Ekphrasis is familiar as a rhetorical tool for inducing enargeia, the vivid sense that a reader or listener is actually in the presence of the objects described. This book focuses on the ekphrastic techniques used in ancient Greek and Roman literature to describe technological artifacts. Since the literary discourse on technology extended beyond technical texts, this book explores 'technical ekphrasis' in a wide range of genres, including history, poetry, and philosophy as well as mechanical, scientific, and mathematical works. Technical authors (...) like Philo of Byzantium, Vitruvius, Hero of Alexandria, and Claudius Ptolemy are put into dialogue with close contemporaries in other genres, like Diodorus Siculus, Cicero, Ovid, and Aelius Theon. The treatment of 'technical ekphrasis' here covers the techniques of description, the interaction of verbal and visual elements, the role of instructions, and the balance between describing the artifact's material qualities and the other bodies of knowledge it evokes. (shrink)

This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction (...) effect were significant such that respondents perceived it to be more ethical to sell an examination book when the book was unsolicited and when the money was being used to fund student activities. The variable most correlated with faculty members' beliefs that book selling is ethical and the faculty members' self-reports of whether or not they have engaged in bookselling was how widespread the practice appeared to be on campus. About 30 percent of faculty members sold textbooks over the past year at a dollar value of about $80 per professor. About 38 percent of respondents reported they believed the practice to be generally ethical. Implications for business ethics theory, students' moral development, and advancement of on-campus codes of ethics policies are discussed along with avenues for future research. (shrink)

Frequently the literature on questions in the classroom supposes that teachers should ask high-level questions in order to get high-level thinking from students. Reversing this notion, this paper presents a method for structuring class discussion which helps students learn high-level questioning skills. The author articulates a typology of classroom conversations, arguing that the most desirable type is a “Problematical or Dialectical Discussion”. Characterized by “right answers” emerging as the most reasonable ideas that students work towards in discussion, the downside of (...) such discussions is they may result from a one-sided view of the issue or from a lack of student interest. In such cases, it is desirable to introduce alternative viewpoints into the discussion and the author argues that the best way to do this is the Devil’s Advocate approach. By asking students to argue against their own individual positions specifically, students learn to question their own views and thereby internalize the structure of communal, critical inquiry. The author argues that this method facilitates student autonomy, a key goal of education, since learning to ask the right questions allows students to become their own teachers. (shrink)

Frequently the literature on questions in the classroom supposes that teachers should ask high-level questions in order to get high-level thinking from students. Reversing this notion, this paper presents a method for structuring class discussion which helps students learn high-level questioning skills. The author articulates a typology of classroom conversations, arguing that the most desirable type is a “Problematical or Dialectical Discussion”. Characterized by “right answers” emerging as the most reasonable ideas that students work towards in discussion, the downside of (...) such discussions is they may result from a one-sided view of the issue or from a lack of student interest. In such cases, it is desirable to introduce alternative viewpoints into the discussion and the author argues that the best way to do this is the Devil’s Advocate approach. By asking students to argue against their own individual positions specifically, students learn to question their own views and thereby internalize the structure of communal, critical inquiry. The author argues that this method facilitates student autonomy, a key goal of education, since learning to ask the right questions allows students to become their own teachers. (shrink)

Journal Name: Apeiron Issue: Ahead of print.

Faculty members at Canadian business schools were surveyed regarding their ethical perceptions of behaviours related to undergraduate instruction. Fifty-five behavioural statements were listed and respondents were asked to rate the extent to which they felt each behaviour was ethical or unethical. The only item that respondents endorsed as unequivocally unethical (90% indicated it was definitely unethical) was Becoming sexually involved with an undergraduate in one of your classes. We also compared the results of our sample to those of an American (...) sample. Overall, an interesting pattern of differences emerged between the responses obtained in Canada and the U.S. In general, the direction of the significant differences was such that Canadian professors viewed the behaviours in question as less ethical than did their American counterparts. (shrink)

This article recalls the historical evolution of training in humanities and social sciences (SHS) in French engineering schools as that of the research’s implementation before presenting the current situation of HSS research in these schools. The progressive passage of the humanities in the HSS including the human training of the engineers does not have anything linear nor obvious, not more than are to it the links of schools with the university research. The committed efforts since the 1950’s to develop these (...) trainings, in spite of the renewal of the debates in 1990s very scarcely allowed thinking of the science and technique as human and social realities. In addition, the schools historical situation compared to that of the universities and their long opposition to the latter did not facilitate a research development in the schools. The disparity is strong today between the schools both as regard the training in HSS as the research in HSS which remain overall not very present, in spite of the challenges which interdisciplinary collaborations between HSS and sciences and technology of speciality take on. (shrink)

The focus of this Perspective article is on the comparison of two of the most popular initial applicant screening methods: Resumes and application forms. The viewpoint offered is that application forms are superior to resumes during the initial applicant screening stage of selection. This viewpoint is supported in part based on criterion-related validity evidence that favors application forms over resumes. For example, the biographical data inventory, which can contain similar questions to those used in application forms, is one of the (...) most valid predictors of job performance, whereas job experience and years of education, which are often inferred from resumes and cover letters, are two of the least valid predictors of job performance. In addition to validity evidence, making decisions based on application forms as opposed to resumes is likely to help organizations defend against claims of discriminatory hiring while enhancing their ability to hire in a more diverse, equitable, and inclusive manner. For example, applicant names on resumes can lead to screening bias against members of identifiable subgroups, whereas an applicant’s name can be easily and automatically hidden from decision-makers when reviewing application forms. Despite these convincing arguments focused on applicant quality and diversity, a substantial research–practice gap regarding the use of resumes and cover letters remains. (shrink)

Behaving ethically depends on the ability to recognize that ethical issues exist, to see from an ethical point of view. This ability to see and respond ethically may be related more to attributes of corporate culture than to attributes of individual employees. Efforts to increase ethical standards and decrease pressure to behave unethically should therefore concentrate on the organization and its culture. The purpose of this paper is to discuss how total quality (TQ) techniques can facilitate the development of a (...) cooperative corporate culture that promotes and encourages ethical behavior throughout an organization. (shrink)

A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. Of (...) the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business. (shrink)

A remarkable but little commented on feature of the various discourses on India circulating today is the near total absence of its metaphysical heritage as a source of illumination into our contemporary condition. On the few occasions that this heritage is explicitly invoked, it is either as a subsidiary aspect of some purportedly larger concept such as religion, civilization, history, tradition etc., or as a set of quaint speculations fit for study as a tertiary branch of history of philosophy or (...) religion but with little claim to political relevance. But is this neglect as innocent as it appears? Or might it be that the metaphysical heritage confronts us with the disavowed -- indeed the unthinkable that lurks behind our current obsessions: progress and development; modernity and tradition; faith and secularism; history and myth; fundamentalism and tolerance? The central claim of this book is that the metaphysical heritage has an autonomy and dignity of its own not subsumable under any other concept whatsoever; and that furthermore, our national self-understanding and its place in the current system of global knowledge are founded on a wholesale effacing of this heritage. The collective contention of the papers in this volume is that a full and proper understanding of our ever lengthening catalogue of social afflictions and pathologies demands that we squarely confront the consequences of this fateful evasion, no matter how unsettling it might be to our vaunted notions about ourselves. Only in and out of such a self-encounter can we hope to break out of our thralldom to the currently hegemonic vision of humanitys future -- a vision that is already bankrupt in every respect, but which nonetheless seems able to reproduce itself without end. (shrink)

This study used experimental and correlational techniques to examine perceptions that university faculty hold regarding the practice of professorial selling of examination textbooks to wholesalers. Faculty members (n = 236) from 14 universities and community colleges and a wide variety of academic disciplines responded to a web-based survey. We presented hypothetical selling situations to respondents with manipulated variables consisting of solicitation status (unsolicited versus solicited) and use of money (for faculty or for student activities). Both main effects and the interaction (...) effect were significant such that respondents perceived it to be more ethical to sell an examination book when the book was unsolicited and when the money was being used to fund student activities. The variable most correlated with faculty members' beliefs that book selling is ethical and the faculty members' self-reports of whether or not they have engaged in bookselling was how widespread the practice appeared to be on campus. About 30 percent of faculty members sold textbooks over the past year at a dollar value of about $80 per professor. About 38 percent of respondents reported they believed the practice to be generally ethical. Implications for business ethics theory, students' moral development, and advancement of on-campus codes of ethics policies are discussed along with avenues for future research. (shrink)

In this timely book L.W. Sumner addresses these issues within the wider context of palliative care for patients in the dying process.

There are three main types of atonement, namely the ‘classic’ type where Christ is a Victor, the ‘Latin’ type where Christ is satisfaction and the type of ‘humanism’ in which God is Love. These three types contain language of violence. However, the most striking language of violence is the ‘Latin’ type, where God is seen as the Angry one, who is thirsty for blood and asking to be satisfied. The sacrifice of redemption is seen as the idea of ‘bribe to (...) God’. Some theologians reject this idea and look for other alternatives. This article aims to find other alternatives while maintaining the idea of redemption sacrifice. The author uses a Jewish perspective in reading the Bible. From the entire Bible metanarrative, the authors construct the theory of atonement by focusing on the idea of Besorat Hageulah, the Gospel of redemption. On the cross is the sacrifice for redemption that expresses God’s justice and love. The bloodshed on the cross is not to satisfy God, who is angry, but as a sign of God’s love for humans according to the demands of justice ‘life shall go for life’ (KJV, Dt 19:21).Contribution: This article is interdisciplinary in the sense that it touches on issues such as redemption, mercy and peace. In this article, the author has shown how redemption brings peace and love. The implication is in the life of the nation and state as God’s creatures. (shrink)

L. Nathan Oaklander is one of the leading philosophers of time defending the tenseless or B-Theory of time. He has remained at the forefront of this field since the early 1980s and today he is arguably the most formidable opponent of the tensed or A-theory of time. Much of the direction of the debate in this field for the past twenty years or so, especially in regards to the new tenseless theory of time, has been influenced by Oaklander's work. This (...) book presents a carefully argued defense of the tenseless theory of time. The topics discussed include: the ontology of A- and B-theories of time; presentism; the open future theory; the A/B theory; defending the B-theory of time; temporal experience; temporal semantics; and time, identity, responsibility, and freedom. (shrink)

Edmund Gettier is Professor Emeritus at the University of Massachusetts, Amherst. This short piece, published in 1963, seemed to many decisively to refute an otherwise attractive analysis of knowledge. It stimulated a renewed effort, still ongoing, to clarify exactly what knowledge comprises.

This new edition of the classic Contemporary Theories of Knowledge has been significantly updated to include analyses of the recent literature in epistemology.

This edited volume represents a unique addition to the available literature on animal ethics, animal studies, and neuroethics. Its goal is to expand discussions on animal ethics and neuroethics by weaving together different threads: philosophy of mind and animal minds, neuroscientific study of animal minds, and animal ethics. Neuroethical questions concerning animals’ moral status, animal minds and consciousness, animal pain, and the adequacy of animal models for neuropsychiatric disease have long been topics of debate in philosophy and ethics, and more (...) recently also in neuroscientific research. The book presents a transdisciplinary blend of voices, underscoring different perspectives on the broad questions of how neuroscience can contribute to our understanding of nonhuman minds, and on debates over the moral status of nonhuman animals. All chapters were written by outstanding scholars in philosophy, neuroscience, animal behavior, biology, neuroethics, and bioethics, and cover a range of issues and species/taxa. Given its scope, the book will appeal to scientists and students interested in the debate on animal ethics, while also offering an important resource for future researchers. Chapter 13 of this book is available open access under a CC BY 4.0 license at link.springer.com. (shrink)

Le philosophe Jean Baudrillard (1929-2007) a-t-il vraiment existé? Que reste-t-il de lui? "Une élégance certaine de la pensée", affirme l'un de ses meilleurs interprètes, François L'Yvonnet. Le philosophe de La Société de consommation, des Stratégies fatales et des Cool Memories s'attachait à l'idée du fragment comme mode de pensée : car dans le détail, tout est parfait, c'est dans sa reproduction que tout se complique. François L'Yvonnet explore cinq fragments de la philosophie de Jean Baudrillard et de sa biographie pour (...) mieux saisir l'éclat et la jubilation d'une pensée toujours vivante et contemporaine. (shrink)

Excerpt from Der Echte: Und der Xenophontische Sokrates Der xen0phontische Sokrates selbst wieder zwang, die Fuh rung der Untersuchung weit mehr, als bisher geschehen, zu ver breitem. Die Memorabilien sind das Gegentheil eines selbst herrlichen Kunstwerks, weisen an allen Ecken und Enden uber sich hinaus, stehen als ein schwaches Glied in der Kette der sokratischen Literatur und zunachst in der der xenophontischen Schriften. Es galt, sie zunachst als solches zu begreifen und das volle Licht der Parallelen bei Xenophon auf sie (...) einwirken zu lassen. Dabei enthullten sich die Mem. Oft nur als durftiger Abklatsch anderer xenophontischen Schriften, von denen sie erst die farbige Beleuchtung, die Erklarung ihrer Motive, die Auf hellung ihrer Ordnung erhalten. So ward nun moglichst psycho logisch aus Xenophon erklart, was sich aus ihm erklaren liess. Indessen fur die Hauptsache, das Philosophische, stellte Xeno phon's notorische Unselbstandigkeit neue Fragen und Aufgaben, und hier ergab nun eine weitschichtige Vergleichung seine fast vollige philosophische Abhangigkeit im Ganzen wie im Einzelnen vom Kynismus, die in Grad und Art und plausiblen Motiven genau der Abhangigkeit der romischen Praktiker von den stoischen Nachfolgern der Kyniker_ entspricht. Nicht nur die Memorabilien, auch die andern Socratica Xenophon's, sowie vor Allem Cyropadie Hiero Agesilaus, de rep. Lac. Prolog und Epilog des Oynegeticus offenbarten sich mehr und mehr als durchaus kynisirende Schriften, und auch hier liegt dem Verf. About the Publisher Forgotten Books publishes hundreds of thousands of rare and classic books. Find more at www.forgottenbooks.com This book is a reproduction of an important historical work. Forgotten Books uses state-of-the-art technology to digitally reconstruct the work, preserving the original format whilst repairing imperfections present in the aged copy. In rare cases, an imperfection in the original, such as a blemish or missing page, may be replicated in our edition. We do, however, repair the vast majority of imperfections successfully; any imperfections that remain are intentionally left to preserve the state of such historical works. (shrink)

What is the nature of temporal passage—the movement of events or moments of time from the future through the present into the past? Is the future and the past as real as the present, or is the present—or perhaps the present and the past—all that exists? What role, if any, does language play in giving us an insight into temporal reality? Is it possible to travel through time into distant regions of the future or the past? What accounts for the (...) direction of time, the sense we have that we are moving toward the future and not back into the past? What is the relation between the physics of time and the philosophy of time? These are the kind of dizzying questions that have been addressed by metaphysicians since antiquity, and time has remained a critical concept for many thinkers and philosophers since then (for instance, in his Confessions, St Augustine, restating an observation by Plotinus, wrote: ‘So what is time? If no one asks me, I know; if I seek to explain it, I do not’). Interest in the subject has also been enduring—and has blossomed anew in the past century. The Philosophy of Time is a new title in the Routledge series, Critical Concepts in Philosophy. It meets the need for an authoritative reference work to make sense of the subject’s vast literature and the continuing explosion in research output. Edited by L. Nathan Oaklander, a leading scholar in the philosophy of time, this new Major Work from Routledge brings together in four volumes the canonical and the very best cutting-edge scholarship in the field to provide a synoptic view of all the key issues and current debates. With a comprehensive introduction to the collection, newly written by the editor, which places the collected material in its historical and intellectual context, The Philosophy of Time is an essential work of reference and is destined to be valued by philosophers of time—as well as those working in related areas of philosophy of science, philosophy of mind, and philosophy of religion—as a vital research resource. (shrink)

First published in 1995. Routledge is an imprint of Taylor & Francis, an informa company.

Ingthorsson, McTaggart’s Paradox and the R-theory of Time L. Nathan Oaklander University of Michigan-Flint, USA [email protected] his provocative book, McTaggart’s Paradox, R.D. Ingthors- son argues that McTaggart’s argument for the unreality of time rests on the principle of temporal parity according to which all times or events in time exist equally or co-exist in a sense that is compatible with their being successive. Moreover, since temporal parity is also an essential tenet of the B-theory, McTaggart’s argument against the reality of (...) time can also be used to undermine the B-theory. Ingthorsson argues further that only by adopting an ontologically frugal presentist metaphysics can one avoid McTaggart’s paradox and account for identity through time and change. The aim of this paper is to clarify Russell’s authentic view of time in con- trast to the B-theory which is McTaggart’s misrepresentation of Russell and argue that temporal parity it is not a fundamental tenet of the Rus- sellian theory. For that reason, the R-theory is immune to objections that are based on temporal parity. I shall then offer my own interpretation of McTaggart’s paradox that renders Ingthorsson’s version of presentism subject to it. (shrink)

En une petite centaine de pages, l'auteur éclaire l'œuvre de Simone Weil avec des facettes emblématiques de sa biographie : une cartographie des lieux et des influences, la question du déracinement, son rapport à la judaïté.