The ongoing conflict between the economic imperative of stimulating consumption as part of the proliferation of neoliberal ideals of consumer supremacy and growing concern to increase environmental protection presents an opportunity to focus on consumption with respect to ethical behavior. Ethical concerns regarding purchasing and consumption behavior are addressed here in relation to the adoption of principles associated with temperance as applied to self-restraint in food purchase and consumption. The paper outlines theological links to the concept of temperance as applied (...) to environmental and health concerns. Employing a virtue ethics perspective, it examines people’s proactive attitudes that value the environment by adopting waste reduction behaviors. Within the context of normative ethics, it is asked: “Is temperance able to fulfill the role of a lever in consumers’ hands and thereby contribute to minimizing negative environmental impacts associated with food waste?” The research bears witness to the role that consumer behavior may play in promotion and application of temperance in daily life. Study results from a survey conducted in Romania extend the scant information on people’s food waste behavior in relation to religion, underscoring the relationship between religion, temperance-oriented behavior and environmental concerns. (shrink)

Discusses the different ways in which the concept of imagination has been construed, and provides fascinating glimpses of the role of imagination in the creation and management of Modernity.

Problem gambling is a growing public health issue in the UK. In this paper, we argue that football plays a problematic role in the promotion and normalisation of gambling. Given that sport broadcas...

This article explores the link between CEOs’ language and hubristic leadership. It is based on the precepts that leaders’ linguistic utterances provide insights into their personality and behaviours; hubris is associated with unethical and potentially destructive leadership behaviours; if it is possible to identify linguistic markers of CEO hubris then these could serve as early warnings sign and help to mitigate the associated risks. Using computational linguistics, we analysed spoken utterances from a sample of hubristic CEOs and compared them with (...) non-hubristic CEOs. We found that hubristic CEOs’ linguistic utterances show systematic and consistent differences from the linguistic utterances of non-hubristic CEOs. Demonstrating how hubristic leadership manifests in CEO language contributes to wider research regarding the diagnosis and prevention of the unethical and potentially destructive effects of hubristic leadership. This research contributes to the wider study of hubris and unethical leadership by applying a novel method for identifying linguistic markers and offers a way of militating against the risk of unethical and destructive CEO behaviours induced or aggravated by hubristic leadership. (shrink)

Popper proposes a technical concept of 'verisimilitude' as a test of the progressiveness of scientific theories. The paper attempts to show its uselessness and inapplicability on mathematical and practical grounds, As well as raising doubts about the value of any such attempt to give a mechanical test of scientific progress.

The solitary language user is again stalking the critical fields of Europe . This pre-social individual, abstracted from all social and historical context, has been seemingly revived after what many of us saw as a death-blow dealt by Wittgenstein in his analysis of the notion of following a rule , and his related discussions bringing out the impossibilities of a ‘private’ language—what has come to be known as Wittgenstein's ‘private language argument’. Just what a ‘private language’ is has become the (...) issue. Did Wittgenstein show that language-use and rule-following essentially and necessarily involved others, and were therefore necessarily social in character ? Or did his arguments bear only against the notion of a language which was essentially and necessarily private, one which could not in principle be taught to another? (shrink)

These thirteen articles provide theoretical and historically informed analyses of thepowerful currents that are shaping the late twentieth-century political and culturallandscape.

The paper aims to make out the incoherence of the distinction between and rigid separation of ‘the linguistic’ and ‘the extra‐linguistic’ as well as to absolve Wittgenstein from any commitment to it. Insistence on a descent from the abstract to a concrete discussion allows a connection to be made between Tractatus positions such as: ‘The limits of my language indicate the limits of my world.’ and ‘The world and life are one.’ and the Investigations: ‘What has to be accepted is (...) ‐ so one could say ‐ forms of life.’ From this a picture is developed of the intimate interconnection between language, practical life, and world. (shrink)

The paper aims to make out the incoherence of the distinction between and rigid separation of ‘the linguistic’ and ‘the extra‐linguistic’ as well as to absolve Wittgenstein from any commitment to it. Insistence on a descent from the abstract to a concrete discussion allows a connection to be made between Tractatus positions such as: ‘The limits of my language indicate the limits of my world.’ and ‘The world and life are one.’ and the Investigations: ‘What has to be accepted is (...) ‐ so one could say ‐ forms of life.’ From this a picture is developed of the intimate interconnection between language, practical life, and world. (shrink)

Many readers will be familiar with the power of stories to stimulate rich, ethically-focussed philosophical enquiry with communities of children and young people. This paper presents a view of the relationship between ethics and narrative that attempts to explain why this is the case. It is not an accident that moral matters are illuminated in stories, nor is the explanation for this fitness for purpose merely pragmatic, or a matter of convention. Narrative is at the heart of learning how to (...) live a good live and living that life. Unlike other forms of organising human experience, such as mathematics or science, narrative represents ethical experience particularly well. This is possible because of the logical structures of human experience that narrative successfully communicates and because of the human faculties that it successfully engages , which are the faculties we use in ethical life. Understood in this way, narrative is both a source, and a method of ethical knowledge and understanding. The implication of this claim is that narrative is is not only useful as a stimulus for ethical enquiry in the way in which delegates may be familiar. According to my account, telling and being told stories and exploring narrative features such as character and setting constitute a form of ethical enquiry in their own right. These activities require us to engage the same faculties at work in ethical life and in doing so, we gain ethically relevant experiences that reinforce, challenge and enlarge what we know and understand about the ethical world. However, we do not strive to grasp propositional knowledge through engaging with narratives as a source and method of knowledge and understanding. Books, plays and films on my account, do not have ‘a moral of the story’ that must be grasped and then internalised. What we learn through engagement with narrative is ethical perceptiveness. Perceptiveness in this sense, is knowing how to read and respond to the ethically salient features of a text or an everyday experience. It is a function of the use of our emotion and imagination in conjunction with the intellect. In light of these claims, I advocate ‘Narrative Ethical Enquiry’, a pedagogy that aims at three things I consider to be constitutive of perceptiveness: Ethical awareness: The active and self-conscious identification of the ethical content in stories. Narrative competence: The encouragement of sophisticated acts of giving and receiving stories, as an integral part of ethics education and not just as the basis for an exploration of issues in some other gear e.g. philosophical, legal, scientific, religious etc. Self-conscious enquiry: The recognition – by learners and teachers – of the potential of narratives and active use of narrative to gain ethical knowledge and understanding. Although ethical enquiry in PwC often begins with a story, this does not mean that narrative has been optimised in that educational encounter. Often in a PwC class that begins with a story, there is a hasty move made from an exploration of the detailed content of the story to the identification of one or two ethical concepts followed by the pursuit of understanding through conceptual analysis, the construction of prima facie axioms, principles and other theoretical constructs. All of which operate at a suitably high level of generality and abstraction. This is what philosophy does well, but in in doing so in ethical enquiry, it overlooks narrative features of a stimulus that can offer ethical illumination. Features such as the time and place in which the story takes place; the intentional and emotional states of certain characters; the contingency of certain events and the necessity of others; the uniqueness of the story as a singular whole including its particular details and simultaneously, the generic patterns of tragedy or parody that it assumes. An intellectualistic philosophical engagement with a story will typically neglect the faculties of emotion and imagination that enable us to fully access the ethical dimension of a story and in turn allow us to navigate the ethical dimension of every day life. I propose an approach to ethical enquiry that draws on the self-conscious and systematic clarity of philosophy and the richness, complexity and immediacy of narrative. Philosophical and narrative modes of understanding can - and often do - complement one another in PwC. In proposing Narrative Ethical Enquiry I simply advocate that this be acknowledged, understood and capitalised upon. (shrink)

This paper gives an account of some of the authors' experiences as a group of women academics, interested in exploring the patterns of women's paid employment in Northern Ireland and understanding its contribution both to their lives and to the dynamics of the local economy. It examines the form that feminist criticism of official statistics has taken in the UK context. Next, it considers the case of Northern Ireland as a specific context for the debate about and reform of statistical (...) practice. The authors argue that, while more use can be made of existing data sets, there need to be adjustments to customary practice so as better to reflect the reality of employment of women. (shrink)

As feudalism made God the source and the justification of its particular social arrangements and the guarantor of their eternity, so the bourgeois/capitalist order that dissolved and supplanted feudalism has used nature , drawing science into its ideological orbit, using science to found the new era's dominant world-view. My complaint against the concept of nature that has thus been given God's work to do is that it does not present itself honestly as a religious notion. It covers its transcendental tracks (...) and dresses in secular clothes. The notion of nature that has been imposed on us and the notion of its laws pretend both to stand over and yet to lie within, and even to constitute, the physical, secular world. That pretence to both a transcendental and a secular status cannot be maintained for long under examination, and what is surprising is how little critical examination it has been given. (shrink)

Ethical topics are attractive starting points for philosophical enquiry with children who must live and learn together in classrooms that accommodate a plurality of values. However the appealing familiarity, practicality and accessibility of certain ethical topics can obscure the challenges such sessions present to teachers and their students. The teacher’s role as facilitator of philosophical enquiry requires her to encourage open-ended, conceptually-focused dialogue, fuelled by questioning that, for the most part, ‘doesn’t offer any new ideas or information to the group (...) but simply attempts to make visible, clarify, or connect what has already emerged’. Even where a facilitator does introduce new information, ideas, questions, or lines of enquiry, these contributions are not designed to lead the class to a particular conclusion. The facilitator typically assumes a ‘self-effacing non-judgemental, and neutral role’ with regards to the verdicts reached by the children, intervening only where it will challenge the class to work harder and not to advance her own position. However the teacher also embodies the often-unarticulated role of ethical instructor. In this role she must inform, guide, praise, promote, encourage, incentivise, reward, uphold and police conventional standards of good character and conduct. When we examine these two roles in context as this paper does, we begin to feel the pull. How can a teacher create space in which ethical norms can be challenged – even rejected – in the spirit of intellectually vigorous philosophical enquiry whilst simultaneously upholding and reinforcing them as non-negotiable expectations? The paper argues that the tension between the roles of ‘teacher-as-philosophical-facilitator’ and ‘teacher-as-ethical-instructor’ is not intractable, in fact when acknowledged and better understood, the apparently competing demands of these roles can be dissolved leading to an enriched ethical education for children. (shrink)

This article outlines the rationale for a molecular genetic study of social behavior, and explains why social insects are good models. Summaries of research on brain and behavior in two species, honey bees and fire ants, are presented to illustrate the richness of the behavioral phenomena that can be addressed with social insects and to show how they are beginning to be used to study genes that influence social behavior. We conclude by considering the problems and potential of this emerging (...) field. (shrink)

Controversy surrounds several experiments that have addressed whether selective synaptic strengthening occurs during learning. To date, the evidence suggests that widespread alterations in synaptic strength, through either kindling or electroconvulsive shock, can disrupt this hypothetical process. The lack of evidence for selective modification of learning through LTP stimulation, however, provides difficulties for both the prevailing hypothesis and the hypothesis advanced by Shors & Matzel. Subsequent experiments may indicate a role for LTP in both learning and arousal.

The paper examines the character and historical source of the mystifications of the notions of Nature and Natural Kinds in the misguided attempt to turn Nature into a secular substitute for the role played by God in the previous theological framework of thought in order to turn it into a secular one in the period of the rise of science and scientific understanding. The role and function nature was given in this would-be replacement framework turned it into a quasi-deity governing (...) the world from outside and generated the mechanical world-view in which humans were mere cogs. Against this is set Aristotle's conception of Nature and the Natural as simply 'what happens by and large and for the most part'--a description and not an explanation. (shrink)

Determinism is a spectre that has haunted our scientifically-oriented culture from the beginning. I happen to think that it is literally a ‘spectre’, a trick of the vision, an appearance with an internal cause only, and that it is no more than the ghost of our own conceptual determinations projected outward into a world in which it has no place and no proper being. From one point of view it is no more than an alienated fantasy involving a number of (...) incoherent assumptions. Of these, one of the most important, and one of the most deeply eroded by much contemporary work, is the assumption that science and scientific understanding is a potentially completable system. From another point of view, however, the deterministic picture seems an inevitable product of scientific activity. (shrink)

Determinism is a spectre that has haunted our scientifically-oriented culture from the beginning. I happen to think that it is literally a ‘spectre’, a trick of the vision, an appearance with an internal cause only, and that it is no more than the ghost of our own conceptual determinations projected outward into a world in which it has no place and no proper being. From one point of view it is no more than an alienated fantasy involving a number of (...) incoherent assumptions. Of these, one of the most important, and one of the most deeply eroded by much contemporary work, is the assumption that science and scientific understanding is a potentially completable system. From another point of view, however, the deterministic picture seems an inevitable product of scientific activity. (shrink)

Abstract The paper examines the differences between Kuhn's account, in The Structure of Scientific Revolutions, of the sciences as necessarily communal activities with internally set standards of procedure and achievement, and that view of the sciences which calls itself ?Scientific Realism? and regards them as striving toward, and perhaps asymptotically approaching, some external and objective reality that bestows truth or falsity on scientific theories. The main argument turns on Poincaré's demonstration that Newton's Second Law (f = ma) is not a (...) testable, provable proposition with a truth value, but something that is simply adopted. It is adopted in the light of experience, certainly, but there is no logical necessity in the adoption. My suggestion is that it is a ?way of looking? and ?a method of analysis? and that the necessity of its adoption by any individual lies in its being a necessary condition of entry into the scientific community. That community itself adopts ways of looking or methods of analysis for their fruitfulness in dealing with old problems and defining new ones. Incoherences in the ?approach? account of scientific progress are looked at, and the individualistic assumptions that motivate it. These require the sciences to be presented as the source and basis of agreement and community amongst separated individuals. This picture and its requirement inverts reality as well as Kuhn's account, which makes community and agreement the starting point. The notion of reality as a transcendental convergence point becomes redundant. The old problem of the incommensurability of paradigms is discussed by relating them to the notions of ways of looking and methods of analysis. These may be incompatible in that one cannot look at things in two different ways at once, but at the same time they cannot be measured on any common scale. (shrink)

_Philosophy and Mystification_ reflects on the nature, methods and resources of philosophic enquiry are carefully grounded in the central problems that have dogged Western philosophy in the modern era: logical necessity, machine intelligence, the relation of science and religion, determinism, scepticism and the questions of foundations and origins.