Based on brain imaging findings, we present a model according to which addiction emerges as an imbalance in the information processing and integration among various brain circuits and functions. The dysfunctions reflect (a) decreased sensitivity of reward circuits, (b) enhanced sensitivity of memory circuits to conditioned expectations to drugs and drug cues, stress reactivity, and (c) negative mood, and a weakened control circuit. Although initial experimentation with a drug of abuse is largely a voluntary behavior, continued drug use can (...) eventually impair neuronal circuits in the brain that are involved in free will, turning drug use into an automatic compulsive behavior. The ability of addictive drugs to co‐opt neurotransmitter signals between neurons (including dopamine, glutamate, and GABA) modifies the function of different neuronal circuits, which begin to falter at different stages of an addiction trajectory. Upon exposure to the drug, drug cues or stress this results in unrestrained hyperactivation of the motivation/drive circuit that results in the compulsive drug intake that characterizes addiction. (shrink)

Research on academic pay finds an unexplained gender pay gap that has not fully dissolved over time and that appears to increase with years of experience. In this study, I consider how role congruity bias contributes to this pay gap. Bias is more likely to manifest in a context where there is some ambiguity about performance and where stereotypes are stronger. I predict that bias in the attribution of credit for coauthored research leads to lower returns to research for female (...) professors. To test this prediction, I use a sample of Canadian faculty in accounting, where research is typically coauthored, where females are underrepresented at the most senior ranks, and where many universities evaluate merit in research, teaching, and service to determine salary increases. In regressions of salary on individual and institutional determinants of salary, I find that women earn marginally less than men. However, the pay gap is only evident for women who publish in a selective list of journals; for the subset of faculty with no publications from this list, there are no significant differences in salary. For researching faculty, the pay gap relates specifically to research productivity. While women publish less on average than men, the returns to their research are also lower. In particular, the relation between the individual’s research ranking and salary is significantly lower for women who publish a higher proportion of their work with men, than for all other faculty. Additional analysis of salary and coauthor patterns confirms that women receive significantly less credit for coauthored articles they publish with men than those they publish with other women but that no similar variations in reward are evident for men across publishing patterns. These findings suggest bias in the attribution of credit for coauthored research in the determination of salary, consistent with role congruity theory, and provide an important potential explanation for why salaries for women vary systematically from those of men even after considering productivity. Providing lower rewards for equal work represents a continuing ethical issue in academe and compounds the challenges women already facing in the profession. (shrink)

Conservatism is part of the legacy of the pragmatic tradition’s deep respect for the continuity of inquiry. Despite his commitment to open and fallible inquiry, Charles Sanders Peirce remained his entire life a kind of religious conservative, arguing for a community that would be, in Douglas Anderson’s words “conservative in its practice and liberal in its theory.”1 The following argument is largely about Peirce’s career-long struggle to reconcile conservative practice and liberal theory, especially as they impact his philosophy of inquiry. (...) He offers hints at a solution, what I am calling his “hopeful monster,” but remains ambivalent about this strategy, as should we, his contemporary readers. As described below, a... (shrink)

Paying research subjects for their participation in biomedical studies is an increasingly common and acceptable practice. Nevertheless, it continues to raise numerous conceptual, ethical, and pract...

ABSTRACT Choice theorists such as George Ainslie and Gene Heyman argue that the drug-seeking behaviour of addicts is best understood in the same terms that explain everyday choices. Everyday choices, they claim, aim to maximise the reward from available incentives. Continuing drug-use is, therefore, what addicts most want given the incentives they are aware of but they will change their behaviour if and when better incentives become available. This model might explain many typical cases of addiction, but there are (...) hard cases that pose a problem. In these hard cases the addicted individual does not cease using drugs in the face of consequences that are so adverse it is implausible that they are unaware of more rewarding paths of action. These cases force the choice theorist into a dilemma: either these addicts? drug use does not count as action and so is best described by a neurobiological model, or reference to ?reward? in these cases means merely ?motivated? and so provides no explanatory power. We propose a different model of motivation that takes self-conception into account. We show how that can better explain the hard cases of addiction and also inform our understanding of recovery and self-control. (shrink)

The predictive processing framework posits that people continuously use predictive principles when interacting with, learning from, and interpreting their surroundings. Here, we suggest that the same framework may help explain how people process self-relevant knowledge and maintain a stable and positive self-concept. Specifically, we recast two prominent self-relevant motivations, self-verification and self-enhancement, in predictive processing (PP) terms. We suggest that these self-relevant motivations interact with the self-concept (i.e., priors) to create strong predictions. These predictions, in turn, influence how people interpret (...) information about themselves. In particular, we argue that these strong self-relevant predictions dictate how prediction error, the deviation from the original prediction, is processed. In contrast to many implementations of the PP framework, we suggest that predictions and priors emanating from stable constructs (such as the self-concept) cultivate belief-maintaining, rather than belief-updating, dynamics. Based on recent findings, we also postulate that evidence supporting a predicted model of the self (or interpreted as such) triggers subjective reward responses, potentially reinforcing existing beliefs. Characterizing the role of rewards in self-belief maintenance and reframing self-relevant motivations and rewards in predictive processing terms offers novel insights into how the self is maintained in neurotypical adults, as well as in pathological populations, potentially pointing to therapeutic implications. (shrink)

Reinforcement learning approaches to cognitive modeling represent task acquisition as learning to choose the sequence of steps that accomplishes the task while maximizing a reward. However, an apparently unrecognized problem for modelers is choosing when, what, and how much to reward; that is, when (the moment: end of trial, subtask, or some other interval of task performance), what (the objective function: e.g., performance time or performance accuracy), and how much (the magnitude: with binary, categorical, or continuous values). (...) In this article, we explore the problem space of these three parameters in the context of a task whose completion entails some combination of 36 state–action pairs, where all intermediate states (i.e., after the initial state and prior to the end state) represent progressive but partial completion of the task. Different choices produce profoundly different learning paths and outcomes, with the strongest effect for moment. Unfortunately, there is little discussion in the literature of the effect of such choices. This absence is disappointing, as the choice of when, what, and how much needs to be made by a modeler for every learning model. (shrink)

Bertie Ahern, the incumbent Taoiseach or Prime Minister of Ireland, was elected to a third term in the general election of 24 May 2007. While Ahern's party, Fianna F il, was able to retain its governing coalition, the level of support of some of the other parties changed dramatically. Fine Gael, the principal opposition party, saw its number of seats in the parliament, D il ireann, increase by nineteen. Some of the minor parties did less well than expected or compared (...) to previous elections. Only the Greens maintained their six representatives. As a result, they were rewarded with a share in the new government. This election suggests that, while Irish society is changing rapidly, the political system is changing more slowly and subtly. This article examines the election results in terms of the fate of the political parties and focuses on one constituency, Tipperary South, to illustrate trends in Irish electoral politics. (shrink)

This review takes a historical perspective on concepts in the psychology of motivation and emotion, and surveys recent developments, debates and applications. Old debates over emotion have recently risen again. For example, are emotions necessarily subjective feelings? Do animals have emotions? I review evidence that emotions exist also as core psychological processes, which have objectively detectable features, and which can occur either with subjective feelings or without them. Evidence is offered also that studies of emotion in animals can give new (...) insights into human emotions. Beyond emotion, motivation concepts also have changed over decades, and debates still continue. Motivation was once thought in terms of aversive drives, and reward was thought of in terms of drive reduction. Motivation-as-drive concepts were largely replaced by motivation-as-incentive concepts, yet aversive drive concepts still occasionally surface in motivation neuroscience today. Among incentive motivation concepts, incentive salience is a core process, mediated by brain mesocorticolimbic systems (dopamine-related systems) and sometimes called ‘wanting’ (in quotation marks), to distinguish it from cognitive forms of desire (wanting without quotation marks). Incentive salience as ‘wanting’ is separable also from pleasure ‘liking’ for the same reward, which has important implications for several human clinical disorders. Ordinarily, incentive salience adds motivational urgency to cognitive desires, but ‘wanting’ and cognitive desires can dissociate in some conditions. Excessive incentive salience can cause addictions, in which excessive ‘wanting’ can diverge from cognitive desires. Conversely, lack of incentive salience may cause motivational forms of anhedonia in depression or schizophrenia, whereas a negatively-valenced form of ‘fearful salience’ may contribute to paranoia. Finally, negative ‘fear’ and ‘disgust’ have both partial overlap but also important neural differences. (shrink)

Reinforcement Learning is a kind of machine learning. We know Profit Sharing, the Rational Policy Making algorithm, the Penalty Avoiding Rational Policy Making algorithm and PS-r* to guarantee the rationality in a typical class of the Partially Observable Markov Decision Processes. However they cannot treat continuous state spaces. In this paper, we present a solution to adapt them in continuous state spaces. We give RPM a mechanism to treat continuous state spaces in the environment that has the (...) same type of a reward. We show the effectiveness of the proposed method in numerical examples. (shrink)

The continuous revaluation of rewards lies at the core of Ainslie's account of willpower. Yet, he does not explicate the underlying experiential mechanisms. We draw upon theoretical, neuroscientific, and computational evidence to demonstrate that boredom evokes revaluation. By biasing behavior toward exploration, boredom necessitates effortful willpower to balance it against exploitation, thereby rendering suppression a highly adaptive function of willpower.

In lieu of an abstract, here is a brief excerpt of the content:Justifying the Arts:Drama and Intercultural EducationMike Fleming (bio)IntroductionFor teachers of arts subjects, questions about justification can be tiresome in the same way that contemporary aestheticians may feel fatigue about defining art.1 Providing justification can feel more like an exercise in rhetoric than theoretical enquiry, induced more by political necessity than intellectual challenge. If the value of the arts is not self-evident, it is difficult to advance arguments to convince (...) those who have no knowledge or affinity with them. Not that many educationists admit to falling into the latter category. As Eisner has said, nobody wants to be seen as a philistine.2 Yet to those with a deep commitment to the value of the arts in education and wider society, the arts are rarely thought to be taken as seriously as they should be.3 This paper will describe five approaches to the question of justifying the arts before examining the specific case of drama and intercultural education.Approaches to Justifying the Teaching of the ArtsFaced with questions of justification, providing a list of reasons for teaching the arts is one approach but not the only one. Instead, looking for broader categories of justification within possible lists (e.g., between art and entertainment, feeling and cognition) exposes differences of emphasis more easily. Exploration of the tension between such concepts as "creating" and "responding" may help get behind bland claims of the kind that the arts can "develop creativity." In this way, the relevance of aesthetic theory, which often centers on the tension between competing concepts, can be demonstrated more readily. Another approach to the question of justification is to reject the idea that the arts should serve instrumental goals at all by advancing an argument in favor of their intrinsic rewards. A fourth approach is to [End Page 54] question whether it is appropriate to seek justification for the arts as a generic concept, rather than looking instead at individual art forms; the benefits of dance may be different in certain respects from those of visual arts. Finally, a priori enquiry could be abandoned altogether in favor of seeing what teachers actually say about their reasons for teaching the arts. Each of these positions will be examined briefly.Mortimer includes physical education and personal and social education among the areas of benefit he attributes to the arts.4 Within five broad categories, he describes further subcategories, amounting to more than seventeen reasons for teaching the arts. He also claims that the arts are a way of developing life skills and attitudes that are transferable across the curriculum and are a way of contextualizing other learning. It is easy to sympathize with someone who is passionate about the arts and concerned that they should be seen as a "fundamental" not as a "frill," but such general claims do not always bring clarity or insight. It is difficult for example to see how poetry "encourages physical confidence in balance." A visit to a children's home may be more fruitful in "developing sensitivity to others." The benefit of "using imagination and creativity" (a catchall phrase that on its own says very little) may in practice find tension with other stated benefits such as "discriminating, selecting, editing." The latter concepts suggest a more constrained, skills-oriented form of teaching rather than an approach that encourages free flow of imagination. Long lists of justifications can obscure theoretical differences and from a tactical point of view in the political arena can appear overblown. They are well meant but not always helpful. Nor do they go far in explaining the deep importance of the arts in so many people's lives.The influential Gulbenkian report in the United Kingdom was wide-ranging in its claims but reinforced the idea of the arts as being an alternative to academic study and what it termed "logico-deductive thought."5 "Society," it argued, "needs and values more than academic abilities." In the 1980s, many writers were keen to free themselves from the influence of narrow theories of self-expression to embrace a wider discipline-based approach but continued to underplay the cognitive dimensions of work in art.6 Of course an emphasis... (shrink)

Like any science, archaeology relies on trust between actors involved in the production of knowledge. In the early history of archaeology, this epistemic trust was complicated by histories of Orientalism in the Middle East and colonialism more broadly. The racial and power dynamics underpinning 19th- and early 20th-century archaeology precluded the possibility of interpersonal moral trust between foreign archaeologists and locally hired labourers. In light of this, archaeologists created systems of reward, punishment, and surveillance to ensure the honest behaviour (...) of site workers. They thus invented a set of structural conditions that produced sufficient epistemic trust for archaeological research to proceed—a system that continues to shape archaeology to the present day. (shrink)

Open Access: Social media participation undermines individual autonomy in ways that ought to concern ethicists. Discussions in the philosophical literature are concerned primarily with egregious conduct online such as harassment and shaming, keeping the focus on obvious ills to which no one could consent; this prevents a wider understanding of the risks and harms of quotidian social media participation. Two particular concerns occupy me: social media participation carries the risks of (1) negatively formative experiences and (2) continuous partial attention (...) due to our habituation to the variable rewards that social media platforms provide. Although social media offer benefits as well as risks, self-knowledge of whether one benefits more than one suffers from one’s social media participation is vexed by the very processes involved in participating. We are not as free to leave social media as we are to enter. I conclude with a consideration and rejection of the objections that the ubiquity of the practice indicates implied consent to risks, and that users of social media can simply choose not to use such communication technologies at all. I argue that we cannot be said to consent to enter into social media usage meaningfully, even implicitly, and we do not all have equally easy options to avoid the contexts that provide the stimuli of persistent desires. (shrink)

In this paper, we discuss guidelines for a reward design problem that defines when and what amount of reward should be given to the agent/s, within the context of reinforcement learning approach. We would like to take keepaway soccer as a standard task of the multiagent domain which requires skilled teamwork. The difficulties of designing reward for this task are due to its features as follows: i) since it belongs to the continuing task which has no explicit (...) goal to achieve, it is hard to tell when reward should be given to the agent/s. ii) since it is a multiagent cooperative task, it is hard to decide what is a fair share of reward for each agent's contribution to achieve the goal. Through some experiments, we show that the reward design have a major effect on the agent's behavior, and introduce the successful reward function that makes agents perform keepaway better and more interesting than the conventional one does. Finally, we explore the relationship between `reward design' and `acquired behaviors' from the viewpoint of teamwork. (shrink)

Gender discrimination continues to be a problem in organizations. It is therefore important that organizations use performance evaluation methods that ensure equal opportunities for men and women. This article reports the results of an experiment to investigate whether and, if so, how the gender of the rater and that of the ratee moderate the relationship between the level of subjectivity in performance appraisals and organizational attractiveness. Participants in the experiment were 313 undergraduate students. We predicted, and indeed established, that as (...) the probability increases that employee performance is evaluated by a female manager, women expect more positive outcomes of subjective, but not objective evaluation processes. Our data did not support our expectation that as the probability of being evaluated by a female manager increases, men expect less positive outcomes of subjective evaluation processes. The findings of this study contribute to our understanding of why women are over-represented in jobs with objective formula-based reward systems, such as piece-rate systems. They are also of interest to organizations that are looking for more ethical human resource management practices. (shrink)

Recent calls for retraction of a large body of Chinese transplant research and of Dr Jiankui He’s gene editing research has led to renewed interest in the question of publication, retraction and use of unethical biomedical research. In Part 1 of this paper, we briefly review the now well-established consequentialist and deontological arguments for and against the use of unethical research. We argue that, while there are potentially compelling justifications for use under some circumstances, these justifications fail when unethical practices (...) are ongoing—as in the case of research involving transplantations in which organs have been procured unethically from executed prisoners. Use of such research displays a lack of respect and concern for the victims and undermines efforts to deter unethical practices. Such use also creates moral taint and renders those who use the research complicit in continuing harm. In Part 2, we distinguish three dimensions of ‘non-use’ of unethical research: non-use of published unethical research, non-publication, and retraction and argue that all three types of non-use should be upheld in the case of Chinese transplant research. Publishers have responsibilities to not publish contemporary unethical biomedical research, and where this has occurred, to retract publications. Failure to retract the papers implicitly condones the research, while uptake of the research through citations rewards researchers and ongoing circulation of the data in the literature facilitates subsequent use by researchers, policymakers and clinicians. (shrink)

Modern scholars and bioethicists continue to learn from the Holocaust. Scholarship and history show that the authoritarian Nazi state limited and steered the development and power of professions and professional ethics during the Holocaust. Eliminationist anti-Semitism drove German professions and many professionals to join in policies and programs of mass deportation and ultimately genocidal mass murder, while also excluding many professionals from paid work. For many physicians and other medical professionals, humane and truly ethical practices were limited by constrained professional (...) autonomy and coercive state laws. Education and research in natural sciences were distorted by applications of racist eugenic policies and practices. In law schools and legal professions, professionals were rewarded as judgmental enforcers of state policies, often working with limited independent agency and in the public sphere. Mass harm and mass crimes were therefore perpetrated in accordance with Nazi laws and policies, incorporating professions and professionals into destructive practices, along with other occupational groups. (shrink)

To foster research integrity (RI), research institutions should develop a continuous RI education approach, addressing various target groups. To support institutions to achieve this, we developed RI education guidelines together with RI experts and research administrators, exploring similarities and differences in recommendations across target groups, as well as recommendations about RI education using approaches other than formal RI training. We used an iterative co-creative process. We conducted four half-day online co-creation workshops with 16 participants in total, which were informed (...) by the RI education evidence-base. In the first two workshops, participants generated ideas for guidelines’ content, focusing on different target groups and various approaches to RI education. Based on this content we developed first drafts of the guidelines. Participants in the third and fourth workshop refined those drafts. We next organized a working group which further prioritized, reorganized, and optimized the content of the guidelines. We developed four guidelines on RI education focusing on (a) bachelor, master and PhD students; (b) post-doctorate and senior researchers; (c) other RI stakeholders; as well as (d) continuous RI education. Across guidelines, we recommend mandatory RI training; follow-up refresher training; informal discussions about RI; appropriate rewards and incentives for active participation in RI education; and evaluation of RI educational events. Our work provides experience-based co-created guidance to research institutions on what to consider when developing a successful RI education strategy. Each guideline is offered as a distinct, publicly available tool in our toolbox (www.sops4ri.eu/toolbox) which institutions can access, adapt and implement to meet their institution-specific RI education needs.Trial registrationhttps://osf.io/zej5b. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Journal of the History of Philosophy 39.2 (2001) 304-305 [Access article in PDF] Wildfeuer, Armin G. Praktische Vernunft und System. Entwicklungsgeschichtliche Untersuchungen zur ursprünglichen Kant-Rezeption Johann Gottlieb Fichtes. Stuttgart-Bad/Cannstatt : Frommann-Holzboog, 1999. Pp. 596. Cloth, DM 168. The subtitle of this book, a slightly revised dissertation from the University of Bonn (1994), reads: "Investigations into the developmental history of Johann Gottlieb Fichte's original reception of Kant." The work comes (...) to almost 600 pages. The main text is heavily overlaid with detailed footnotes, extensive quotations and supplementary material in smaller print and narrow line spacing. To the reader who is patient enough to face this scholastic mode of presentation, there emerges behind it a valuable contribution to our overall understanding of Fichte's philosophical work in general and its core discipline, the Wissenschaftslehre or first, transcendental philosophy, in particular.In the grand narrative about the development of German idealism Fichte is placed between Kant and Schelling. More precisely, he is typically portrayed as continuing but also revising Kant's work under the double influence of the leading early post-Kantian, Karl Leonhard Reinhold (1758-1823), and the skeptical anti-Kantian and anti-Reinholdian, Gottlob Ernst Schulze (1761-1833), called "Aenesidemus" after the title of his anonymous main work.Wildfeuer's investigations supplement this picture with a detailed consideration of what could be called "Fichte before Fichte": the early development of Fichte's thought, prior to his encounter with Reinhold and prior even to his encounter with Kant (1790). To be sure, Wildfeuer also deals with Fichte's continued philosophical development up through 1794, and he has many interesting things to say about the lasting presence of Fichte's earliest concerns in his more mature work. But the chief merit of the book is the sustained attention it pays to the very beginnings of Fichte's thought.Much of the prehistory of Fichtean philosophy has to be conjectured, given the scarcity of documents about Fichte's years of study (1780-84) and of his work as itinerant tutor (1785-1793). From Fichte's own testimony in his correspondence it is clear that prior to encountering Kant's three Critiques he held a determinist position regarding nature as well as human conduct. Based on some indications in Fichte's later works, Wildfeuer identifies as the chief source of Fichte's determinism the work of Karl Ferdinand Hommel (1722-1781), a professor of law at Leipzig, whom Fichte could have heard as a student and whose pseudonymous treatise Alexander von Joch... On Reward and Punishment According to Turkish Laws (1770) Fichte cites. Hommel (alias von Joch) maintains a deterministic view of human action, while justifying the social practice of punishment and reward. In particular, he maintains the dependence of the will on the intellect and of the latter on sensations or sensory impressions. Wildfeuer refers to this position, as it was temporarily adopted by Fichte, as that of the primacy of the understanding over the will.But Wildfeuer also shows that from early on Fichte's determinist leanings in speculation were counterbalanced by the conviction that feeling, especially feeling in religious matters, is an equally valid source of truth. For Wildfeuer, this early duality of speculation and feeling is the lasting basis of Fichte's life-long concern with reconciling the competing demands of head and heart. In particular this pre-Kantian key concern [End Page 304] in Fichte informs the latter's central systematic occupation with the unity of the mind amidst its differentiation into faculties or kinds of mental activity.Further texts which Wildfeuer examines in pursuit of the pre-Kantian Fichte are his Latin Valedictory Address, given upon graduating from one of Germany's finest secondary schools at the time, the Princely College of Pforta (1780), and the "Aphorisms on Religion and Deism" (1790).On the basis of this material Wildfeuer goes on to reconstruct the distinct reception that each of Kant's three Critiques received by Fichte. According to Wildfeuer, the Critique of Pure Reason originally was read by... (shrink)

This work of ours is about the servant's display of behavior such as ruminating while fulfilling his responsibility to Allah. Since the verse related to our subject is in the Surah Hucurat, an evaluation will be made within the framework of this verse. During this evaluation, verses with similar characteristics that we think may be relevant will also be included. In addition, it will not only touch on the historical dimension of the issue, but also draw attention to what kind (...) of attitudes are exhibited today. Indeed, such behavior It continues in the same way in later periods as it did in the period of the Prophet. The person sent to the world for a test is responsible for fulfilling some obligations in this context. This is not a choice but a necessity. This is because man's being rewarded in the hereafter and living a more peaceful life in this world depend on this. Therefore, it is in his favor to fulfill his duty of servitude. For this reason, it is not morally correct to try to make others feel grateful for the behavior he fulfilled in accordance with the divine command. Because Allah is never in need of a servant's worship. There will always be people who will serve Him. It is the human being that is in need. Since everything he owns is at Allah's discretion, he needs Allah's help and support throughout his life, and even more so in the hereafter. The main goal of our study is to reveal opinions about how people should behave while fulfilling their servitude responsibility. In this context, the position of the creator and the issue of where the servant should stand against it will be explained. While the creator is at the highest position, man is only one of the things that he created. Of course, being given responsibility, unlike other beings, has increased the value of man in the sight of Allah. But this value is valid as long as he fulfills his servitude responsibility. Otherwise, he will descend to a lower level than all creatures. No matter how valuable a person is, he has to be aware of how helpless he is in front of his creator and that he is always in need of him. If he is not aware of this, the worship and good behavior he will perform will have no value in the sight of Allah. Because he could not behave in the way He wanted against the being he was responsible for. If he does this on purpose, of course, the price will be higher. The belief part of the issue is of greater importance. As a matter of fact, a person who appreciates Allah properly and knows His power well will need to determine his attitudes accordingly. In this context, knowing what the attributes of Allah mean and what the dimensions of these attributes are reflected in the servants will make the subject more understandable. Because the way to know Allah is to know His attributes. Another relevant issue is to show the necessary respect to the messengers sent by Allah, both in their lives and in the context of the knowledge they left behind. In this context, it will be necessary in our opinion to act with the knowledge that the hadiths that have reached us authentically are interpretations of the Qur'an. Because they are not people acting on their own, but chosen people who fulfill their duties according to Allah's orders. Therefore, disrespect to them will be considered as disrespect to God. It is seen that the Bedouins acted unconsciously on this issue that we are focusing on. These people who are new Muslims or claim to be Muslims. They had an extreme attitude towards the Prophet. This event did not occur once, but several times in similar ways. As we have just mentioned, their behavior will actually be considered disrespectful to Allah. It is known that they act with purely worldly motives. Because, instead of receiving good news, prayer and advice for the hereafter, they have revealed that they are after worldly interests in material terms. Verses on the subject have been revealed to set an example for people who will follow this attitude and show the same behavior in the future. In response to their behavior. It is admirable that the Prophet kept his calm and behaved tolerantly instead of responding to them in kind. Muslims living in later periods will also need to be more careful not to be exposed to the warning in the verse. (shrink)

Rustin Cohle, the protagonist of the first season of True Detective, declares that he is "in philosophical terms, a pessimist". The doctrine of "pessimism" espoused by Rust is remarkably similar to the view adumbrated by Arthur Schopenhauer, who holds that conscious life (both human and nonhuman animal) involves a tremendous amount of suffering that is essentially built into the structure of the world and there is no Creator (providential or otherwise) to redeem all of this suffering, by, say, punishing the (...) wicked and rewarding the good. Rust finds some grounds for hope, and he chooses to continue on the path of compassion and justice, the path to try to improve the world. This prompts the question of whether he ever really embraced suicide in principle, and just lacked the constitution to pull it off, or whether, like Schopenhauer, he perhaps always found the intellectual grounds for such a radical decision to be shaky. (shrink)

Of all the major philosophical works, Kant's Critique of Pure Reason is one of the most rewarding, yet one of the most difficult. Norman Kemp Smith's Commentary elucidates not only textural questions and minor issues, but also the central problems which arise, he contends, from the conflicting tendencies of Kant's own thinking. Kemp Smith's Commentary continues to be in demand with Kant scholars, and it is being reissued here with a new introduction by Sebastian Gardner to set it in its (...) contemporary context. (shrink)

Sam Lebens’ The Principles of Judaism is an extraordinary book in its rigor and richness. It is a sophisticated examination of three central propositions, which Lebens maintains, are the fundamental doctrines that “can make sense of continued commitment to an Orthodox Jewish lifestyle.” (Lebens, 273). He presents and discusses the following three propositions: 1) The universe is the creation of one God; 2) The Torah is a divine system of laws and wisdom, revealed by the creator of the universe; and, (...) 3) The creator exercises provi-dential care over his creation, manifest in the creator’s continued sustenance of the world, reward and punishment for human action, and in the promise of ultimate salvation. (Lebens, 3).Lebens presents the principles as they were variously explicated and de-fended in key Jewish texts written by the most influential Jewish thinkers; he then turns to search for “the most plausible rendering of this set of prin-ciples...” (Lebens, 274). After so doing, he specifies those doctrinal compo-nents among them, which he deems necessary “for making sense of commit-ment to Judaism” (Lebens, 275), identifying a “commitment to Judaism” with being “faithful to the tenets of Judaism” in the sense of having faith in them:To the extent that these principles are necessary for making sense of commitment to Judaism, I argue that you cannot be considered faithful to the tenets of Judaism without holding an attitude of faith toward some element of each of the three principles... (Lebens 275).The distance between Lebens’ philosophical and religious outlook and pre-suppositions, as they show themselves in his Principles of Judaism, and my own is great. I shall start with a critique of Lebens’ reduction of Judaism to so-called Orthodox Judaism, and argue that Lebens has no justification for characterizing the principles that he identifies, as the “principles of Judaism” without qualification. I shall then turn to argue that there are grounds for questioning whether the principles that Lebens identifies can be understood as the principles that so-called “Orthodox Jews”, too, have faith in. It is, how-ever, clear that the utterances that Lebens discusses do play a central role within the life of committed Jews. I shall end by proposing that we adopt the later Wittgenstein’s philosophical method for making perspicuous their meaning and their different roles. (shrink)

We are living in an era where global university schemes only offer narrow conceptions of quality, relying too heavily on international ranking systems. This timely book present an alternative perspective on evaluating 'world-class universities', showcasing how eight very different higher education institutions have defined and are pursuing excellence in their own way. Each case study highlights how institutions can align their work with shared values and goals, and strive to uphold these principles in all they do and say. The portraits (...) offer insights into the ways institutions can create cultures of excellence tied to a vision of how to make a difference for their students and society. Their success suggest that policy makers should reward institutions that adopt and strive to fulfil particular educational purposes rather than continuing to perpetuate the status quo. It is essential reading for researchers and students of education research, education policy, and international education reform. (shrink)

This is the long-awaited third volume of philosophical writings by Davidson, whose influence on philosophy since the 1960s has been deep and broad. His first two collections, published by Oxford in the early 1980s, are recognized as contemporary classics. His ideas have continued to flow; now, in this new work, he presents a selection of his best work on knowledge, mind, and language from the last two decades. It is a rich and rewarding feast for anyone interested in philosophy, and (...) essential reading for anyone working on these topics. (shrink)

Most models of response time (RT) in elementary cognitive tasks implicitly assume that the speed-accuracy trade-off is continuous: When payoffs or instructions gradually increase the level of speed stress, people are assumed to gradually sacrifice response accuracy in exchange for gradual increases in response speed. This trade-off presumably operates over the entire range from accurate but slow responding to fast but chance-level responding (i.e., guessing). In this article, we challenge the assumption of continuity and propose a phase transition model (...) for RTs and accuracy. Analogous to the fast guess model (Ollman, 1966), our model postulates two modes of processing: a guess mode and a stimulus-controlled mode. From catastrophe theory, we derive two important predictions that allow us to test our model against the fast guess model and against the popular class of sequential sampling models. The first prediction—hysteresis in the transitions between guessing and stimulus-controlled behavior—was confirmed in an experiment that gradually changed the reward for speed versus accuracy. The second prediction—bimodal RT distributions—was confirmed in an experiment that required participants to respond in a way that is intermediate between guessing and accurate responding. (shrink)

The ability of science to operate effectively within society is dependant on a number of factors. Science is totally reliant on the law for its regulation and control, while the boundaries in which science can operate are governed by legal constraints. These boundaries are strongly influenced by society which dictates acceptable levels of morals and ethics in which science can operate. Economic factors must be considered as industry requires reward in order to recoup its research and development investments and (...) continue competing in a competitive and growing market place. Thus the law must reconcile the different tensions raised by science, economics, politics, society and the law itself. This paper looks how this may be achieved at the international, regional and national level. (shrink)

The ability of science to operate effectively within society is dependant on a number of factors. Science is totally reliant on the law for its regulation and control, while the boundaries in which science can operate are governed by legal constraints. These boundaries are strongly influenced by society which dictates acceptable levels of morals and ethics in which science can operate. Economic factors must be considered as industry requires reward in order to recoup its research and development investments and (...) continue competing in a competitive and growing market place. Thus the law must reconcile the different tensions raised by science, economics, politics, society and the law itself. This paper looks how this may be achieved at the international, regional and national level. (shrink)

Interdisciplinarity is often framed as crucial for addressing the complex problems of contemporary society and for achieving new levels of innovation. But while science policy and institutions have provided a variety of incentives for stimulating interdisciplinary work throughout Europe, there is also growing evidence that some aspects of the academic system do not necessarily reward interdisciplinary work. In this study, we explore how mid-career researchers in an environmental science research center in Sweden relate to and handle the distinct forms (...) of uncertainty that arise from conflicting institutional and policy impulses. Our material suggests that interdisciplinary academics are often confronted with and at times themselves operate with a surprisingly dichotomous, value-laden view of their research practice. Disciplinarity is primarily associated with the ideals of scientific rigor, while interdisciplinarity becomes conflated with application-oriented work and a lack of ‘theory.’ We also draw attention to the underlying practical dynamics that reproduce this tension and entangle it with the very process of academic socialization. Specifically, we analyze the ambivalent consequences of the various work-arounds that researchers rely on to carve out opportunities for ongoing interdisciplinary research within heterogeneous funding landscapes. These tactics turn out to be undermined by the overriding normative power of formal career incentives at universities, which continue to emphasize the ideals of the individual high-performing academic who publishes in disciplinary journals and attracts the most selective grants. Under such circumstances, the work-arounds themselves become an insidious mechanism that allows researchers to stay in academia but systematically marginalizes their voices and epistemic ambitions in the process. (shrink)

We discuss the evolutionary transition from animals with limited experiencing to animals with unlimited experiencing and basic consciousness. This transition was, we suggest, intimately linked with the evolution of associative learning and with flexible reward systems based on, and modifiable by, learning. During associative learning, new pathways relating stimuli and effects are formed within a highly integrated and continuously active nervous system. We argue that the memory traces left by such new stimulus-effect relations form dynamic, flexible, and varied global (...) sensory states, which we call categorizing sensory states . These CSSs acquired a function: they came to act as internal “evaluators” and led to positive and negative reinforcement of new behavior. They are therefore the simplest, distinct, first-person motivational states that an animal can have. They constitute what we call basic consciousness, and are the hallmark of animals that can experience. Since associative learning has been found in many invertebrate taxa that first appeared during the Cambrian era, we propose that the processes underlying basic consciousness are phylogenetically ancient, and that their emergence may have fueled the Cambrian explosion. (shrink)

Business, Institutions, and Ethics: A Text with Cases and Readings is the first text to use the analysis of social institutions to examine business ethics. It explains fundamental concepts in ethics and how to apply them to business and economics. The author shows how social institutions are constituted by an integrated set of ethical, economic, and legal principles, and then uses these principles to study the ethics of commerce at the individual, organizational, and market levels. This unique work features thirty-four (...) cases and articles that are organized into economic categories, providing a conceptual unity and flexibility not found in similar texts. The first half of the text focuses on theory, beginning with a case study that illustrates and unifies the theoretical discussions that follow. It examines market institutions, organizational structure, and individual decision making; interprets moral development as a process within institutional settings; and explains egoism, care, utilitarianism, right, and pluralistic ethical theories. It also discusses how economic analyses of markets and firms incorporate ethical principles, and argues that law reinforces ethical and economic aspects of social institutions important to the continued existence and well-being of society. The second half of the text consists of cases and articles organized by the economic categories of property, risk-reward relationships, information, and competition. Topics covered include corporate control, workplace dangers, marketing, and manufacturing relocation. Applicable in both business schools and philosophy departments, Business, Institutions, and Ethics shows how ethical principles can help us gather, sort, and interpret information necessary for making sound business decisions. Ideal for courses in business ethics and business and society, it is also a valuable reference for business professionals and philosophers. (shrink)

This is another volume in the Modern Studies in Philosophy, a series of anthologies under the general editorship of Prof. Amelie Oksenberg Rorty, which present contemporary interpretations and evaluations of the works of major philosophers. This volume, consisting of a collection of papers by an impressive gallery of scholars, offers a plurality of perspectives on Spinoza. Each interpretation conflicts with some other; yet each illuminates some aspect of the subject. All the papers reflect the "tensions" and "conflicts" which make for (...) very exciting and rewarding reading. Still the substantive puzzles remain and will continue to excite and fascinate successive generations of Spinoza's critics. (shrink)

Access to a deep pool of talent is essential to the success of every professional services firm. The supply of that talent is contingent upon the available rewards for the exercise of that talent, and both the existence of the potential rewards and the beliefs that individuals hold about the existence of the rewards affect the decision to remain in the field. One structural factor that may affect the judgment about whether to remain in a profession concerns promotions based on (...) the gender of the employee. In this study, we examine the “glass ceiling” within the context of the accounting profession. While advances have been made within the accounting profession to address the glass ceiling, the continued existence—and perceptions about the continued existence—of the issue exert adverse effects upon the available talent pool and may create long-term problems for the profession. In this study, we investigate glass ceiling perceptions among a large sample of female accounting professionals employed in accounting; the sample includes both public accountants, and those employed in industry accounting. Our study yields the finding of beliefs in bias-driven effects, structural effects, and cultural effects among these accounting professionals. Glass ceiling perceptions are also influenced by several demographic factors. Furthermore, accounting professionals employed by industry are more likely to report a glass ceiling within their firms than accounting professionals employed by public accounting firms. The findings are of interest to researchers who explore gender-related issues in professional service firms such as the field of accounting, and to senior members of practice who are tasked with ensuring the integrity and quality of the talent pool and the equitable distribution of rewards to employees. (shrink)

This article explores the nature of "the phenomenological attitude," which is understood as the process of retaining a wonder and openness to the world while reflexively restraining pre-understandings, as it applies to psychological research. A brief history identifies key philosphical ideas outlining Husserl's formulation of the reductions and subsequent existential-hermeneutic elaborations, and how these have been applied in empirical psychological research. Then three concrete descriptions of engaging the phenomenological attitude are offered, highlighting the way the epoché of the natural sciences, (...) the psychological phenomenological reduction and the eidetic reduction can be applied during research interviews. Reflections on the impact and value of the researcher's stance show that these reductions can be intertwined with reflexivity and that, in this process, something of a dance occurs—a tango in which the researcher twists and glides through a series of improvised steps. In a context of tension and contradictory motions, the researcher slides between striving for reductive focus and reflexive self-awareness; between bracketing pre-understandings and exploiting them as a source of insight. Caught up in the dance, researchers must wage a continuous, iterative struggle to become aware of, and then manage, pre-understandings and habitualities that inevitably linger. Persistance will reward the researcher with special, if fleeting, moments of disclosure in which the phenomenon reveals something of itself in a fresh way. (shrink)