The warmest, funniest, most erudite and ambitious philosophical dialogue of the twenty-first century? A lonely professor in a bookstore café overhears someone trying to explain Wittgenstein to a good friend--the two of them once having come close to an adulterous affair? The professor surreptitiously records their conversation, and then adds on top of it all his own ideas about Wittgenstein's philosophy, biography and psychology. A post-modern, Platonic exploration of how and why we human beings still try to speak and be (...) heard. All our life in language (our most sophisticated philosophies included) keeps revolving around the fixed point of our real if unmeetable need: to find love and understanding? (shrink)

Thomas Berry was an intellectual giant and cultural visionary of extraordinary stature. His vast knowledge of history, religions, and expertise as a cultural historian, united with his concern for the future of the planet is a unique blend revealing a genuine original thinker. Many know of his proposal for a new story, and a vital Earth sensitive spirituality. Few know the intellectual journey, because he presented his thoughts as a seamless and studied synthesis. This book is about the intellectual journey (...) of Thomas Berry: of the roots and insights that are hidden within his ecological, spiritual proposal. (shrink)

Titian's Rape of Europa is highly praised for its luminous colors and sensual textures. But the painting has an overlooked dark side, namely that it eroticizes rape. I argue that this is an ethical defect that diminishes the painting aesthetically. This argument-that an artwork can be worse off qua work of art precisely because it is somehow ethically problematic-demonstrates that feminist concerns about art can play a legitimate role in art criticism and aesthetic appreciation.

To a great extent, Kant more than Tolstoy influenced twentieth-century aesthetics in Eurocentric cultures. Formalist theorists insisted that disinterested apprehension of directly perceivable properties (color, rhythm, meter, balance, proportion, etc.) distinguished aesthetic experiences from all others. Kant never won the day in many non-Eurocentric cultures, however. Native Americans, for example, continued to connect aesthetic activity directly to "interested" and functional objects and events. Decriptions of objects or events as "beautiful" in most African cultures never required distinguishing "What is it for?" (...) from "How does it look?" Even in Eurocentric cultures, outside the rather narrow "mainstream" art world (professional artists, critics, curators, etc.) formalism was never wholly accepted or practiced. Attributions of beauty made by ordinary persons-on-the-street have been unabashedly affected by moral values and factual beliefs. Recognition of this has resulted in what I have elsewhere described as a "contextual turn" in aesthetics. Feminists and ethicists have contributed greatly to this turn. As the title of this symposium suggests, beauty matters (verb) and beauty matters (noun) have really never stopped being centrally important for a whole lot of reasons beyond the pleasure taken in morally and factually disinterested apprehension of form. Tolstoy thought if Kant were correct, beauty could not matter--or at least could not matter enough. His tack was to look elsewhere to explain the importance of art. but suppose we go another way and say, _but beauty does matter_. then Kant must not be correct. But just where did he go astray? (shrink)

Robert Boyle Robert Boyle was one of the most prolific figures in the scientific revolution and the leading scientist of his day. He was a proponent of the mechanical philosophy which sought to explain natural phenomena in terms of matter and motion, rather than appealing to Aristotelian substantial forms and qualities. He was a … Continue reading Robert Boyle →.

Argues that the key distinction between human and nonhuman social cognition consists in our complex, diverse and flexible capacities to shape each other's minds in ways that make them easier to interpret.

This study investigated faculty attitudes towards student violations of academic integrity in Canada using a qualitative review of 17 universities’ academic integrity/dishonesty policies combined with a quantitative survey of faculty members’ (N = 412) attitudes and behaviours around academic integrity and dishonesty. Results showed that 53.1% of survey respondents see academic dishonesty as a worsening problem at their institutions. Generally, they believe their respective institutional policies are sound in principle but fail in application. Two of the major factors identified by (...) faculty as contributing to academic dishonesty are administrative. Many faculty members feel unsupported by their administration and are reluctant to formally report academic dishonesty due to the excessive burdens of dealing with paperwork and providing proof. Faculty members also cite unprepared students and international students who struggle with language issues and the Canadian academic context as major contributors to academic dishonesty. This study concludes with recommendations for educators and recommendations for future research. (shrink)

La réflexion sur l’éthique et la déontologie des médias en Afrique de l’Ouest suscite diverses questions. Il convient d’abord de clarifier les concepts pour alimenter le débat qui a ses moments forts, notamment pendant les périodes électorales.D’un côté, les professionnels de l’information, les acteurs des médias mettent l’accent sur la nécessaire liberté de la presse et peuvent être en porte-à-faux dans leur pratique avec la philosophie et les règles de la profession. D’un autre côté, différentes institutions, que ce soit les (...) institutions gouvernementales, la société civile ou de « simples » citoyens, s’appuient sur les médias, mais les interpellent au sujet d’une liberté qui ne saurait être sans responsabilité.Il s’agira donc de contextualiser l’environnement d’intervention des médias et d’examiner les réponses données aux problèmes posés y compris par les citoyens dans leurs rapports aux médias. La mise en place d’une législation et de structures institutionnelles – que ce soit les organes de régulation, dans leur diversité, ou de manière plus problématique, les organes d’autorégulation ou le tribunal des pairs – montre qu’il existe une dynamique à prendre en compte dans le dévelop­pement des médias en Afrique de l’Ouest.Enfin, nous nous attaquerons à quelques défis, qu’il s’agisse de la formation des professionnels, de la pratique des médias en période de conflit ou des technologies de l’information et de la communication, pour montrer que l’éthique et la déontologie sont au cœur du développement démocratique en Afrique de l’Ouest et en sont un élément constitutif. (shrink)

The purpose of this article is to understand how academic integrity educational tutorials are administered across Canadian higher education. Results are shared from a survey of publicly funded Canadian higher education institutions, including universities and colleges, across ten provinces where English is the primary language of instruction. The survey contained 29 items addressing institutional demographic details, as well as academic integrity education questions. Results showed that academic integrity tutorials are inconsistent across Canadian higher education, with further differences evident within the (...) university and college sectors. (shrink)

One day, Matthew Eaton was walking through an impromptu animal shelter display at his local pet store when suddenly an eight-month-old kitten dug his claws into Eaton’s flesh. Eaton recognized that the “eyes of this cat and the curve of his claw” compelled a response analogous to those found in the writings of Buber, Levinas, and Derrida. And not just Eaton but a whole community of theologians have found themselves in an encounter with particular places and (...) animals that demands rich theological reflection. Eaton enlisted fellow editors Harvie and Bechtel to collect the essays in this volume, in which theologians listen to horses, rats, snakes, cats, dogs, and the earth itself, who become new theological voices demanding a response. In this volume, the voice of the more-than-human world is heard as making theology possible. These essays suggest that what we say theologically represents not simply ideas of our own making subsequently superimposed onto the natural world through our own discovery, but rather flow from an expressive Earth. With additional contributions from: Kimberly Carfore Lisa E. Dahill Celia Deane-Drummond Heather Eaton Nathan Kowalsky Abigail Lofte Jame Schaefer Cristina D. Vanin Mark Wallace Grace Y. Kao Chris Carter John Berkman Laura Hobgood. (shrink)

This chapter contains sections titled: 1 2 3 4 5 6.

I get this error message: "This field may contain characters that are not allowed. Your summary can contain only Latin characters. Do not include emoji, arrows, hearts, stars, checkboxes, symbols, faces, or bullets. Remove these characters and click Next to continue." However, the description contains no forbidden characters. The description is in "Additional Info.".

We propose a new schema for the deduction theorem and prove that the deductive system S of a prepositional logic L fulfills the proposed schema if and only if there exists a finite set A(p, q) of propositional formulae involving only prepositional letters p and q such that A(p, p) L and p, A(p, q) s q.

New technologies could facilitate new ways of cheating. This emerging scenario places academic integrity policy in higher education institutions as critical. Academic integrity scholars have designed conceptual frameworks to analyze academic integrity policy. The body of the literature on academic integrity policy analysis includes studies developed in North America, Europe, and Australia. However, insight into several regions of the world is lacking. This pioneering study in the Chilean context analyzes documents addressing academic integrity at forty-three accredited universities. Using a qualitative (...) research design, we framed this policy analysis in the five core elements of exemplary academic integrity policy: access, approach, responsibility, detail, and support. The findings revealed challenges with accessing documents online, a strong presence of legal language that might not be understandable to all students, and a scarcity of information about review cycles. The punitive approach was prevalent, with a significant focus on students’ conduct. Signs of collaboration and mechanisms for promoting academic integrity cultures were nearly absent. The documents primarily targeted students and the roles of other stakeholders concentrated on the enforcement of sanctions and misconduct investigations. The analysis also showed the use of general definitions to describe academic integrity breaches, inconsistency across the system in defining plagiarism and a lack of guidance to address contract cheating and unauthorized use of generative artificial intelligence. The findings also highlighted the unavailability of institutional support to teach, learn, and research with integrity or references to research-based practices. We propose twelve practical recommendations for policymakers and academic integrity advocates. (shrink)