Praise for the First Edition: '... a unique and lively business ethics text... fresh and delightful... Sekhar's witty use of stories and cases will engage and enlighten business people in India and the rest of the world' - Joanne B Ciulla, The Journal of Business Ethics 'Richly international in scope and contributes to global concern' - Newsltter IIAS Leiden University 'This book makes an important contribution through its holisitc and balanced approach to the issue... Each chapter has a fair number (...) of relevant cases - many of which are good living examples one can learn from' - Business Standard This Second Edition of Sekhar's highly acclaimed book on business ethics has been revised keeping the student reader in mind. This unique text discusses the way ethical conflicts are handled in reality. The author argues that ethical education should be designed to produce balanced, pleasant and effective managers with the power of insight. Only then will they have the courage to create and use ethically desirable means to sustain organizations in an ambience of liberalism and democratic choice. (shrink)

pt. 1. De dicto: Necessary and contingent truths, by G. W. Leibniz. New essays concerning human understanding, by G. W. Leibniz. Introduction to the critique of pure reason, by Immanuel Kant. On the nature of mathematical truth, C. G. Hempel. Two dogmas of empiricism, by W. V. O. Quine. In defense of a dogma, by H. P. Grace and P. F. Strawson. The a priori and the analytic, by A. Quinton. The truths of reason, by R. Chisholm.--pt. 2. De re: (...) Reference and modality, by W. V. O. Quine. De re et de dicto, by A. Plantinga. World and essence, by A. Plantinga.--Bibliography (p. 200-202). (shrink)

The first Philosophers -- Plato -- Aristotle -- Augustine -- Thomas Aquinas -- Rene Descartes -- John Locke -- David Hume -- Immanuel Kant -- Karl Marx -- Soren Kierkegaard -- Fredrich Nietzsche -- Jean-Paul Sartre -- Darwin and Freud.

The Book Focuses On Meaning And Linguistic Representations , And Links Them To Propose A Representational Theory Of Meaning. It Shows That Meaning As Truth-Conditions And As Justification-Conditions Are Equally Rooted In The Semantic Space Of Language-Use.

The argument of the Transcendental Deduction of the Categories in the Critique of Pure Reason is the deepest and most far-reaching in philosophy. In his new book, Robert Howell interprets main themes of the Deduction using ideas from contemporary philosophy and intensional logic, thereby providing a keener grasp of Kant's many subtleties than has hitherto been available. No other work pursues Kant's argument through every twist and turn with the careful, logically detailed attention maintained here. Surprising new accounts of apperception, (...) the concept of an object, the logical functions of thought, the role of the Metaphysical Deduction, and Kant's relations to his Aristotelian-Cartesian background are developed. Howell makes a precise contribution to the discussion of most of the disputed issues in the history of Deduction interpretation. Controversial in its conclusions, this book demands the attention of all who take seriously the task of understanding Kant's work and evaluating it dispassionately. (shrink)

‘Mysticism means to isolate the eternal from the originated.’ This is not my definition of the word ‘mysticism’ but that of the founder of the ‘orthodox’ school of Muslim mysticism, Al-Junayd of Baghdad who flourished in the ninth century a.d . In actual fact it is not a definition of mysticism at all but of the Arabic word tawḥīd which means primarily ‘the affirmation of unity’; and that surely is an essential ingredient of any form of mysticism: it is the (...) affirmation through personal experience of unity either absolutely or in some qualified sense. (shrink)

As everyone knows, since the end of the Second World War there has been a sensational revival of interest in the non-Christian religions particularly in the United States and in this country. The revival has taken two forms, the one popular, the other academic. The first of these has turned almost exclusively to Hindu and Buddhist mysticism and can be seen as an energetic reaction against the dogmatic and until very recently rigid structure of institutionalised Christianity and a search for (...) a lived experience of the freedom of the spirit which is held to be the true content of mysticism, obscured in Christianity by the basic dogma of a transcendent God, the ‘wholly Other’ of Rudolf Otto and his numerous followers, but wholly untrammelled by any such concept in the higher reaches of Vedanta and Buddhism, particularly in its Zen manifestation. On the academic side the picture is less clear. There is, of course, the claim that the study of religion, like any other academic study, must be subjected to and controlled by the same principles of ‘scientific’ objectivity to which the other ‘arts’ subjects have been subjected, to their own undoing. But even here there would seem to be a bias in favour of the religions of India and the Far East as against Islam, largely, one supposes, in response to popular demand. (shrink)

Hawthorne and Magidor's criticisms of the model of presupposition and assertion that I have used and defended are all based on a rejection of some transparency or introspection of assumptions about speaker presupposition. This response to those criticisms aims first to clarify, and then to defend, the required transparency assumptions. It is argued, first, that if the assumptions are properly understood, some prima facie problems for them do not apply, second, that rejecting the assumptions has intuitively implausible consequences, and third, (...) that the 'margin of error' argument against the principle of positive introspection has a false premiss. The paper concludes with a response to a criticism of what Hawthorne and Magidor call 'the uniformity principle' that is used in the model to explain some pragmatic phenomena. (shrink)

The metaphorical nature of biological language is examined and the use of metaphors for providing the linguistic context in which similarities and differences are made is described. Certain pervasive metaphors which are characterised by systemic properties are noted, and in order to provide some focus to the study, systemic metaphors associated with machine, text and organism are discussed. Other systemic metaphors such as society and circuit are also reported. Some details concerning interrelations between automaton and organism are presented in the (...) light of the previous discussion.An approach towards the analysis of biosystem metaphors is outlined which relates part-whole, organisational level and systemic metaphors in a single model. Examples are provided throughout the discussion and mainly come from computing. The potential for metaphorical transfers between these domains is considered. (shrink)

Objective—To report the ethical development of medical students across four years of education at one medical school.Design and setting—A questionnaire was distributed to all four classes at the Wake Forest University School of Medicine during the Spring of 1996. Participants—Three hundred and three students provided demographic information as well as information concerning their ethical development both as current medical students and future interns. Main measurements—Results were analyzed using cross-tabulations, correlations, and analysis of variance.Results—Results suggested that the observation of and participation (...) in unethical conduct1 may have disparaging effects on medical students' codes of ethics with 35% of the total sample (24% of first years rising to 55% of fourth years) stating that derogatory comments made by residents/attendings, either in the patient's presence or absence, were “sometimes” or “often” appropriate. However, approximately 70% of the sample contended that their personal code of ethics had not changed since beginning medical school and would not change as a resident. Conclusions—Results may represent an internal struggle that detracts from the medical school experience, both as a person and as a doctor. Our goal as educators is to alter the educational environment so that acceptance of such behaviour is not considered part of becoming a physician. (shrink)