Business ethics as an applied inquiry requires an expanded normative method which allows both philosophical and religious ethical considerations to be employed in resolving complex issues or cases. The proposed foundational normative method provides a comprehensive framework composed of major philosophical and religious ethical theories. An extensive rationale from the current trends in business ethics and metaethical considerations supports the development of this method which is illustrated in several case studies. By using this method, scholars and business persons gain greater (...) certitude about the ethical quality of their deliberations and decision making than what may be achieved with current nonsystematic or nascent normative methods. (shrink)

Theorien der "Anerkennung" zeichnen sich durch eine außergewöhnliche Leistungsstärke aus. In den letzten Jahren haben sie die Forschung auf den Gebieten der Moralphilosophie, der Politischen Philosophie und der Sozialphilosophie, aber auch auf denen der Psychologie und der Sozialwissenschaften sowohl thematisch als auch methodisch sehr stark bereichert. Viele dieser Theorien versuchen zudem, Überlegungen, die von klassischen Autoren wie Fichte oder Hegel entwickelt wurden, für die aktuelle Diskussion systematisch fruchtbar zu machen. Dieser Konstellation trägt der vorliegende Band Rechnung. Durch eine Verzahnung von (...) systematischen und philosophiegeschichtlichen Überlegungen leistet er einen wesentlichen Beitrag zur Lösung und Weiterentwicklung aktueller anerkennungstheoretischer Probleme und Fragestellungen sowie zu einer Neuinterpretation klassischer philosophischer Texte. Aufgrund seines thematischen Zuschnitts ist das Buch nicht nur für Philosophen, sondern auch für Sozialwissenschaftler von großem Interesse. Mit Beiträgen von: J. Bernstein, D. Brudney, J.-Ph. Déranty, N. Fraser, A. Honneth, H. Ikäheimo, A. Laitinen, F. Neuhouser, T. Pinkard, M. Quante, E. Renault, H.-C. Schmidt am Busch, L. Siep, A. Wildt und Ch. F. Zurn. (shrink)

The aim of the present study is (1) to show, on the basis of a number of unpublished documents, how Heinrich Scholz supported his Warsaw colleague Jan Łukasiewicz, the Polish logician, during World War II, and (2) to discuss the efforts he made in order to enable Jan Łukasiewicz and his wife Regina to move from Warsaw to Münster under life-threatening circumstances. In the first section, we explain how Scholz provided financial help to Łukasiewicz, and we also adduce evidence of (...) the risks incurred by German scholars who offered assistance to their Polish colleagues. In the second section, we discuss the dramatic circumstances surrounding the Łukasiewiczes' move to Münster in the summer of 1944. (shrink)

Schelling’s masterpiece investigating evil and freedom.

Research on children's developing moral cognition has mostly focused on their evaluation of, and reasoning about, others' intrinsically harmful (non-)verbal actions (e.g., hitting, lying). But assertions may have morally relevant (intended or unintended) consequences, too. For instance, if someone wrongly claims that “This water is clean!”, such an incorrect representation of reality may have harmful consequences to others. In two experiments, we investigated preschoolers' evaluation of others' morally relevant factual claims. In Experiment 1, children witnessed a puppet making incorrect assertions (...) that would lead to harm or to no harm. In Experiment 2, incorrect assertions would always lead to harm, but the puppet either intended the harm to occur or not. Children evaluated the puppet’s factual claim more negatively when they anticipated harmful versus harmless consequences (Experiment 1) and when the puppet’s intention was bad versus good over and above harmful consequences (Experiment 2). These findings suggest that preschoolers’ normative understanding is not limited to evaluating others’ intrinsically harmful transgressions, but also entails an appreciation of the morally relevant consequences of, and intentions underlying, others’ factual claims. (shrink)

Social norms have played a key role in the evolution of human cooperation, serving to stabilize prosocial and egalitarian behavior despite the self-serving motives of individuals. Young children’s behavior mostly conforms to social norms, as they follow adult behavioral directives and instructions. But it turns out that even preschool children also actively enforce social norms on others, often using generic normative language to do so. This behavior is not easily explained by individualistic motives; it is more likely a result of (...) children’s growing identification with their cultural group, which leads to prosocial motives for preserving its ways of doing things. (shrink)

Young children interpret some acts performed by adults as normatively governed, that is, as capable of being performed either rightly or wrongly. In previous experiments, children have made this interpretation when adults introduced them to novel acts with normative language (e.g. ‘this is the way it goes’), along with pedagogical cues signaling culturally important information, and with social-pragmatic marking that this action is a token of a familiar type. In the current experiment, we exposed children to novel actions with no (...) normative language, and we systematically varied pedagogical and social-pragmatic cues in an attempt to identify which of them, if either, would lead children to normative interpretations. We found that young 3-year-old children inferred normativity without any normative language and without any pedagogical cues. The only cue they used was adult socialpragmatic marking of the action as familiar, as if it were a token of a well-known type (as opposed to performing it, as if inventing it on the spot). These results suggest that – in the absence of explicit normative language – young children interpret adult actions as normatively governed based mainly on the intentionality (perhaps signaling conventionality) with which they are performed. (shrink)