This article is primarily a study of the group selection controversy, with special emphasis on the period from 1962 to the present, and the rise of inclusive fitness theory. Interest is focused on the relations between individual fitness theory and other fitness theories and on the methodological imperatives used in the controversy over the status of these theories. An appendix formalizes the notion of "assertive part" which is used in the informal discussion of the methodological imperatives elicited from the controversy.

The question "what is (are) the unit(s) of selection" can be interpreted in three different ways. These interpretations are discussed and it is shown that they prompt different answers; such units are shown to be individuals in the context of the given interpretation. One of these interpretations is argued, by examples, not always to have an unambiguously correct answer. An alternative approach to this question is sketched.

Catholic business schools may better fulfill their religious mission by integrating Catholic social ethics into the business curriculum. But doing so presents a challenge to many business instructors who are unfamiliar with the Catholic ethical tradition. The purpose of this paper is to helpovercome this difficulty by describing a pedagogy the author has used successfully to integrate Catholic social ethics into the business ethics course. The pedagogy utilizes the Model of Integrated Course Design, the Method of Shared Inquiry, and a (...) model of moral behavior grounded in the student’s worldview. This framework makes plausible a learning goal of increasing not only students’ moral awareness and moral reasoning, but their moral motivation as well—a goal particularly appropriate to a Catholic management education. Attitudes of students toward the course are examined and implications drawn for implementing it in the curriculum. (shrink)

Catholic business schools may better fulfill their religious mission by integrating Catholic social ethics into the business curriculum. But doing so presents a challenge to many business instructors who are unfamiliar with the Catholic ethical tradition. The purpose of this paper is to helpovercome this difficulty by describing a pedagogy the author has used successfully to integrate Catholic social ethics into the business ethics course. The pedagogy utilizes the Model of Integrated Course Design, the Method of Shared Inquiry, and a (...) model of moral behavior grounded in the student’s worldview. This framework makes plausible a learning goal of increasing not only students’ moral awareness and moral reasoning, but their moral motivation as well—a goal particularly appropriate to a Catholic management education. Attitudes of students toward the course are examined and implications drawn for implementing it in the curriculum. (shrink)

Ample research demonstrates that parents’ experience-based mental representations of attachment—cognitive models of close relationships—relate to their children’s social-emotional development. However, no research to date has examined how parents’ attachment representations relate to another crucial domain of children’s development: brain development. The present study is the first to integrate the separate literatures on attachment and developmental social cognitive neuroscience to examine the link between mothers’ attachment representations and 3- to 8-year-old children’s brain structure. We hypothesized that mothers’ attachment representations would relate (...) to individual differences in children’s brain structures involved in stress regulation—specifically, amygdala and hippocampal volumes—in part via mothers’ responses to children’s distress. We assessed 52 mothers’ attachment representations and children’s brain structure. Mothers’ secure base script knowledge was significantly related to children’s smaller left amygdala volume but was unrelated to hippocampal volume; we found no indirect links via maternal responses to children’s distress. Exploratory analyses showed associations between mothers’ attachment representations and white matter and thalamus volumes. Together, these preliminary results suggest that mothers’ attachment representations may be linked to the development of children’s neural circuitry related to stress regulation. (shrink)