In defending his interest-relative account of knowledge in Knowledge and Practical Interests (2005), Jason Stanley relies heavily on intuitions about several bank cases. We experimentally test the empirical claims that Stanley seems to make concerning our common-sense intuitions about these bank cases. Additionally, we test the empirical claims that Jonathan Schaffer seems to make in his critique of Stanley. We argue that our data impugn what both Stanley and Schaffer claim our intuitions about such cases are. To account for these (...) results, one must develop a better conception of the connection between a subject's interests and her body of knowledge than those offered by Stanley and Schaffer. (shrink)

The traditional philosophical doctrine of double effect claims that agents’ intentions affect whether acts are morally wrong. Our behavioral study reveals that agents’ intentions do affect whether acts are judged morally wrong, whereas the temporal order of good and bad effects affects whether acts are classified as killings. This finding suggests that the moral judgments are not based on the classifications. Our results also undermine recent claims that prior moral judgments determine whether agents are seen as causing effects intentionally rather (...) than as side effects. (shrink)

This dissertation argues that corporate moral responsibility can be an element of functioning corporations and is a choice that society can make. Although many in the lay community would say that of course corporations should attend to moral questions, the philosophy of how this can be rightly said is controversial. Section one (first three chapters) gives an account of the nature of functioning business corporations involving the readily observable facts about a corporation doing business, and a tripartite model of the (...) corporation is presented. The tripartite model consists in 1) the legal entity that owns assets and liabilities, 2) a group of persons contracted to the legal entity and 3) a set of roles and relationships between the corporate associates and the legal entity. Additionally, an account of the main extant theories of the nature of corporations and their inability to account for the readily observable facts of corporations is argued. The conclusion is that the corporation, as a tripartite model, is best served by a theory that designates it as a real entity apart from but dependent on its employees. Chapter three answers the question, ‘What type of real entity is a corporation?’, using John Searle’s theory of social ontology to show that corporations are institutional facts, a social entity. The second part of the thesis argues that corporations have moral dispositions analogous to those held by natural persons and maintains that it is these that allow corporate entities to be capable of moral concern. A constitutive rule is introduced, ‘moral company rule’, that may be used as a guide for society to assess the extent of corporate moral responsibility. An account of the powers and responsibilities corporations would have if the moral company rule was followed is presented. Additionally, the dilemma for society, to insist on corporate moral responsibility or preserve the status quo, is explored. The last chapter recapitulates the argument for corporate moral responsibility to illustrate the two aims of this thesis: first to give a clear understanding of the functioning business corporation as a real entity with a series of moral dispositions, and second to show that society has a choice to insist that these moral dispositions are used in business. (shrink)

Education, Religion and Society celebrates the career of Professor John Hull of the University of Birmingham, UK, the internationally renowned religious educationist who has also achieved worldwide fame for his brilliant writings on his experience, mid-career, of total blindness. In his outstanding career he has been a leading figure in the transformation of religious education in English and Welsh state schools from Christian instruction to multi-faith religious education and was the co-founder of the International Seminar on Religious Education and values. (...) John Hull has also made major contributions to the theology of disability and the theological critique of the "money culture." This volume brings together leading international scholars to honour John Hull's contribution, with a focus on furthering scholarship in the areas where he has been active as a thinker. The book offers a critical appreciation of his contribution to religious education and practical theology, and goes on to explore the continuing debate about the role of religious education in promoting international understanding, intercultural education and human rights education. A possible basis for integrating Islamic education into Western education is suggested and the contribution of the philosophy of religion to pluralistic religious education is outlined. The contributors also deal with issues relating to indoctrination, racism and relationship in Christian religious aspects, and examines aspects of the the theology of social exclusion and disability. (shrink)

In important respects measurement practices underlay both the Second Scientific Revolution and the Second Industrial Revolution. Such practices, using increasingly accurate and precise instruments, both turned laboratories into factories for the production of exact measurement and also made factories the sites of laboratory-type and laboratory-quality measurement. Those who had learnt the protocols of precise, instrumentational measurement in university science and engineering classrooms, used those instruments and their skills to monitor and control industrial production, exchange technical data within and among firms (...) and formulate and implement technical standardization in industry. That these instruments measured not natural phenomena but technological ones made them no different in kind from what are more conventionally regarded as scientific instruments. Some indeed were simply instruments developed for scientific investigation and adapted for industrial use while others were created specifically for particular industrial applications. But more than the purely technical was going on in the use of those instruments. In addition to their function of producing knowledge they were also, in industrial production, instruments of hegemony – hegemony which, as Gramsci reminds us, begins in the factory. Among the lesser known of these devices is the freeness tester, used in production to control the manufacture of pulp and also in industrial research laboratories for the investigation of the pulping process. The Canadian Standard Freeness Tester (CSFT), developed at a Canadian government research facility on the campus of McGill University in the 1920s, quickly became a standard instrument in the pulp mills of North America and gained wide acceptance in other countries; it remains in use to this day. An understanding of its creation and function can provide a useful case study of the general observations discussed above. (shrink)

In their insatiable thirst for funding, contemporary universities eagerly cast themselves as important agents of economic well-being. While the particular contexts and forms for this agency may be novel, such a role is not. Historians have long identified the significance of academic institutions to economic development at a number of levels. At the national level, the importance of the Technische Hochschulen and the Land Grant colleges to German and American leadership in the Second Industrial Revolution is well known while the (...) significance of its system of higher education to a putative British industrial decline is more controversial. At the sub-national level, taking the example of Ontario, Canada, McKillop observes that “an adjustment of universities to the conditions and requirements of industrial life was an essential ingredient in economic competition and development,” with no university “untouched by the province’s industrial revolution and the secular gospel of research.” At the municipal level, in their study of three US cities, Kargon and Knowles have seen local institutions of higher education “reacting quickly and creatively to unpredictable demands for expertise.” It is this function of universities, or rather of their professoriates, as sources of local expertise which forms the focus of this paper. (shrink)

The image of God in the Bible is a projection of the normal human, raised to the highest degree. This excludes the human body which is different. Knowledge itself is based in bodily experience, and a starting place for a theology of disability may be found in the phenomenology of different bodies. When philosophers and theologians use the image of the face of God, this hegemony of the average is particularly noticeable. Blind people are only one of a number of (...) human experiences without the face, and if the theological tradition is to be redeemed from the dominance of exclusion, the image of God must be poly-anthropomorphic rather than uniform. (shrink)