new for the argumentation theorist: A black box argument is very like any other (...) appeal to authority, and what might be said about any particular form of black box will turn out to be a particularized version of what might be said about evaluating arguments based on authority. But in another way of looking at black box arguments, they are a constantly evolving technology for coming to conclusions and making these conclusions broadly acceptable. Black boxes are to argumentation what material inventions are to engineering and related sciences. They are anchored in and constrained by fundamental natural processes, but they are also new things that require theoretical explication and practical assessment. (shrink)

: The feminist ethic of care has often been criticized for its inability to address four problems--the problem of exploitation as it threatens care givers, the problem of sustaining care-giver integrity, the dangers of conceiving the mother-child dyad normatively as a paradigm for human relationships, and the problem of securing social justice on a broad scale among relative strangers. We argue that there are resources within the ethic of care for addressing each of these problems, and we sketch strategies for (...) developing the ethic more fully. (shrink)

ABSTRACT Scientists played a key role in the first systematic introduction of nature study into North American public schools in the late nineteenth century. The initiatives of Wilbur Jackman and John Merle Coulter, affiliated with the young University of Chicago, and Liberty Hyde Bailey and Anna Botsford Comstock, at Cornell University, coincided with the “new education” reform movement that found object lessons and experience‐based education superior to textbook teaching. Educational psychologists and philosophers of the 1890s, including G. Stanley Hall, related (...) curriculum methods to perceived developmental stages in children, with a focus on immediate experience. Putting these pedagogical ideas—gained in summer institutes, normal schools, and programs at Chicago and Cornell—into practice were administrators and classroom teachers in both urban and rural classrooms. By 1900, a consensus about the value of nature study among scientists, community leaders, and teachers established it as the recognized general method of studying the natural world in public schools across much of the United States. (shrink)

In recent years a number of books have been published that offer short autobiographical essays of academics, focusing on their research and how their life history affected their scholarly development. These could be labeled as "intellectual journey narratives." Some volumes focus on philosophers and their religious faith or lack thereof (e.g., Clark, 1997, Antony, 2007). Psychology has its own version of the intellectual journey narrative, in T. S. Krawiec's (1972, 1974, 1978) multivolume set of autobiographical essays by contemporary psychologists. In (...) 1987, Rosemary Pilkington edited her first volume of essays entitled Men and Women of Parapsychology: Personal Reflections, Esprit Volume 1. It contains autobiographical essays by Jule Eisenbud, Montague Ullman, Jan Ehrenwald, Eileen Coly, Joseph H. Rush, Gertrude R. Schmeidler, Emilio Servadio, Renée Haynes, Hans Bender, Karlis Osis, George Zorab and Bernard Grad. The second (2013) volume contains autobiographical essays by Mary Rose Barrington, Eberhard Bauer, William Braud (now deceased), Stephen Braude, Richard S. Broughton, Larry Dossey, Sally Rhine Feather, Erlendur Haraldsson, Arthur Hastings, Stanley Krippner, Lawrence LeShan, Roger Nelson, John Palmer, Guy Leon Playfair, William G. Roll (now deceased), Serena Roney-Dougal, Stephan A. Schwartz, Rex G. Stanford, Russell Targ, Charles T. Tart, and Walter von Lucadou. Between the two volumes almost every significant contemporary parapsychologist is represented, with the major exceptions being the late John Beloff and the late Ian Stevenson. (shrink)

What if human joy went on endlessly? Suppose, for example, that each human generation were followed by another, or that the Western religions are right when they teach that each human being lives eternally after death. If any such possibility is true in the actual world, then an agent might sometimes be so situated that more than one course of action would produce an infinite amount of utility. Deciding whether to have a child born this year rather than next is (...) a situation wherein an agent may face several alternatives whose effects could well ramify endlessly on such suppositions, for the child born this year would be a different person—one who preferred different things, performed different actions, and had different descendants—from a child born next year. It has recently been suggested that traditional utilitarianism stumbles on such cases of infinite utility. Specifically, utilitarianism seems to require, for its application, that all experience of pleasure and pain cease at some time in the future or asymptotically approach zero.2 If neither of these conditions holds, then the utility produced by each of two alternative actions may turn out to be infinite, and utilitarianism thus loses its ability to discriminate morally between them. (shrink)

BIOGRAFIAS NÃO AUTORIZADAS: UMA DISCUSSÃO INÓCUA NO BRASIL?

This article examines some of the conceptual history of collective political action within feminist movements beginning with sisterhood and moving to feminist political solidarity. I argue that feminist political solidarity is built on a commitment by individuals to form a unity in opposition to injustice or oppression. Three moral relations emerge from this understanding of feminist political solidarity: the relation to the cause, the relation among members of the solidary group, and the relation between the solidary group and the larger (...) society. These relations evoke certain obligations and responsibilities which I present and defend. Feminist political solidarity is informed by the particularities of the cause and thus any theoretical account of the moral obligations is necessarily limited, but by looking at these three relations together with a sociological account of transnational feminist political solidarity drawn from Clare Weber’s sociological description of the Women’s Empowerment Project, a clearer picture of some of the moral requirements of a commitment to feminist political solidarity emerges. -/- . (shrink)

Recent decades have witnessed rape and sexual violence used on such a massive scale and often in a widespread and systematic program that the international community has had to recognize that rape and sexual violence are not just war crimes but might be crimes against humanity or even genocide. I suggest that just war theory, while limited in its applicability to mass rape, might nevertheless offer some framework for making the determination of when sexual violence and rape constitute war crimes, (...) crimes against humanity, or genocide. In addition, just war theory can provide the normative justification individual soldiers need to resist orders and actions that demonstrate egregious moral breakdown as found in instances of mass rape and systematic use of sexual violence, and just war criteria demonstrate that the use of rape and sexual violence in war time can never be legitimated, especially in the case of prisoner interrogation. (shrink)

Kant gives four examples to illustrate the application of the categoricaI imperative immediately after in troducing its “universal Iaw” formulation in Chapter Two his Groundwork of the Metaphysics of Morals. These examples have been much discussed to gain an understanding of how the categorical imperative applies to derive specific duties. It is argued that the discussions found in these examples do not accord well with Kant’s fuller account of that application in his Iater work The Metaphysics of Morals. That [Iater] (...) work has quite different, sometimes better, arguments for the same moral conclusions, and never mentions the argument against making a lying promise (the second example). Giving exclusive or excessive altention to these four examples has distorted our understanding of Kant’s moral philosophy. (shrink)

Late nineteenth‐century public museums in the United States were intentionally built to be modern, guided by administrators like George Brown Goode toward scientific goals that included preservation, research, and education. Self‐consciously preoccupied with the management of museums, intent on attaining mastery over the objects that constituted their museums, and persuaded that meaning derived not just from the objects themselves but from their explanation and configuration by experts, museum masters led a “new museum” movement. A century later, the critiques of postmodern (...) scholars attest to the museum directors’ effective establishment of a modern profile. Historians of science, who once could take these institutions for granted as a lightly marked center of authority, now may use methods of social and cultural studies to open their institutional and intellectual frames. While cautious about theory‐driven arguments, such scholars benefit from the issues raised by cultural critics even as they rely on their own documentary methods to ensure that science is an integral component when examining ideas, language, and practice in context. (shrink)

Designing a successful graduate seminar should account for more than just the content to be conveyed and the completion of the standard seminar paper. This article dissects the seminar structure, revealing some of what is obscured by the “hidden curriculum” of graduate education, with an eye toward transforming the climate in philosophy. I begin with a brief review of literature on graduate teaching and inclusive teaching in philosophy. I then examine four components of a typical graduate seminar: the faculty instructor (...) of graduate courses, the graduate students themselves, the material selection, and the course requirements. Reflecting on the graduate seminar compels revisiting learning goals, ensuring inclusivity and accessibility, and adopting a more intentional approach to graduate course design that ties course goals to specific activities and assessments for the life of the professional philosopher. (shrink)

In “Artificial Intelligence, Social Media and Depression,” Laacke and colleagues consider the ethical implications of artificial intelligence depression detector tools to assist pract...

In this article I define civil disobedience and classify it into four forms based on motive and extent of dissent. I then present Thomas Aquinas's account for justified civil disobedience. After first determining how a law or system of laws is unjust, the duty (virtue) of obedience to just and unjust laws is discussed. Finally, I argue that of the four possible forms of civil disobedience, Aquinas's natural Law Theory only clearly allows the fourth, i.e., altruistic disobedience of an unjust (...) system of rule, while at times also apparently allowing the third, i.e., altruistic disobedience of an unjust law. (shrink)

In this paper, I argue that Simone de Beauvoir’s discussion of festivals appropriates Jean-Jacques Rousseau’s own account of the festival and its place in understanding freedom. I begin with a brief summary of Rousseau’s conflicting accounts of the festival from his Discourse on the Origin of Inequality Among Mankind and the Letter to M. D’Alembert. The contrast of these two texts reveals Rousseau’s conception of freedom as circumscribed by the community. Although Rousseau has an idealized virtuous community in mind, the (...) central insight regarding a community’s involvement in the development of freedom is nevertheless echoed in Beauvoir’s description of the festival in the Ethics of Ambiguity. I explore some of the implications of reading Beauvoir’s account of freedom and the festival as influenced by Rousseau and suggest how doing so impacts our understanding of Beauvoirian politics. (shrink)

Kant gives four examples to illustrate the application of the categoricaI imperative immediately after in troducing its “universal Iaw” formulation in Chapter Two his Groundwork of the Metaphysics of Morals. These examples have been much discussed to gain an understanding of how the categorical imperative applies to derive specific duties. It is argued that the discussions found in these examples do not accord well with Kant’s fuller account of that application in his Iater work The Metaphysics of Morals. That [Iater] (...) work has quite different, sometimes better, arguments for the same moral conclusions, and never mentions the argument against making a lying promise (the second example). Giving exclusive or excessive altention to these four examples has distorted our understanding of Kant’s moral philosophy. (shrink)

How to use truth tables to narrow down the number of possible candidates for missing premise. and, how to use philosophical analysis to pick the most plausible candidate from among those. this activity is a nice capstone to a course in logic for it combines formal and informal procedures.

During the last third of the 20C, public discourse in the United States has become increasingly acerbic. Parallel to this development there has been an increasing enrollment in College level logic courses, courses that focus on arguments and their appraisal. Could there be a connection? A number of majorphilosophers do not just see arguments as either 100% correct or 100% incorrect. Notable in this regard are Plato, Aquinas and Hume. Their approach to “logic” and that of others is offered as (...) a palliative to the types of logic that we now teach. (shrink)

Kant's "supreme principle of morality," which he calls the "categorical imperative," is often applied by him to specific cases to reach conclusions about particular moral duties, e.g., to abstain from suicide, to not make lying promises, to render assistance to others. There are a number of such applications in the first part of his Metaphysik der Sitten , entitled the Rechtslehre, that have had less attention paid to them. In the Rechtslehre Kant is concerned with state-created laws enforced by punishment, (...) that will serve to guarantee the rights of citizens. This makes the application process somewhat different from the more familiar examples from Kant's earlier Grundlegung zur Metaphysik der Sitten, which are concerned with the agent's inner decision process and the self-constraint of moral motivation. The present essay examines in some detail Kant's argument to show that there should be no such thing as an hereditary aristocracy, and compares it with the argument against making a lying promise in the Grundlegung. There are significant similarities and differences, and there are also significant connections to the ideas of John Rawls in A Theory of Justice . More briefly discussed are Kant's arguments in the Rechtslehre concerning punishment and the right of property. The whole discussion is intended as an introduction to the issues concerning the application of the categorical imperative in contexts where the result is external state-enforced laws, rather than an internal morally motivated moral decision. The issue in the former is said to be what persons abstractly considered could give their consent to in advance, where Kant makes a key distinction between a priori considerations having to do with agent liberty which lead to a moral decision concerning citizen rights, and empirical considerations having to do with happiness, which do not lead to conclusions concerning citizen rights. (shrink)