Determining appropriate authorship recognition in student-faculty collaborative research is a complex task. In this quantitative study, responses from 1346 students and faculty in education and some social science disciplines at 36 research-intensive institutions in the United States were analyzed to provide a description of current and recommended practices for authorship in student-faculty collaborative research. The responses revealed practices and perceptions that are not aligned with ethical guidelines and a lack of consensus among respondents about appropriate practice. Faculty and student respondents (...) agreed that students deserve more authorship recognition than they get in common practice but they did not agree on the appropriate authorship arrangement for several of the collaborative scenarios described in the study or on the relative value of various contributions to research projects. The misalignment with ethical codes and lack of consensus among the respondents is problematic because student-faculty collaborative research is common and authored publications are powerful indicators of research competency. With these detailed results, students and faculty can better anticipate areas where their perspectives are likely to differ and faculty can work to clarify ambiguous expectations. (shrink)

A defence of the idea that there are sui generis duties of love: duties, that is, that we owe to people in virtue of standing in loving relationships with them. I contrast this non‐reductionist position with the widespread reductionist view that our duties to those we love all derive from more generic moral principles. The paper mounts a cumulative argument in favour of the non‐reductionist position, adducing a variety of considerations that together speak strongly in favour of adopting it. The (...) concluding section connects this debate with larger issues in moral theory concerning the general idea of obligation. (shrink)

This article presents results from a self-report survey of misconduct behaviours and the stress students (n = 916) experienced at one Canadian community college. Results showed that students engaged in a variety of contract cheating behaviours, and experienced a myriad of stressors both in and outside the college context, including traumatic life events. Those who engaged in commercial contract cheating and inappropriate sharing behaviours experienced significantly higher levels of stress. This result differed by type of stress suggesting that not all (...) stress may lead to violation behaviour. Results also suggest that some students are exposed to more stress than others, which could put them at higher risk for engaging in contract cheating. Understanding contract cheating using the stress process framework draws our attention to how a student’s location in the social institutions of work, family, and school, how their positions of advantage or disadvantage, and their involvement in social relationships may produce stress which we have found to be associated with contract cheating. Seeing stress in this way allows post-secondary institutions to address the structural conditions which lead to stress through the development of policy, procedure, and supports for students as they navigate academic integrity throughout their programs. (shrink)

We argue that thoughts are structures of concepts, and that concepts should be individuated by their origins, rather than in terms of their semantic or epistemic properties. Many features of cognition turn on the vehicles of content, thoughts, rather than on the nature of the contents they express. Originalism makes concepts available to explain, with no threat of circularity, puzzling cases concerning thought. In this paper, we mention Hesperus/Phosphorus puzzles, the Evans-Perry example of the ship seen through different windows, and (...) Mates cases, and we believe that there are many additional applications. (shrink)

Wilson R. Bachelor was a Tennessee native who moved with his family to Franklin County, Arkansas, in 1870. A country doctor and natural philosopher, Bachelor was impelled to chronicle his life from 1870 to 1902, documenting the family's move to Arkansas, their settling a farm in Franklin County, and Bachelor's medical practice. Bachelor was an avid reader with wide-ranging interests in literature, science, nature, politics, and religion, and he became a self-professed freethinker in the 1870s. He was driven by a (...) concept he called "fiat flux," an awareness of the "rapid flight of time" that motivated him to treat the people around him and the world itself as precious and fleeting. (shrink)

Karl R. Popper is an important philosopher of science of 20th Century and is known in this field through his theory of falsification. But the critical theory of rationality is indeed his basic theory and it can be seen in his whole idea. Critique of historicism also contains his views on the social and political philosophy in a systematic context in relation to them. Popper embodied his views about the historicism through human-centered thoughts of philosophers such as Plato, Aristotle, Marx (...) and Hegel who are effective system builders and he raised a number of criticism against the holistic structures. We discuss in this article Popper's critique of historicism, especially his critics related with Plato, Aristotle, Hegel and Marx. (shrink)

Özet Şii-İmamiyye’nin usûlde Mu’tezilenin etkisinde kaldığı iddiaları, hicri dördüncü asırdan itibaren dile getirilmektedir. Buna karşılık usûlî düşüncenin ilk mümessili sayılan Şeyh Müfîd’den itibaren mezhep içinden yükselen sesler bu iddiaları şiddetle reddetmişlerdir. Biz bu çalışmada Mu’tezile kelamına sistematik hüviyet kazandıran ve yazdığı eserlerle Mu’tezile kelamının bugüne ulaşmasında büyük pay sahibi olan Kâdî Abdülcebbâr ile İmamiyye’nin kelam düşüncesinin istikrar bulmasında ve Şeyh Müfîd’le başlatılan usûlî yaklaşımın benimsenip yaygınlaşmasında büyük bir yeri olan Ebû Ca’fer et-Tûsî arasında adalet ilkesi üzerinden bir karşılaştırma yaparak, söz (...) konusu iddiaların ne kadar sübut bulduğunu tespit etmeye çalıştık. Kısmi farklı izahları bir kenara bırakırsak, adalet ilkesinin ispat ve yorumlanmasında iki kelamcı arasında kayda değer bir farklılığın olmadığı görülmektedir. Abstract The claim that the Shi’i Imamite thought is heavily influenced by the Mu’tazilite outlook has been alleged since the fouth century of hijra. However, beginning with Shaikh Mufid, the first representative of the Usuli branch of Shi’a, the Shi’is vehemently denied this allegation. In this article, this issue is dealt with by making a comparison between the idea of Qadi Abd al-Jabbar, the prominent Mu’tazilite scholar who made a major contribution to the consolidation of the schools’ theaching and that of al-Tusi, who also made a contrubitued to the integration of the Shi’ite kalam and the spreading of the usuli approach initiated by Shaikh Mufid. Leaving aside the differences in deatil, it seems that there is no noteworthy difference between their approcah to the issue of justice. Key Words: Qâdî Abd al-Jabbâr, Abû Ja’far al-Tûsî, Husn-Qubh, Divine Justice, Free Will. (shrink)

R. S. Peters on Education and Ethics reissues seven titles from Peters' life's work. Taking an interdisciplinary approach, the books are concerned with the philosophy of education and ethics. Topics include moral education and learning, authority and responsibility, psychology and ethical development and ideas on motivation amongst others. The books discuss more traditional theories and philosophical thinkers as well as exploring later ideas in a way which makes the subjects they discuss still relevant today.

R.G. Collingwood defined historical knowledge as essentially ‘scientific’, and saw the historian's task as the ‘re-enactment of past thoughts’. The author argues the need to go beyond Collingwood, first by demonstrating the authenticity of available evidence, and secondly, using Namier as an example, by considering methodology as well as epistemology, and the need to relate past thoughts to their present context. The ‘law of the consumption of time’ encourages historians to focus on landmark events, theories and generalisations, thus breaking from (...) Collingwood's emphasis on fidelity to past ideas and interpreting the past from the concepts of the present. This conflict can only be reconciled by the study of historiography. (shrink)

R.G. Collingwood defined historical knowledge as essentially ‘scientific’, and saw the historian's task as the ‘re-enactment of past thoughts’. The author argues the need to go beyond Collingwood, first by demonstrating the authenticity of available evidence, and secondly, using Namier as an example, by considering methodology as well as epistemology, and the need to relate past thoughts to their present context. The ‘law of the consumption of time’ encourages historians to focus on landmark events, theories and generalisations, thus breaking from (...) Collingwood's emphasis on fidelity to past ideas and interpreting the past from the concepts of the present. This conflict can only be reconciled by the study of historiography. (shrink)

Architect-scientist R. Buckminster Fuller talks about the discovery of the eternal pattern that is operative in the universe.

Open peer commentary on the article “On Climate Change Research, the Crisis of Science and Second-order Science” by Philipp Aufenvenne, Heike Egner & Kirsten von Elverfeldt. Upshot: Bringing second-order understandings to the doing of climate science is to be welcomed. In taking a second-order turn, it is imperative to reflect on reflection, or report authentically our doings and thus move beyond sterile debates about what ought to be or what second-order doings are or are not. The field of doing second-order (...) R&D is not a terra nullius, so exploring the full range and domains of praxis is warranted. (shrink)

A longish (12 page) discussion of Richard Sorabji's excellent book, with a further discussion of what it means for a theory of emotions to be a cognitive theory.

This is a first summary of the author's writing and publishing on the topic of fearism--and, Desh Subba's optimistic "philosophy of fearism.".

A project of the Gandhi Centennial Committee of Southern Illinois University, the book outlines the basic tenets of Gandhian philosophy as interpreted by Western thinkers, deals with problems of American education, and offers some reflec­tions on what kinds of solutions may be posed by educators, primarily at the university level. The Foreword and Epilogue are by two distinguished Indian educators, _K. L. Shrimali_, Vice-chancellor, and _N. A. Nikam_, former Vice-chancellor, University of Mysore.