This study provides a comparative analysis of students' self-reported beliefs and behaviors related to six analogous pairs of conventional and digital forms of academic cheating. Results from an online survey of undergraduates at two universities (N = 1,305) suggest that students use conventional means more often than digital means to copy homework, collaborate when it is not permitted, and copy from others during an exam. However, engagement in digital plagiarism (cutting and pasting from the Internet) has surpassed conventional plagiarism. Students (...) also reported using digital "cheat sheets" (i.e., notes stored in a digital device) to cheat on tests more often than conventional "cheat sheets." Overall, 32% of students reported no cheating of any kind, 18.2% reported using only conventional methods, 4.2% reported using only digital methods, and 45.6% reported using both conventional and digital methods to cheat. "Digital only" cheaters were less likely than "conventional only" cheaters to report assignment cheating, but the former was more likely than the latter to report engagement in plagiarism. Students who cheated both conventionally and digitally were significantly different from the other three groups in terms of their self-reported engagement in all three types of cheating behavior. Students in this "both" group also had the lowest sense of moral responsibility to refrain from cheating and the greatest tendency to neutralize that responsibility. The scientific and educational implications of these findings are discussed in this study. (shrink)

Although scholars have long acknowledged the importance of having effective networks in business, little is known about the role of women’s professional status in the effectiveness of their networks. Drawing on gender-status beliefs theory, we examine how a woman’s status affects levels of trust in the information that she shares with members of her professional network. We hypothesize that network members are likely to mistrust information from women because of a gender-status mismatch—a perceived mismatch between a woman’s work-related high status (...) and her low social status, due to widely held beliefs about women’s lack of competence. By measuring three types of status and analyzing trust levels in 3,842 dyads from communication networks in a UK railway construction project from 2014 through 2015, we find that network members trust information from women who are in supervisory positions and are connected with central contacts less than information from low-status women. Our study extends the literature on gender-status beliefs and effective networks, and discusses practical implications. (shrink)

My dissertation comprises three inter-related chapters, all of which explore the nature of work law and critically analyze the prevailing emphasis on matters of contract. The Escape Plans of Mill and Jefferson: I discuss these thinkers’ unsuccessful “escape plans” to minimize wage work. Mill advocated cooperative, worker-owned firms, while Jefferson favored farming the vast American frontier. I explore whether, if realized, either proposal would have satisfied the demands of justice. I argue that such proposals are normatively deficient because they lead (...) us mistakenly to assume that so long as the law provides alternatives to wage labor, it can justly leave work relationships in an unregulated, Dickensian state. In reply, I contend that we have no just alternative to engaging in the messy and difficult task of regulating the workplace. Revising the Roles of Master and Servant: I critically examine the claim that work law is best understood as part of contract law, arguing that this view is neither descriptively nor normatively instructive. Rather than understanding work law as a set of restraints on freedom of contract, we should see it as creating and defining special relationships, much like the codified definitions of marriages and corporations. I trace the development of work relationships through the common law of “master and servant” and more recent statutory modifications. I argue that the history and present form of work law are not consistent with the contract-centered view of work law as “interfering” with an otherwise free labor market. Competing Ideologies and the End of the Lochner Era: I examine Howard Gillman’s critique of the view that early-20th Century Supreme Court Justices sought to advance policy preferences rather than interpret the law. Gillman reconstructs the legal basis for their decisions, thus undermining the claim that they merely pursued laissez faire policies. However, Gillman then claims that the Justices who overruled liberty-of-contract in West Coast Hotel had no principled basis for their decisions. In response, I argue that West Coast Hotel was not only based on a plausible interpretation of constitutional law, but also the best outcome with respect to justice. (shrink)

Rachlin's thought-provoking analysis could be strengthened by greater openness to evolutionary interpretation and the use of the directed attention concept as a component of self-control. His contribution to the understanding of prosocial behavior would also benefit from abandoning the traditional (and excessively restrictive) definition of altruism.

N.T. Wright remains an influential biblical interpreter among evangelical and conservative-mainline Christians. Critiques of his readings of Paul by scholars from the wider academy are not common in these spaces. This article illustrates the historical inaccuracies, Judeophobia, and erasures of exploitation that animate Wright’s discussions of Paul and philosophy, ancient Judaism, and the question of whether Paul was counter-cultural in Paul and the Faithfulness of God. Ultimately the apostle becomes a ventriloquist for the narratives, fixations, and voices that are comfortable (...) to Wright’s readers, especially since they elide the people who do not benefit from the Christianity of Wright’s Paul. (shrink)

In liberal democracies that were British colonies, law constructs the linkages and distinctions between individual and political bodies. Legality re-iterates the form of an ancient construct called the King’s Two Bodies. The legal construction of these bodies ensures that their borders are continuously and perpetually contested and transgressed, and different modalities of power have arisen to take advantage of them. Additionally, in times of mass insecurity or crisis, we might believe that we need to fix our (personal or political) borders (...) and construct them in more solid ways. However, because other modalities of power take advantage of these borders, even if legal reconstruction can momentarily assuage concerns, it is argued here that legal processes construct borders around individual and political bodies to ensure the (re)production of those contests and crises. (shrink)

The basis of science is the hypothetico-deductive method and the recording of experiments in sufficient detail to enable reproducibility. We report the development of Robot Scientist "Adam," which advances the automation of both. Adam has autonomously generated functional genomics hypotheses about the yeast Saccharomyces cerevisiae and experimentally tested these hypotheses by using laboratory automation. We have confirmed Adam's conclusions through manual experiments. To describe Adam's research, we have developed an ontology and logical language. The resulting formalization involves over 10,000 different (...) research units in a nested treelike structure, 10 levels deep, that relates the 6.6 million biomass measurements to their logical description. This formalization describes how a machine contributed to scientific knowledge. (shrink)

From childhood through to adulthood, retirement and finally death, _The Economic Psychology of Everyday Life_ uniquely explores the economic problems all individuals have to solve across the course of their lives. Webley, Burgoyne, Lea and Young begin by introducing the concept of economic behaviour and its study. They then examine the main economic issues faced at each life stage, including: * the impact of advertising on children * buying a first house and setting up home * changing family roles (...) and gender-linked inequality * redundancy and unemployment * coping on a pension * obituaries, wills and inheritance. Finally they draw together the commonalties of economic problems across the lifespan, discuss generational and cultural changes in economic behaviour, and examine the significance of other, non-economic constraints, upon individuals. _The Economic Psychology of Everyday Life_ provides a much-needed comprehensive and accessible guide to economic psychology which will be of great interest to researchers and students. (shrink)

Do the rich descriptions and narrative shapings of literature provide a valuable resource for readers, writers, philosophers, and everyday people to imagine and confront the ultimate questions of life? Do the human activities of storytelling and complex moral decision-making have a deep connection? What are the moral responsibilities of the artist, critic, and reader? What can religious perspectives—from Catholic to Protestant to Mormon—contribute to literary criticism? Thirty well known contributors reflect on these questions, including iterary theorists Marshall Gregory, James Phelan, (...) and Wayne Booth; philosophers Martha Nussbaum, Richard Hart, and Nina Rosenstand; and authors John Updike, Charles Johnson, Flannery O'Connor, and Bernard Malamud. Divided into four sections, with introductory matter and questions for discussion, this accessible anthology represents the most crucial work today exploring the interdisciplinary connections between literature, religion and philosophy. (shrink)

This book provides practical and research-based chapters that offer greater clarity about the particular kinds of teacher reflection that matter and avoids talking about teacher reflection generically, which implies that all kinds of reflection are of equal value.

Genetic testing technology has brought the ability to predict the onset of diseases many years before symptoms appear and the use of such predictive testing is now widespread. The medical fraternity has met the application of this practice to children with caution. The justification for their predominantly prohibitive stance has revolved around the lack of a readily identifiable medical benefit in the face of potential psychological harms to the child. We argue that predictive testing can have important psychosocial benefits and (...) that the interests of the child have been construed too narrowly. Proponents of a prohibitive stance also argue that testing in childhood breaches the child's future right to make the same decision as an autonomous adult and to maintain this information as confidential. We argue that predictive genetic testing of children is not necessarily a violation of the child's future autonomy. Indeed, in some cases, such testing may facilitate the development of autonomy in the maturing child. We argue that parents are generally best placed to judge what is in their own child's overall interests, and that a parental request for testing after appropriate genetic counselling should be respected unless there is clear evidence that the child will be harmed in an overall sense as a result of testing. (shrink)

The banner of deliberative democracy is attracting increasing numbers of supporters, in both the world's older and newer democracies. This effort to renew democratic politics is widely seen as a reaction to the dominance of liberal constitutionalism. But many questions surround this new project. What does deliberative democracy stand for? What difference would deliberative practices make in the real world of political conflict and public policy design? What is the relationship between deliberative politics and liberal constitutional arrangements? The 1996 publication (...) of Amy Gutmann and Dennis F. Thompsons Democracy and Disagreement was a signal contribution to the ongoing debate over the role of moral deliberation in democratic politics. In Deliberative Politics an all-star cast of political, legal, and moral commentators seek to criticize, extend, or provide alternatives to Gutmann and Thompson's hopeful model of democratic deliberation. The essays discuss the value and limits of moral deliberation in politics, and take up practical policy issues such as abortion, affirmative action, and health care reform. Among the impressive roster of contributors are Norman Daniels, Stanley Fish, William A. Galston, Jane Mansbridge, Cass R. Sunstein, Michael Walzer, and Iris Marion Young, and the editor of the volume, Stephen Macedo. The book concludes with a thoughtful response from Gutmann and Thompson to their esteemed critics. This fine collection is essential reading for anyone who takes seriously the call for a more deliberative politics. (shrink)

IN LATE 1909, two great men corresponded across oceans, religions, generations, and races. Leo Tolstoy, sage of Christian nonviolence in his later years, wrote to the young Mohandas Gandhi, struggling for the rights of Indian settlers in South Africa.

Artistic activism intervenes in, and through, culture to animate ideas with emotions—charge them with affect—to motivate action, and change material conditions. Artistic activism also animates lived experience through emotions and, through its representation, gives rise to ideas and ideals. Yet we have no theory of change for how this might work. This article provides a model to think through and reflect upon “artistic activism,” or whatever name it goes by, as a complex practice that combines the affective power of the (...) arts with the effective aims of activism. This gives us a wide-angle lens with which to see how artistic activism might create change. The model is then applied to a real-world creative activism example: the Undocubus, an intervention by young undocumented immigrants in the southern United States. The model’s macro view aids with thinking through and assessing more specific and necessarily contextual micro theories of change that are applied, consciously or unconsciously, by artistic activists and those they work with. The applied micro-view tests out its alignment with an example of practice. Most importantly, a comprehensive theory of change for artistic activism can provide clarity and direction as to where to intervene to maximize change. (shrink)

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy (...) for Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy (...) for Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)

There are tensions within formal education between imparting knowledge and the development of skills for handling that knowledge. In the primary school sector, the latter can also be squeezed out of the curriculum by a focus on basic skills such as literacy and numeracy. What happens when an explicit attempt is made to develop young children's reasoning—both in terms of their apparent cognitive abilities and their basic skills? This paper reports an independent evaluation of an in-class intervention called ‘Philosophy (...) for Children’, after just over one year of schooling. The intervention aims to help children become more willing and able to question, reason, construct arguments and collaborate with others. A group of 48 volunteer schools were randomised to receive P4C or act as a control for one year. This paper reports the CAT results for all pupils in years 4 and 5 initially, and the Key Stage 2 attainment in English and Maths for those starting in year 5. There was no school dropout. Individual attrition from a total of 3,159 pupils was around 11 percent—roughly equal between groups. There were small positive ‘effect’ sizes in favour of the P4C group in progress in reading and maths, and even smaller perhaps negligible improvements in CAT scores and writing. The results for the most disadvantaged pupils were larger for attainment, but not for CATs. Observations and interviews suggest that the intervention was generally enjoyable and thought to be beneficial for pupil confidence. Our conclusion is that, for those wishing to improve attainment outcomes in the short term, an emphasis on developing reasoning is promising, especially for the poorest students, but perhaps not the most effective way forward. However, for those who value reasoning for its own sake, this evaluation demonstrates that using curriculum time in this way does not damage attainment, and so suggests that something like P4C is an appropriate educational approach. (shrink)

In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressed as the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create (...) biographical models of educational experiences, and the in-depth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Feeding Tiger, Finding GodScience, Religion, and "the Better Story" in Life of PiGregory Stephens (bio)Yann Martel's Life of Pi is an allegorical castaway story about a sixteen-year-old Indian polytheist who survives 227 days on a lifeboat with a Bengal tiger. Martel frames this postmodern variant on the Noah's ark tale as "a story that will make you believe in God" (viii). But these words are neither Martel's, nor those (...) of the semifictional "Martel-like" narrator one encounters in the "Author's Note" (Innes 25). Rather, they are voiced by Mr. Adirubasamy, an elderly Indian man whom the Canadian quasi-author meets at a coffee house in Pondicherry. The virtual author, like the real Martel, is the author of two failed books, and looking for a capital-S "Story."1 Yet after tracking down the primary narrator of the novel (Pi Patel) in Toronto, reading his diaries of his Pacific Ocean ordeal, and listening to taped interviews with Pi, the quasi-author agreed with Mr. Adirubasamy that "this was, indeed, a story to make you believe in God" (x).That apparently "evangelical premise" could awaken resistance among readers who take this "explicit but deceptive statement" too literally (Ishmael). As one reviewer notes, "Martel's statement is likely to have the opposite effect on his reader, provoking a determined counter-reaction not to succumb to a didactic religious agenda."2 Although the novel has its didactic moments, most reviewers seem to have taken a measured view of the author's "religious agenda." In interviews, Martel notes that he comes from a secular background in Quebec. There are no indications that writing this book represented a Damascus conversion experience for him. Life of Pi is not a conversion narrative perse, but it is in part an ascent narrative (a journey toward enlightenment) that also contains elements of descent narratives.3 As a secular writer with sympathies for the religious imagination, Martel can pitch his revisioning of comparative religion to readers who have what Salman Rushdie once called a "God-shaped hole" in their heart.4 These "implied readers" (Iser) would have a hunger for some of the animating power of faith, if not a capacity for blind commitment to dogmatic faith itself.Reviewing Life of Pi for the Nation, Charlotte Innes describes it as "a religious book that makes sense to a nonreligious person" (25). In similar fashion, the Pequod argues that Martel's book "achieves something more quietly spectacular" than a literal conversion, or a restoring of one's faith in God: "it makes the reader want to believe in God. Martel gives the reader the democratic choice: the desire to believe rather than the belief itself" (Ishmael).Those responses of the secular left contrast sharply with the responses of my first-year students at the University of the West Indies, to whom I have twice taught Life of Pi. For students from a fundamentalist background, it is a challenge to buy into a narrative [End Page 41] that proclaims a God that transcends the imaginations of most believers in the three faiths in which the young Pi has been trained (Hinduism, Christianity, and Islam). In analyzing the theme of finding God, I position the text at a midway point between two different kinds of reception: secular readers for whom the notion of religious belief is at best metaphorical, and religious readers who may resist the narrative's conceit that the true God exists outside the confines of institutional religion.Life of Pi is suffused by a pervasive liminality.5 The teenaged Pi is in motion between continents, between faiths, and between childhood and adulthood, which means that the novel is also a bildungsroman.6 I here focus above all on the text's and Pi's location in the contested space between believers and nonbelievers, and on the novel's attempted mediation between those seeming binary opposites. I ask two perhaps paradoxical questions: In what ways would this be seen by the nonreligious as a religious book with appeal? Put differently, to what degree and in what ways might this text actually give secular readers a desire to believe, even if it does... (shrink)

The world, unfortunately, rarely matches our hopes and consistently refuses to behave in a reasonable manner. The psalmist did not distinguish himself as an acute observer when he wrote: "I have been young, and now am old; yet have I not seen the righteous forsaken, nor his seed begging bread." The tyranny of what seems reasonable often impedes science. Who before Einstein would have believed that the mass and aging of an object could be affected by its velocity near (...) the speed of light? (shrink)

In this paper I reflect on the findings of a number of loosely related research projects undertaken with colleagues over the last ten years. Their common theme is equity, in formal education and beyond, in wider family and social settings, and with inequity expressedas the stratification of a variety of educational outcomes. The projects are based on a standard mixture of pre-existing records, official documents, large-scale surveys, observations, interviews and focus groups. The numeric data were largely used to create biographical (...) models of educational experiences, and the indepth data were used to try to explain individual decisions and disparities at each stage of the model. Data have been collected for England and Wales, in five other countries of the European Union and for Japan. A meta-view of these various findings suggests that national school intakes tend to be at least moderately segregated by prior attainment and socio-economic factors, and that learning outcomes as assessed by formal means, such as examinations, are heavily stratified by these same factors. There is no convincing evidence that compulsory schooling does very much to overcome the initial disparity in the resources and attainment of school intakes. On the other hand, there are indications that the nature of a national school system and the social experiences of young people in schools can begin to equalise educational outcomes as more widely envisaged, including learning to trust and willingness to help others, aspirations, and attitudes to continuing in education and training. The cost-free implications of the argument in this paper, if accepted, are that everything possible should be done to make school intakes comprehensive, and that explicit consideration, by teachers and leaders, of the applied principles of equity could reduce potentially harmful misunderstandings in educational contexts. (shrink)

In this paper we review the factors alleged to be responsible for the creation of inaccurate reports among preschool-aged children, focusing on so-called "source misattribution errors." We present the first round of results from an ongoing program of research that suggests that source misattributions could be a powerful mechanism underlying children′s false beliefs about having experienced fictitious events. Preliminary findings from this program of research indicate that all children of all ages are equally susceptible to making source misattributions. Data from (...) a follow-up wave of data indicate that very young children may be disproportionately vulnerable to these kinds of errors when the procedure is changed slightly to create mental images more easily. This vulnerability leads younger preschoolers, on occasion, to claim that they actually experienced events that they only thought about. These preliminary findings are discussed in the context of the ongoing debate over the veracity and durability of delayed reports of early memories, repressed memories, dissociative states, and the validity risks posed by therapeutic techniques that entail repeated visually guided imagery inductions. (shrink)

The Swiss reformer Huldrych Zwingli was a pioneering and domineering voice during the early sixteenth century, especially at the genesis of the Protestant Reformation. Despite his stature, Reformation historiography has sadly relegated Zwingli to a lesser status behind reformers such as Martin Luther, Philip Melanchthon, and John Calvin. However, his contribution to the changing religious ethos of Reformation Europe was pivotal, yet always accompanied by controversy. In fact, this essay will argue that almost all of the Reformation gains made by (...) Zwingli over the course of roughly twenty-five years of ministry took place through conflict. All the Protestant reformers experienced an element of conflict as a part of their work. Such was the nature of religious renewal and reform in the sixteenth century. Still, conflict not only facilitated and drove Zwingli’s Reformation, but was also a theme woven throughout his life. And in Zwingli’s case war was both figurative and literal. His battles moved well beyond those of his contemporary reformers. Beginning with his haunting experiences as a young chaplain in the Swiss army and culminating with his early death on the battlefield at Kappel, conflict shaped Zwingli’s life, ministry and theology. His was a life characterized by volatility; his Reformation was contested every step of the way. As a portrait of Zwingli emerges against the historic backdrop of war, division and strife, his lasting contributions to the convictions and practices of Protestantism, especially in Baptist and Presbyterian life, should become apparent. (shrink)

What began in 2004 as a peace education program anchored in the Ciwara community school in the town of Kati just outside the capitol city of Bamako has become a longer-term peacebuilding project now located in camps for internally displaced persons in Mali. This project has been led by students and faculty from the Institut Universitaire pour Technologie of the Université des Lettres et des Sciences Humaines de Bamako, in partnership with students and faculty in the Residential College in the (...) Arts and Humanities of Michigan State University. Together they have created Cours Collaboratifs Éducation à la Paix whose primary activity thus far has been a peace building project through photovoice. The project in these camps for internally displaced persons is designed to empower Malian university student mentors and their young mentees. Mentors and mentees are assisted by professional Malian photographers, staff from several national and international non-governmental organizations, and Michigan State University students and faculty using a video conferencing software. This essay describes the evolution of the CCÉP photovoice project, some of the ethical and political challenges we have encountered, and its potential for future everyday peacebuilding dialogs. (shrink)

Leslie Stephen (1832–1904) was a writer, philosopher and literary critic whose work was published widely in the nineteenth century. As a young man Stephen was ordained deacon, but he later became agnostic and much of his work reflects his interest in challenging popular religion. This two-volume work, first published in 1876, is no exception: it focuses on the eighteenth-century deist controversy and its effects, as well as the reactions to what Stephen saw as a revolution in (...) thought. Comprehensive and full of detailed analysis, this is an important work in the history of ideas. Volume 2 focuses on eighteenth-century moral philosophy, political philosophy and literature, and on the literary and religious reactions to the revolution in thought. Utilitarianism is discussed at length, as well as the work of thinkers such as Shaftesbury, Mandeville, Burke and Adam Smith. (shrink)

Resisting Corporate Corruption teaches business ethics in a manner very different from the philosophical and legal frameworks that dominate graduate schools. The book offers twenty-eight case studies and nine essays that cover a full range of business practice, controls and ethics issues. The essays discuss the nature of sound financial controls, root causes of the Financial Crisis, and the evolving nature of whistleblower protections. The cases are framed to instruct students in early identification of ethics problems and how to work (...) such issues within corporate organizations. They also provide would-be whistleblowers with instruction on the challenges they’d face, plus information on the legal protections, and outside supports available should they embark on that course. Some of the cases illustrate how ‘The Young are the Most Vulnerable,’ i.e. short service employees are most at risk of being sacrificed by an unethical firm. Other cases show the ethical dilemmas facing well-known CEOs and the alternatives they can employ to better combine ethical conduct and sound business strategy. Through these case studies, students should emerge with a practical toolkit that better enables them to follow their moral compass. Finally, the cases provide an in depth look at how a corporation becomes progressively corrupted (Enron), how the Financial Crisis was rooted in ethical decay at institutions as diverse as Countrywide, Goldman Sacks, Citigroup, Fannie Mae and Moody’s, and at the ethical challenges that persist in the post-Crisis, post-Dodd-Frank environment. (shrink)

Stephen Read - Johannes Buridanus: Summulae de Practica Sophismatum - Journal of the History of Philosophy 45:1 Journal of the History of Philosophy 45.1 157-158 Muse Search Journals This Journal Contents Reviewed by Stephen Read University of St. Andrews Fabienne Pironet, editor. Johannes Buridanus: Summulae de Practica Sophismatum. Artistarium 10–9. Turnhout: Brepols 2004. Pp. xlix + 193. Paper, €40.00. John Buridan was an unusual figure in fourteenth-century logic and philosophy. Logic was at that time largely the preserve of (...) the young, who would lecture on logic while studying in higher faculties such as theology, before moving on to lecture in their maturity on philosophy and theology. Two notable exceptions are the Englishman Walter Burley and the Frenchman from Picardy, John Buridan. Already active in the Arts Faculty at Paris in the late 1320s, Buridan was still there thirty years later. In the meantime, among other works on metaphysics, ethics, politics, and natural philosophy, he.. (shrink)