Investors with a pro-social or sustainability agenda increasingly attempt to influence firm managers to adopt socially responsible behavior, either through positive/reward tactics or negative/punishment tactics. This paper considers how investors can use each approach to differentially influence managers to make more CSR investments. The paper uses game theory with an all-pay contest structure to model how a large institutional investor could reward firms for CSR activities by creating a socially responsible investment fund (reward contest) or punish firms via shareholder activism (...) (punishment contest). We identify conditions under which the punishment contest induces a higher level of CSR activity among firms compared to the reward contest. Managers bearing substantial private costs stemming from the activism is one such condition. Spillover effects are seen as the other managers in the economy engage in CSR to avoid being punished by the investor’s activism. This level of engagement is not the case when rewards are used—only those managers with an expectation of being rewarded increase their CSR activity in that scenario. This suggests, for example, that incorporating thresholds or tiers (e.g. gold, silver, and bronze-level winners) can increase the effectiveness of reward contests. Implications for designing both positive and negative CSR inducements are explored. We also identify the ethical dilemmas that relate to such influence attempts. (shrink)

This research examined the relationship between teachers? empathy and perceptions of their school?s culture. Teachers? ability to change their school?s culture might be limited by their inability to interpret and respond appropriately to student behaviour. As teachers? empathic abilities increase, it seems likely that they would be better able to understand and respond appropriately to their students. Teachers? perspective?taking was positively associated with their positive perceptions of student?peer relations, school norms and educational opportunities. Teachers? personal distress was negatively related to (...) student?peer relations. Empathy was unrelated to student?teacher relations. It is postulated that it takes more than just empathy to be able to negotiate the complex relationship between student and teacher. With teacher training programmes currently focusing on teacher dispositions, such programmes need to focus more on training future teachers to recognise and exercise their cognitive and emotional empathic capacities. (shrink)

This book is a logical analysis of genocidal intent, which analyzes the necessary theoretical framework needed to understand its complex structure.

This book is a logical analysis of genocidal intent, which analyzes the necessary theoretical framework needed to understand its complex structure.

The significance of educational research is today predicated on its ability to engage with the ecological, economic, and political challenges of the anthropocene, for where we might take seriously education’s commitment to the future necessitates a sustained encounter with the implications and questions raised in the wake of ‘our’ mutated planetary ecology. To repeat in the image of those educational practices, models and patterns of thinking that have contributed to the contemporary ecological crisis of the planet falls gravely short of (...) apprehending what it might entail to live in the contemporary moment. Yet further, where education is intimate to teleology, it is today clear that the image of the future posited educationally has fallen out of synch with the ‘outside thought’ of ecocatastrophe, or rather, our being ‘thought’ from the inhuman perspective of a planet destined to go on without us. Educationally, this threat poses a quite remarkable opportunity, for where human thought might be doomed to extinction, the question of how and where we might think assumes urgency. In this vein, this essay explores the wisdom that ‘we’ are and will be thought from perspectives alien to human desire becomes a catalyst for how educational research might be rethought otherwise in a more-than-human world. (shrink)

Realizing a comprehensive approach to evidence-based practice in psychology requires the collaboration of academic researchers and practicing clinicians. Increased collaboration is likely to contribute to the growing trend of multi-investigator projects, multiple-authored publications, and the subsequent conflicts regarding authorship credit and order. Recommendations and guidance on determining authorship credit and order are available in the literature; however, few concrete tools are available to assist in determining authorship credit and order. A model policy on authorship is presented. The model policy was (...) derived from recommendations published in the literature, in ethical standards, and in the editorial policies of both psychological and the biomedical fields. The model policy can be adopted by academic and clinical organizations, and is a useful tool for preventing authorship conflicts and encouraging collaboration in clinical research. (shrink)

What is?Curriculum Theory articulates the problematic of difference, diversity, and multiplicity in contemporary curriculum thought. More specifically, this essay argues that the conceptualization of difference that dominates the contemporary curriculum landscape is inadequate to either the task of ontological experimentation or the creation of non-representational ways for thinking a life. Despite the ostensible radicality ascribed to the curricular ideas of difference and multiplicity, What is?Curriculum Theory argues that these ideas remain wed to an structural or identitarian logic that derives difference (...) from the a priori conditions of the possible. Further, this essay argues that the orthodox conceptualization of difference in contemporary curriculum studies is complicit with the capitalist commitment to quantitative multiplicity, or rather, the proliferation of ‘multiple consumer choices’. Following this problematic, the task of this paper is oriented to the conceptualization of difference adequate to the creation of a people yet-to-come, or rather, a people for which no prior image exists. To accomplish this, What is?Curriculum Theory draws upon Deleuze’s Bergsonism in order to advance a conceptualization of difference that breaks from modes of dialectical negation and contradiction particular to the tyranny of representational thinking. Articulating an image of difference that no longer accords to the possible, this essay composes a thought experiment conceptualizing a pedagogical life in a manner that explicates the transversal relationship between the actual and the virtual. (shrink)

Balthasar Hubmaier is often called ‘the theologian of the Anabaptists’ for he was the only early Anabaptist leader with an earned doctorate. The former Catholic priest embraced the reforming thought of Erasmus, Zwingli, and eventually Zwingli’s former pupils and led the Moravian city of Nikolsburg to become a bastion of Anabaptist thought and practice. The multi-dimensional religious landscape both afforded Hubmaier the opportunity and compelled him to author the first Anabaptist catechism. Through the work, Hubmaier articulated a clear and succinct (...) portrayal of Anabaptist theology and ecclesiology summed up in the Erasmian tenet of the love of God and neighbor. (shrink)

An innovative and original study of the history, moral phenomenology and reliability of the concept of conscience.

This work examines the impoverished image of life presupposed by the legacy of transcendent and representational thinking that continues to frame the limits of curricular thought. Analyzing the ways in which modern institutions colonize desire and overdetermine the life of its subject, this book draws upon the anti- Oedipal philosophy of Gilles Deleuze, revolutionary artistic practice, and an unorthodox curriculum genealogy to rethink the pedagogical project as a task of concept creation for the liberation of life and instantiation of a (...) people yet to come . This book invites academics, artists, and graduate students to engage the contemporary struggles of curriculum theory, educational philosophy, and pedagogical practice with a new set of conceptual tools for thinking radical difference. (shrink)

This article examines a largely neglected theme in Kant scholarship, which concerns the importance of conscience in understanding Kant’s account of moral imputation. It is my contention that conscience, contrary to many traditional interpretations of Kant, plays a central role in grasping the lived experience of moral agency insofar as it brings into light the burden that autonomy places upon us. When approached from this angle, Kant’s account of conscience, far from undermining the coherence of his position, actually bolsters it (...) by showing his sensitivity to the ambiguity that underlies our moral experiences as embodied agents. The reason that conscience plays such a pivotal role for Kant stems from its intermediating function, which serves to reflect both the ontological reality of freedom, as well as that of the summum bonum, the relationship between happiness and virtue. What the Kantian account of conscience attests, then, is that it is only in discerning the limits imposed by our own facticity—our vulnerability as willing beings—that the weight of autonomy can properly reveal itself as the inexorable trial of being free. (shrink)

Deleuze & Guattari, Politics and Education mobilizes Deleuzian-Guattarian philosophy as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to Western thought. Operationalizing Deleuze and Guattari's challenge to contemporary philosophy, this book presents their view as a revolutionary alternative to the lingering forms of transcendence, identity politics, and nihilism endemic to the current state of Western formal education. This book offers an experimental approach to theorizing, creating an entirely new way for educational theorists to approach (...) their work as the task of revolutionizing life itself. Examining new conceptual resources for grappling with and mapping a sustainable political alternative to the cliche's that saturate contemporary educational theory, this collection of essays works toward extracting a genuine image of education and learning that exists in sharp contrast to both the neo-liberal educational project and the critical pedagogical tradition. (shrink)

Two years ago, like many of my peers, the years of preparation to become a medical student culminated in one single act: the white coat ceremony. After awkwardly lowering myself before my dean with arms extended behind me, my ephemeral initiation into medicine passed as we both wrestled the coat on. I did not think much about the white coat after the white coat ceremony, but something began to itch my neck every time I wore my coat. It was not (...) the tag, but the words printed on it; ‘Made In Pakistan’. The tag was not bothersome because of a jingoistic need for American-made goods, but instead because of the incongruity between the Oath of Geneva’s pledge to ‘maintain the utmost respect of human life’ and the known human rights transgressions of the Pakistani garment industry. In 2012, a factory fire in Karachi claimed the lives of nearly 300 workers.1 Nearly 3 years after the fire, many families are still awaiting long-term compensation for their losses.2 Unfortunately, these poor standards are globally pervasive in the garment industry. The garment supply chain is so convoluted by subcontracting that production may …. (shrink)

An innovative and original study of the history, moral phenomenology and reliability of the concept of conscience.

Helping students think more critically, communicate ideas more effectively, and work more cooperatively with others are goals widely recognized as indispensable to a proper education. Adventures in Reasoning: Communal Inquiry Through Fantasy Role-Play provides middle school, high school, and even post-secondary teachers with a method to cultivate these crucial skill sets in a way that is engaging, academically rigorous, and also fun.

My article utilizes the insights of F. W. J. Schelling’s work on aesthetics to explain the unique appeal of cave painting for people of the Upper Paleolithic,focusing mostly on the caves of Chauvet and Lascaux. Schelling argues that the unique value of artistic practices comes in the way they reconcile agents withtheir deepest ontological contradictions, namely, the tension between biological necessity and human freedom. I argue that the cave paintings of Chauvet andLascaux fit well with Schelling’s approach and his insight (...) that art seeks to reveal the contradictory capacities of self-conscious beings in a state of fundamentalattunement rather than in discordance and disharmony. My contention is that in taking this approach, whereby aesthetic practices engender an intuition of theabsolute identity between nature and mind, we can better explain why the practice of cave painting endured for over twenty-thousand years as one common styleof artistic practice. (shrink)

My paper utilizes the insights of F.W.J Schelling’s work on aesthetics to explain the unique appeal and power that aesthetic experience held for people of the Upper Paleolithic. This appeal is revealed most dramatically in the cave paintings of Chauvet and Lascaux. According to Schelling, genuine artistic activity expresses a fusion of the unconscious (der Bewußtlosen) and the symbolic (die Symbolik), which is irreducible to any other experience or product. This fusion creates a unique experience of self-transcendence and reintegration that (...) affirms the continuity between consciousness and the natural world. Consequently, genuine aesthetic products never have any simple pragmatic or utilitarian motive, but result from reconciling the deepest contradictions of the human experience. I argue that it is this experience of continuity and re-integration that is captured in the cave paintings of Chauvet and Lascaux, and which confirms the irreducible power of the aesthetic. (shrink)

Although many scholars have recognized the pivotal importance that the notion of conscience plays in Hegel’s thought, much of the scholarship surrounding this notion has remained piecemeal. Dean Moyar’s book Hegel’s Conscience breaks new ground on this subject in offering a comprehensive analysis of the indispensable role that conscience plays in Hegel’s philosophy, demonstrating not only its foundational place for Hegel’s approach to ethics, but also the contemporary relevancy of Hegel’s account for understanding the performative character of practical reason. Despite (...) the novelty and intellectual rigor of Moyar’s position, my essay “Translating Convictions into a Clear Conscience” argues that in confining his approach to a “cognitivist” interpretation of conscience, Moyar ends up neglecting the richness and existential depth of Hegel’s discussion. And so although Moyar’s interpretation is clear, succinct, and plausible, it accomplishes this by overlooking much of Hegel’s original phenomenological fidelity to the actual experience of conscience. (shrink)

In recent decades few moral concepts have suffered as much neglect at the hands of ethicists as the notion of conscience. My paper argues that this neglect is largely in reaction to an ‘authoritarian’ conception of conscience that is outdated and based on a naïve faculty psychology. When construed in terms of a narrative of self-integration, in which conscience designates our struggle to balance the affective and cognitive dimensions of moral experience, its neglect appears unjustified. It is my contention that (...) the phenomenon of conscience discloses the experience of moral agency in a way that is highly instructive, and that we miss a valuable window into moral behavior by ignoring it. In order to make this case I argue that the most serious criticisms of conscience—that it has no justifiablemoral criteria, clear distinguishing ‘identity,’ or motivating power—are leveled against a largely obsolete and essentialist reading of conscience. Once we see that ‘having a conscience’ refers to how people contend with the multiple moral warrants that anchor their own sense of accountability, and not some timeless moral intuition, the indispensability of the concept becomes clear. (shrink)

This edited book explores the under-analyzed significance and function of paranoia as a psychological habitus of the contemporary educational and social moment. The editors and contributors argue that the desire for epistemological truth beyond uncertainty characteristic of paranoia continues to profoundly shape the aesthetic texture and imaginaries of educational thought and practice. Attending to the psychoanalytic, post-psychoanalytic, and critical significance of paranoia as a mode of engaging with the world, this book further inquires into the ways in which paranoia functions (...) to shape the social order and the material desire of subjects operating within it. Furthermore, the book aims to understand how the paranoiac imaginary endemic to contemporary educational thought manifests itself throughout the social field and what issues it makes manifest for teachers, teacher educators, and academics working toward social transformation. (shrink)

Abstract We use a controlled laboratory experiment design to test rational choice theory on student whistleblowing. We examine reporting costs by comparing actual reporting behavior under anonymous and non-anonymous reporting channels. Reporting benefits are explored by considering the influence on reporting of group versus individual reward systems. We find that the type of reporting channel does not significantly influence student reporting behavior. Rewarding students based on group test scores results in significantly higher reporting rates compared to a system rewarding students (...) based on individual test scores. Our laboratory research design allows for the measurement of actual reporting. The high reporting rates in this study emphasize the importance of clearly stating what is considered to be unethical behavior and directly asking students about their ethical environment. Content Type Journal Article Pages 1-14 DOI 10.1007/s10805-012-9154-7 Authors Iris Jenkel, St. Norbert College, De Pere, WI, USA Jason J. Haen, St. Norbert College, De Pere, WI, USA Journal Journal of Academic Ethics Online ISSN 1572-8544 Print ISSN 1570-1727. (shrink)

Short-term limb immobilization results in skeletal muscle decline, but the underlying mechanisms are incompletely understood. This study aimed to determine the neurophysiologic basis of immobilization-induced skeletal muscle decline, and whether repetitive Transcranial Magnetic Stimulation could prevent any decline. Twenty-four healthy young males underwent unilateral limb immobilization for 72 h. Subjects were randomized between daily rTMS using six 20 Hz pulse trains of 1.5 s duration with a 60 s inter-train-interval delivered at 90% resting Motor Threshold, or Sham rTMS throughout immobilization. (...) Maximal grip strength, EMG activity, arm volume, and composition were determined at 0 and 72 h. Motor Evoked Potentials were determined daily throughout immobilization to index motor excitability. Immobilization induced a significant reduction in motor excitability across time. The rTMS intervention increased motor excitability at 0 h. Despite daily rTMS treatment, there was still a significant reduction in motor excitability, loss in EMG activity, and a loss of maximal grip strength after immobilization. Interestingly, the increase in biceps and posterior forearm skinfold thickness with immobilization in Sham treatment was not observed following rTMS treatment. Reduced MEPs drive the loss of strength with immobilization. Repetitive Transcranial Magnetic Stimulation cannot prevent this loss of strength but further investigation and optimization of neuroplasticity protocols may have therapeutic benefit. (shrink)

Appearing in English for the first time, Schelling’s 1842 lectures develop the idea that many philosophical concepts are born of religious-mythological notions.

© 2017. The American Astronomical Society. All rights reserved.We present new observations of the low-mass companion to HD 984 taken with the Gemini Planet Imager as a part of the GPI Exoplanet Survey campaign. Images of HD 984 B were obtained in the J and H bands. Combined with archival epochs from 2012 and 2014, we fit the first orbit to the companion to find an 18 au orbit with a 68% confidence interval between 14 and 28 au, an eccentricity (...) of 0.18 with a 68% confidence interval between 0.05 and 0.47, and an inclination of 119°with a 68% confidence interval between 114°and 125°. To address the considerable spectral covariance in both spectra, we present a method of splitting the spectra into low and high frequencies to analyze the spectral structure at different spatial frequencies with the proper spectral noise correlation. Using the split spectra, we compare them to known spectral types using field brown dwarf and low-mass star spectra and find a best-fit match of a field gravity M6.5 ±1.5 spectral type with a corresponding temperature of K. Photometry of the companion yields a luminosity of log=2.88 ± 0.07 dex with DUSTY models. Mass estimates, again from DUSTY models, find an age-dependent mass of 34 ±1 to 95 ±4 M Jup. These results are consistent with previous measurements of the object. (shrink)

It's an achievement of the last couple of decades that people who work in linguistic semantics and people who work in the philosophy of language have arrived at a friendly, de facto agreement as to their respective job descriptions. The terms of this agreement are that the semanticists do the work and the philosophers do the worrying. The semanticists try to construct actual theories of meaning (or truth theories, or model theories, or whatever) for one or another kind of expression (...) in one or another natural language; for example, they try to figure out how the temperature could be rising compatibly with the substitutivity of identicals. The philosophers, by contrast, keep an eye on the large, foundational issues, such as: what's the relation between sense and denotation; what's the relation between thought and language; whether translation is determinate; and whether life is like a fountain. Every now and then the philosophers and the semanticists are supposed to get together and compare notes on their respective progress. Or lack thereof. (shrink)

The primary responsibility for global climate change responsiveness is usually attributed to nation states. This is reflected in the United Nations’ processes aimed at enrolling governments in mitigation and adaptation programmes. Such an approach begs the question of how global climate change (GCC) responsiveness might proceed if a national government is hostile to the issue, as appears likely to be the case in the USA. This paper addresses this concern by documenting the percentage of the population of the USA who (...) are ‘covered’ by at least one of six examples of GCC responsiveness at sub-federal – state and municipality – levels. Of the population of the USA, 25.8% lives in states where all of the state-level initiatives surveyed are in effect, whereas only 4.4% are not covered by any of the six. This coverage has increased as compared to earlier surveys (Lutsey, N., and D. Sperling. 2008. “America’s Bottom-Up Climate Change Mitigation Policy.” Energy Policy 36: 673–685. doi:10.1016/j.enpol.2007.10.018). This finding suggests that there is more practical hope for GCC responsiveness than might be commonly appreciated and this also has ramifications for research in accounting. (shrink)