Meta-analytic findings have suggested that individual differences are relatively weaker predictors of academic dishonesty than are situational factors. A robust literature on deviance correlates and workplace integrity testing, however, demonstrates that individual difference variables can be relatively strong predictors of a range of counterproductive work behaviors (CWBs). To the extent that academic cheating represents a kind of counterproductive behavior in the work role of "student", employment-type integrity measures should be strong predictors of academic dishonesty. Our results with a college student (...) sample showed that integrity test scores were moderate to strong correlates of self-reported academic cheating and that these relationships persisted even after controlling for a variety of measurement concerns such as item format similarity, concurrent assessment, and socially desirable responding. Implications for institutional honor codes and the broader relations between educational and workplace dishonesty are discussed. (shrink)

It is sometimes said that reasoning, thought and judgement essentially involve action. It is sometimes said that they involve spontaneity, where spontaneity is taken to be connected in some constitutive way with action-intentional, voluntary and indeed free action. There is, however, a fundamental respect in which reason, thought and judgement neither are nor can be a matter of action; and any spontaneity they involve can be connected with freedom only when the word 'freedom' is used in the Spinozan-Kantian sense according (...) to which freedom is a matter of 'rational necessitation', determination by reason. (shrink)

Fiction has been of concern to both the aesthetician and the ontologist. The former is concerned with the criteria or standards by which we judge the aesthetic worth of a fictional work, the latter with whether our ontology must be enlarged to include possible or imaginary worlds in which are housed the characters and incidents referred to and depicted in such works. This is a paper on the ontology of fiction. It will attempt to answer these ontological questions concerning truth (...) and reference in fiction by clarifying the use of language. Our paradigm case of the fictive use of language will be one in which the story-teller orally relates the fictional story in the presence of his audience, rather than one in which he inscribes his story so that it may be read at a later date. The value of considering the use of language in a face-to-face situation is that it brings before us in their full explicitness all of the different facets of a speech act, many of which often lie dormant in non-face-to-face uses and therefore are hard to discover from a consideration of such uses. (shrink)

God -- On the cognitivity of mystical experiences -- The problem of evil -- God eternal and Paul helm -- A new cosmological argument, co-authored with Alexander Pruss -- A response to oppy and to Davey and Clifton -- Co-authored with Alexander Pruss -- The ecumenicalism of William James -- Time -- Is it now now? -- McTaggart's analysis of time -- The egocentric particular and token-reflexive analyses of tense -- The impossibility of backward causation -- An identity theory of (...) the A- and B-series -- Co-authored with Michelle Beer -- Disanalogies between space and time -- Nonbeing -- Negative statements -- On what there isn't -- Nonbeing and the receptacle -- Could logical space be empty? (shrink)

This volume brings together a distinguished, international list of scholars to explore the role of the learner's intention in knowledge change. Traditional views of knowledge reconstruction placed the impetus for thought change outside the learner's control. The teacher, instructional methods, materials, and activities were identified as the seat of change. Recent perspectives on learning, however, suggest that the learner can play an active, indeed, intentional role in the process of knowledge restructuring. This volume explores this new, innovative view of conceptual (...) change learning using original contributions drawn from renowned scholars in a variety of disciplines. The volume is intended for scholars or advanced students studying knowledge acquisition and change, including educational psychology, developmental psychology, science education, cognitive science, learning science, instructional psychology, and instructional and curriculum studies. (shrink)

In discussing Socrates's argument for Plato's principle of change in the Phaedo, Syrianus asks, To what kind of opposites is Socrates referring? I offer a new answer to Syrianus's question. I start from David Sedley's view that the opposites in question are converse contraries, which behave as converses in comparative contexts. I show that the quantitative pairs that Socrates cites fit Sedley's view because they are implicit comparatives. Nonetheless, I argue that Socrates's evaluative pairs are better understood as asymmetrical opposites (...) because the Phaedo and the Republic reveal that these pairs have independent, not relational, meanings. So my answer to Syrianus's question is that implicit comparatives and asymmetrical opposites are the kinds of opposites to which Socrates is referring. (shrink)

Narrative ambiguity is a deliberate stylistic device which engages the reader, seizes the imaginative processes, and creates an interaction with the characters of the story that a more explicitly detailed account does not allow to happen.

Three of the United Nations Millennium Development Goals to eradicate poverty are very much inter-related: ‘Promote gender equality and empower women,’ ‘Reduce child mortality,’ and ‘Improve maternal health.’ Although the biblical text has often been used to subordinate and oppress women, it can be a resource to empower women who live and give birth in conditions of grinding poverty. Put in the mouths of pregnant women, the Song of Hannah and Mary’s Magnificat envision a reversal of hierarchies, in which ‘The (...) Lord raises up the poor from the dust and lifts the needy from the ash heap.’ Attention will be paid to the social pre-exilic and Palestinian contexts of exploitation to which these songs speak. (shrink)

I am concerned that, in our quest to end discrimination, we as feminists may be concentrating too much on equality and ignoring more basic issues of social justice. I argue that we must not lose sight of where we as a society are going in the effort to make sure we all get there together. The primary goal, after all, is not simply for women to get what men have, but justice for all.

In this paper, I make a case for interpreting the Lysis as a dialogue of definition, designed to answer the question of “What is a friend?” The main innovation of my interpretation is the contention – and this is argued for in the paper – that Socrates hints towards a definition of being a friend that applies equally to mutual friendship and one-way attraction – the two kinds of friend relation very clearly identified by Socrates in the dialogue. The key (...) to understanding how the two different kinds of friendship can have a common definition is to appreciate that the property of being a friend has a relational character. (shrink)

Practice Theory and Education challenges how we think about practice, examining what it means across different fields and sites. It is organised into four themes: discursive practices; practice, change and organisations; practising subjectivity; and professional practice, public policy and education. Contributors to the collection engage and extend practice theory by drawing on the legacies of diverse social and cultural theorists, including Bourdieu, de Certeau, Deleuze and Guattari, Dewey, Latour, Marx, and Vygotsky, and by building on the theoretical trajectories of contemporary (...) authors such as Karen Barad, Yrjo Engestrom, Andreas Reckwitz, Theodore Schatzki, Dorothy Smith, and Charles Taylor. The proximity of ideas from different fields and theoretical traditions in the book highlight key matters of concern in contemporary practice thinking, including the historicity of practice; the nature of change in professional practices; the place of discursive material in practice; the efficacy of refiguring conventional understandings of subjectivity and agency; and the capacity for theories of practice to disrupt conventional understandings of asymmetries of power and resources. Their juxtaposition also points to areas of contestation and raises important questions for future research. Practice Theory and Education will appeal to postgraduate students, academics and researchers in professional practice and education, and scholars working with social theory. It will be of particular interest to those who wish to move beyond the limiting configurations of practice found in contemporary neoliberal, new managerialist and narrow representationalist discourses. ". (shrink)

Review of Graham Oppy *Ontological Arguments and Belief in God*.

A rigorous extension of the full Lorentz group is found which is parameterized by interframe velocities v(t) and which reduces to Special Relativity for acceleration-free cases and to Galilean relativity for low velocity cases. Full group properties are exhibited. Four-momentum is defined and particle masses are shown to be invariants. Four-force is introduced and pseudoforces are shown to enter the equations of particle dynamics. Maxwell's equations are shown to take on pseudocurrent terms in accelerating frames. A four-vector Green function solution (...) to the modified Maxwell equations is presented. Finally, a discussion is offered concerning philosophical questions such as the operational definition of time. (shrink)

§ 1. The dates for Peisistratus’ reigns and exiles in the Athenaion Politeia, as given in the papyrus, which is the sole authority for the text, are as follows.