Philosophy and Phenomenological Research, EarlyView.

One of the disadvantages of redistributive taxation is that it reduces people’s financial incentives to increase national wealth and benefit others by engaging in productive activities. It is natural to suppose that the severity of this disadvantage will be proportional to the socially prevailing level of human selfishness. Thus, several advocates of redistribution (inter alia G. A. Cohen; Ha-Joon Chang) have argued that this disadvantage of redistribution need not be as severe as critics often suggest, because human beings need not (...) be so selfish. My aim in this paper is to argue that even in a society entirely composed of unselfish and impartially beneficent individuals, redistributive taxation would still discourage activities which contribute to national wealth, because differing individuals have different views about what counts as benefitting themselves and others. I also relate my discussion to G. A. Cohen’s influential ‘camping trip’ argument for socialism (from Why Not Socialism?). (shrink)

The aim of this series is to inform both professional philosophers and a larger readership (of social and natural scientists, methodologists, mathematicians, students, teachers, publishers, etc.) about what is going on, who's who, and who does what in contemporary philosophy and logic. PROFILES is designed to present the research activity and the results of already outstanding personalities and schools and of newly emerging ones in the various fields of philosophy and logic. There are many Festschrift volumes dedicated to various philosophers. (...) There is the celebrated Library of Living Philosophers edited by P.A. Schilpp whose format influenced the present enterprise. Still they can only cover very little of the contemporary philosophical scene. Faced with a tremenƯ dous expansion of philosophical information and with an almost frightenƯ ing division of labor and increasing specialization we need systematic and regular ways of keeping track of what happens in the profession. PROƯ FILES is intended to perform such a function. Each volume is devoted to one or several philosophers whose views and results are presented and discussed. The profiled philosopher(s) will summarize and review his (their) own work in the main fields of signifiƯ cant contribution. This work will be discussed and evaluated by invited contributors. Relevant historical and/or biographical data, an up-to-date bibliography with short abstracts of the most important works and, whenever possible, references to significant reviews and discussions will also be included. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:John Dewey and India:Expanding the John Dewey-Bhimrao Ambedkar StoryScott R. StroudFor those who appreciate the complexity of the pragmatist tradition, the addition of international aspects and figures into recent narratives of its evolution comes as no surprise. John Dewey's influence on his students—and future reformers—from China has been usefully explored, focusing most notably on Hu Shih. Hu saw the value of Dewey's thought, even though he did not imbibe (...) all of it. Later, he would recall the power of the pragmatist's thoughts to provoke creative new ways of expanding pragmatism as a practical philosophy: "John Dewey, with his slow way of lecturing and conversation, was always throwing out right and left these 'seed ideas'—ideas which may fall on fertile soil in the mind of some of his students and grow into intellectual structures probably beyond the dream of the originator" (Hu Shih 95). Hu would return to China after his time in Dewey's classroom and nurture various "seeds" planted in the classrooms of Columbia University into his own creative literary and philosophical approaches to China's problems in the early twentieth century.By now, the Chinese episode of pragmatism's global history is well-known.1 But what of pragmatism's connection to India? Sitting in the same classroom as Hu and Dewey in 1915–1916 was a young Indian student, Bhimrao Ambedkar (1891–1956)—a thinker and leader who would serve a similar function to Hu, germinating useful ideas from Dewey into a new philosophy and a new context. Ambedkar would become a profound thinker who authored many books on a range of subjects pertinent to India's social problems and its democratic hopes. As a political leader, he led many protests for "untouchable" rights, and he served as one of the chief architects for India's democratic constitution in the 1940s. But he was also a deeply pragmatic thinker, one who took inspiration from parts of Dewey's thought that he first encountered while a student at Columbia University 1913–1916. [End Page 65] Ambedkar would write in the Columbia Alumni News in 1930 that "the best friends I have had in my life were some of my classmates at Columbia and my great professors, John Dewey, James Shotwell, Edwin Seligman, and James Harvey Robinson" (qtd. in "'Untouchables' Represented" 12). Ambedkar would be called back to Columbia in 1952 to receive an honorary degree; while he was bouncing around from airport to airport on his way to New York, Dewey died of pneumonia. Ambedkar sat in the King's Crown Hotel across from Columbia University's campus on 4 June and wrote to his wife, Savita, lamenting the news of Dewey's passing: "I am so sorry. I owe all my intellectual life to him. He was a wonderful man."2 Ambedkar had not seen Dewey in person since June 1916, but his work bears the undeniable marks of pragmatism in its unique anti-caste democratic emphases.3Ambedkar would imbibe the thought of Dewey—along with his other progressive professors at Columbia University (as well as institutions in London after 1916)—and return to India to get increasingly involved in the fight for "untouchable" (now referred to as "Dalit," the self-chosen Marathi term meaning "crushed") rights in India. His insistence on gaining the respect that thousands of years of the caste system had denied to him and his fellow Dalits put him at odds with figures like Gandhi, who wanted to emphasize political independence of the Indian nation over what they considered social challenges like caste. While all parts of Ambedkar's education were significant for his fight against caste oppression, he had a particular affinity for Dewey. As recent research has demonstrated, Ambedkar extended and adapted the ideal of social democracy and psychological ethics that he learned from Dewey's courses (Philosophy 231 in the Fall of 1914) and engaged the conversation on custom and force that he heard in Dewey's Philosophy 131-132 course on Moral and Political Philosophy in 1915–1916 (Stroud, "Recovering the Story"). Ambedkar also appropriated Dewey's method of reconstruction and employed it in novel argumentative ways in... (shrink)

In Part I, the author argued for nonreductive individualism (NRI), an account of the individual-collective relation that is ontologically individualist yet rejects methodological individualism. However, because NRI is ontologically individualist, social entities and properties would seem to be only analytic constructs, and if so, they would seem to be epiphenomenal, since only real things can have causal power. In general, a nonreductionist account is a relatively weak defense of sociological explanation if it cannot provide an account of how social properties (...) can participate in causal relations. In this article, the author extends NRI to address this weakness and provides an account of social causation that he refers to as supervenient causation. Key Words: individualism • collectivism • social realism • social causation. (shrink)

Among psychologists and vision scientists,binocular rivalry has enjoyed sustainedinterest for decades dating back to the 19thcentury. In recent years, however, rivalry''saudience has expanded to includeneuroscientists who envision rivalry as a tool for exploring the neural concomitants ofconscious visual awareness and perceptualorganization. For rivalry''s potential to berealized, workers using this tool need toknow details of this fascinating phenomenon,and providing those details is the purpose ofthis article. After placing rivalry in ahistorical context, I summarize major findingsconcerning the spatial characteristics and thetemporal dynamics (...) of rivalry, discuss two majortheoretical accounts of rivalry ( eye vs stimulus rivalry) and speculate on possibleneural concomitants of binocular rivalry. (shrink)

It is argued, in this paper, that moral theories should not be discussed extensively when teaching applied ethics. First, it is argued that, students are either presented with a large amount of information regarding the various subtle distinctions and the nuances of the theory and, as a result, the students simply fail to take it in or, alternatively, the students are presented with a simplified caricature of the theory, in which case the students may understand the information they are given, (...) but what they have understood is of little or no value because it is merely a caricature of a theory. Second, there is a methodological problem with appealing to moral theories to solve particular issues in applied ethics. An analogy with science is appealed to. In physics there is a hope that we could discover a unified theory of everything. But this is, of course, a hugely ambitious project, and much harder than, for example, finding a theory of motion. If the physicist wants to understand motion, he should try to do so directly. We would think he was particularly misguided if he thought that, to answer this question, he first needed to construct a unified theory of everything. (shrink)

From roughly 1965 to 1995, Columbia University's Department of Sociology was a leading center for social study of science, both nationally and internationally. It was often referred to as the Merton School or Columbia School, and four scholars paved its way: Robert K. Merton, Harriet Zuckerman, Stephen Cole, and Jonathan Cole. The goal of the Columbia School was to create and legitimate a new sociological specialty focusing on the scientific community and the growth of scientific knowledge and they did this (...) by exploring the norms, values, and structure of science. The core values of the scientific and university system and the norms attached to them consisted of deeply held beliefs as well as principles that determined how individuals would act. They were organizing principles designed to support the institution in meeting its goals and mission. They influenced the types of social structures that developed to carry out the activities of scientists. Edited by Jonathan R. Cole, this collection of individually and co-authored papers and essays by Cole represents some of the work produced by Cole and his close collaborators over the past 50 years. the essays are contextualized with an introduction by Cole. The pieces in this volume represent the major concerns on the Columbia School, whose focus of attention was not on the production of individual pieces of knowledge, but on the social systems that made that production possible. (shrink)

This article is about the post-history of Hobbes’s name for the state and thus about the history of the name ‘Leviathan’ insofar as this name has remained the catchword for the (modern) state to this day (from the late 17th century to the beginning of the 21st century), but above all for that of absolutist-despotic proportions. This story, told here for the first time, is particularly interesting because it ultimately reveals a continuity in the understanding of Hob-bes that suggests that (...) this post-history not only has something to do with Hobbes’s Leviathan itself, but at least as much with its pre-history - with the name ‘Leviathan’, which Hobbes gave the state in reference to the biblical monster of the same name. (shrink)

Der Kadi und seine Zeugen: Studie der mamlukischen Ḥaram-Dokumente aus Jerusalem. By Christian Müller. Abhandlungen für die Kunde des Morgenlandes, vol. 85. Wiesbaden: Harrassowitz, 2013. Pp x + 647. €79.

Background Medical research so flawed as to be retracted may put patients at risk by influencing treatments. Objective To explore hypotheses that more patients are put at risk if a retracted paper appears in a journal with a high impact factor (IF) so that the paper is widely read; is written by a ‘repeat offender’ author who has produced other retracted research; or is a clinical trial. Methods English language papers (n=788) retracted from the PubMed database between 2000 and 2010 (...) were evaluated. Only those papers retracting research with humans or freshly derived human material were included; 180 retracted primary papers (22.8%) met inclusion criteria. Subjects enrolled and patients treated were tallied, both in the retracted primary studies and in 851 secondary studies that cited a retracted primary paper. Results Retracted papers published in high-IF journals were cited more often (p=0.0004) than those in low-IF journals, but there was no difference between high- and low-IF papers in subjects enrolled or patients treated. Retracted papers published by ‘repeat offender’ authors did not enrol more subjects or treat more patients than papers by one-time offenders, nor was there a difference in number of citations. However, retracted clinical trials treated more patients (p=0.0002) and inspired secondary studies that put more patients at risk (p=0.0019) than did other kinds of medical research. Conclusions If the goal is to minimise risk to patients, the appropriate focus is on clinical trials. Clinical trials form the foundation of evidence-based medicine; hence, the integrity of clinical trials must be protected. (shrink)

Nature sports have been touted for their value “as ways of pursuing excellence and relating to the environment” (Krein 2014, 207). This value, however, is not widely available, in large part due to structural features that create barriers to access for all but able-bodied white men possessing substantial disposable income. In this paper, we will analyse four ‘isms’ that are prominent in nature sport: ableism, classism/elitism, racism, and sexism/heterosexism. Through an examination of nature sports like surfing, skiing, snowboarding, and climbing, (...) we argue that the current culture of nature sports contains institutionalized isms. If we are to create spaces for inclusion and authentic participation and experiences in nature sports, then change needs to occur. To that end, we will address counterculture(s) and programs that challenge the ism-saturated established norms of nature sports, removing barriers to access and opening value-laden opportunities for all. (shrink)

The dynamics of populations of self-replicating, hierarchically structured individuals, exposedto accidents which destroy their sub-units, is analyzed mathematically, specifically with regardto the roles of redundancy and sexual repair. The following points emerge from this analysis:0 A population of individuals with redundant sub-structure has no intrinsic steady-statepoint; it tends to either zero or infinity depending on a critical accident rate α c . Increased redundancy renders populations less accident prone initially, but populationdecline is steeper if a is greater than a fixed (...) value α d . Periodic, sexual repair at system-specific intervals prevents continuous decline and stabilizesthe population insofar as it will now oscillate between two fixed population levels. The stabilizing sexual interval increases with increased complexity provided this is accom-panied by appropriate levels of redundancy. The model closely simulates the dynamics of heterosis effects. Repair fitness is a population fitness: the chance of an individual being repaired is a functionof the statistical make-up of the population as a whole at that particular period. Populationsliving at α > α c either engage in sexual repair at the appropriate time or they die out. The mathematical properties of the model illustrate mechanisms which possibly played arole in the evolution of a mortal soma in relation to sexual reproduction. (shrink)

A Pali Grammar. William Geiger. Translated into English by Batakrishna Ghosh, revised and edited by K. R. Norman. Pali Text Society, Oxford 1994. xxix, 220 pp. Hardback £12.95, paperback £6.75.

This Special Issue is focused on supporting the transformation of education called for in the decolonizing the curriculum movement by advancing discourse on the diverse philosophical ideas, concepts, and theories that can undergird practical efforts to decolonize curricula across education sectors. The special issue brings together voices from a range of backgrounds, who draw from a variety of theoretical positions within and beyond philosophies of education. The authors offer diverse forms of scholarly contributions, including philosophical articles, practice-focused reflections, and a (...) reflection on ‘education’ in the public sphere. In this introduction, we consider the relevance of educational-philosophical thinking to the pressing issue of decolonizing the curriculum. The volume is divided into two parts, with the first covering issues of university and postcompulsory education, and the second discussing issues related to schools. We discuss three interconnected themes that permeate both sections: (i) whose knowledge and whose narratives are embodied in curricula? (ii) who is the curriculum for? Who is the learner? What does it mean to be human? (iii) what implications does decolonizing the curriculum have for pedagogy? With these themes, we indicate some of the ways that the articles contribute to a critical extension of the meaning of education itself. (shrink)

Business ethics can be taught as a stand-alone course or be woven throughout a curriculum. There is a debate over whether to teach ethics in the form of theory or real-world connectedness or both. A moral-judgment gap exists, and many believe Business education should promote knowledge and skills that enable ethical intentions to be followed with ethical behaviors. This conceptual paper diagrams where the gap exists in Business Ethics education and theorizes how multi-modal, learning-centered ethics teaching can bridge this shortfall. (...) Literature from the field of Education is drawn upon for pedagogies that promote learning and application. Case studies, constructed narratives, and simulations function as several key components useful for developing complex skills needed for applying ethical reasoning. Additional components and strategies that undergird and reinforce the case studies and other active learning components are laid out in pyramid form toward an overall best-practices approach to developing principled moral reasoning in Business Ethics. (shrink)

In this essay, I offer a corrective to the standard reading of Hegel as a social constructivist when it comes to matters of the self by shifting the focus from the Phenomenology to his ‘Philosophy of Spirit’ and ‘Anthropology.’ There, a kind-of self or Selbstischkeit is revealed, anticipating the pre-reflective, experiential of the likes of Zahavi and, by extension, Husserl, Sartre, and Merleau-Ponty. I argue that Hegel's conception of the self enhances our understanding of the relationship between the pre-reflective, experiential (...) self and the self of self-consciousness, contributing to the discourse on the continuity between biological and mental life. The self, as it emerges in consciousness, traces its origins to a primarily bodily selfness which is foundational to psychical life. Habit emerges as a vital bridge between this selfness and the self of self-consciousness, offering a dynamic, dialectical framework for thinking the development of the self of self-consciousness in and out of its bodily context. (shrink)

Perceptions of human resource (HRM) management’s response to worker bullying were investigated through a netnographic analysis of written comments concerning an online ‘TEDx’ talk called “Bullying and Corporate Psychopaths at Work” to help determine whether HRM are seen as supportive of bullied workers. This research utilized a qualitative, ethnographic approach deemed to be highly valid in researching sensitive areas such as that of workplace bullying. Findings align with, deepen, and extend previous theory and knowledge in that a key finding that (...) emerges is that HRM is deemed by workers to be capable of, but unwilling to deal effectively with, bullying managers. HRM are seen as complacent in that they do little about psychopathic bullies, complicit in that they support managerial bullies and compounding in that they worsen outcomes from workers’ point of view. It appears that HRM has therefore lost the trust of this sample of bullied workers. The paper is a first to apply a netnographic analysis to the problem of workplace bullying and reveals HRM fails to deal with it to worker’s satisfaction. Implications include that the ubiquitous prevalence of workplace bullying around the world could continue unabated unless strict, clear codes of conduct are established and policed by HRM or non-HRM related forms of intervention are mobilized. (shrink)

This book sets high standards for itself. Regrettably it fails to meet them: apart from a few displays of thorough and competent research, it is generally based on substandard scholarship.

The ideas of thinkers belonging to the subjective or existential understanding, including Pascal, or people with mystical orientation are presented in a way that is compatible with different periods of their lives. We can see this in Pascal's short life, from scientific research to society meetings and then to monastic life. Pascal, who was a mystic and initially opposed to living in a monastery, thought of the crisis he experienced in changing his life as a sign. Pascal's work Pensées is (...) considered as a source that leads to philosophical thoughts as well as religious ones. In his work, Pascal tried to reveal the relationship between God and human wills, including conceptual analysis. This situation is related to the period in which the work was written and the author was in. Therefore, without knowing Pascal's life periods, it cannot be fully understood what he was trying to express, especially in his late works. With his work, Pascal showed that it was possible for a person to be both an excellent mathematician, a profound scientist, and a humble believer. Pascal's next period includes the previous one; We saw that while he was a good mathematician, he was also interested in science, and while he was a religious person, he used the principles of mathematics and science. He did not separate the elements encompassed that his life in an intellectual sense, but continued by combining them and changing their places of importance. After all, the essence of what Pascal is looking for is to find out what motivates people or what makes people human. In this article, the mental, material and spiritual areas expressed as Pascal's life stages will be discussed and examined as dialectical stages of his life. As a result, the nature of the relationship between religion and science will be tried to be shown with the example of Pascal. (shrink)

(No abstract is available for this citation).