This research investigates 266 business students' panel data across 4 time periods and tests a theoretical model involving intrinsic religiosity, the love of money, Machiavellianism, and propensity to engage in unethical behaviors. There was a short ethics intervention between Times 3 and 4. We identified good apples and bad apples using the PUB measure collected at Time 4. From Time 3 to Time 4, good apples became more ethical, whereas bad apples became less ethical after the ethics intervention. Moreover, for (...) the whole sample, intrinsic religiosity deterred unethical intentions not only directly but also indirectly through the absence of Machiavellianism. Before the ethics intervention, intrinsic religiosity curbed unethical intention directly for good apples but indirectly for bad apples. After the intervention, only the indirect effect was significant for bad apples. Intrinsic religiosity offers us hope to open the hearts of the lost sheep and bring them home. Research results were discussed in light of this study's theoretical, empirical, and practical contributions; Judeo-Christian ethics and values; challenging roles of educators and executives in educating Gen-Yers; creating a sea change of the ethical social norm in schools, organizations, and society, or ethical community building, and promoting ethical behavior; and future directions for research. (shrink)

This paper is motivated by the need to respond to the spread of influential misinformation and manufactured ignorance, which places pressure on the work of experts in various sectors. To meet this need, the paper discusses the conditions required for expert testimony to evolve a reconceptualisation of negative capability as a new form of epistemic humility. In this regard, professional knowledge formation is not considered to be separate from the institutional and social processes and values that uphold its production. Drawing (...) attention to the structural and relational aspects of ignorance, as opposed to the individualistic and internal aspects, we rely on the sociology of knowledge, the social epistemologies and the feminist epistemologies that have played a fundamental role in the development of the investigation of ignorance. First, we analyse the criteria for epistemic humility based on prior theoretical discussions concerning negative knowledge as a form of reflective practice. Then, we seek to determine what kinds of strategies, virtues and skills experts need to have so as to ‘manage ignorance’ in socially complex situations. Finally, we suggest the reformulation of negative expertise as a phronetic skill for navigating through situations of ignorance and uncertainty in an epistemically and socially responsible manner. (shrink)

In Torture, Terror and Trade-Offs: Philosophy for the White House Jeremy Waldron asks how moral philosophy can illuminate real life political problems. He argues that moral philosophers should remind politicians of the importance of adhering to moral principle, and he also argues that some moral principles are absolute and exceptionless. Thus, he is very critical of those philosophers who, post 9/11, were willing to condone the use of torture. In this article I discuss and criticize Waldron’s absolutism. In particular, I (...) claim that the arguments he offers in support of it are either dependent on religious conviction or support only rule utilitarianism, not absolutism. Additionally, I argue that the character of politics is such that it is both undesirable and morally irresponsible for politicians to adopt the absolutist approach favoured by Waldron. We have reason to be glad that Professor Waldron does not go to Washington. (shrink)

In the 1790s, the Danish publicity abounded with debate about freedom, republican ideas, and the Danish monarchy. This debate did not express itself as much in critique of the Crown as in terms of discursive attempts to reconcile republican ideas with the Danish absolute monarchy. In this article, it is argued that contemporary literature was an important instrument for carrying out such considerations. The article examines the use of the Danish medieval freedom fighter Niels Ebbesen to discuss the conditions of (...) freedom under absolute rule in two pieces of literature. The article argues that Bruun’s ode “Niels Ebbesen. Tyrandræberen” (1797) dismisses the possibility of freedom under monarchy and suggests that the ode’s medievalism might have been a contributing factor in preventing legal proceedings against it (unlike other of Bruun’s state critical literature). It further argues that Sander’s drama Niels Ebbesen of Nörreriis (1797) uses medieval history to represent an ideal form of government which unites conditions for republican freedom with Danish monarchy. The overall argument is, then, that the two pieces of literature serve to unfold political considerations pertinent to the contemporary society. (shrink)

In 1994, Duverger spoke of a second type of fascism, to which he added a third for the future. This one would be based on spectacle, image, and the projection of myths of success. We are living in strange times, in which we no longer know how to place groups and ideas, we get lost in details, we establish classifications that make it harder for us to understand social phenomena. A shocking time in which the word “fascist” has become so (...) trivialised that it has almost lost all interest and meaning. If the range of regimes is so diverse, if we do not know what we are dealing with, what can we do? And yet fascism remains one of the great contemporary ideologies, the most recent and the most difficult to understand. Historically, it has been the cause of terrible genocides. (shrink)

In the globalizing world foreign language learning is becoming more and more important. This case leads to new developments in language learning research. The purpose of this study is to depict whether the second language learning would occur better in the childhood or later. In other words to investigate the question of in which period of bilingualism it will be better. In order to answer this question, important sources in the linguistic field, related to the topic, were highlighted. The important (...) researches and theories mentioned in the literature have been examined, evaluated, information about the first and second language learning has been given and the subject has been discussed from the scientific point of view. In this context, it has been understood that many reasons exist affecting the level of proficiency of preand post- 12 year's language learning (in mono-, bi-, tri-, quadra- or multi-, lingualism) such as age, brain function, individual differences, ambience differences; social, political, economic background and how to regard the language. The idea that bilingualism after the critical period (around the age of 12) could not be as that of the childhood has been gained weight, due to the system differences between two languages, especially the difficulties in intoning and pronouncing. (shrink)