To study how religiosity affects family business goals, we merge literatures on goal setting, temporal orientation, and family business to argue that family business goals can be distinguished into short-term and long-term orientations and propose that religiosity affects both orientations, but to varying degrees. Drawing on a sample of private U.S. family businesses and applying partial least squares structural equations modeling, we find tentative support that religiosity has a stronger positive effect on long-term goal orientation than on short-term goal orientation. (...) We discuss implications for theory development and future research involving religiosity and family business goals. (shrink)

To study how religiosity affects family business goals, we merge literatures on goal setting, temporal orientation, and family business to argue that family business goals can be distinguished into short-term and long-term orientations and propose that religiosity affects both orientations, but to varying degrees. Drawing on a sample of private U.S. family businesses and applying partial least squares structural equations modeling, we find tentative support that religiosity has a stronger positive effect on long-term goal orientation than on short-term goal orientation. (...) We discuss implications for theory development and future research involving religiosity and family business goals. (shrink)

I defend what I believe to be a new variation on Kripkean themes, for the purpose of providing an improved way to understand the referring functions of proper names. I begin by discussing roles played by perceptual perspectives in the use of proper names, and then broaden the discussion to include what I call cognitive perspectives. Although both types of perspectives underwrite the existence of intentional intermediaries between proper names and their referents, the existence of these intentional intermediaries does not (...) entail that a Kripke-inspired view of direct reference must be abandoned. At the same time, the existence of these intermediaries can be seen to play illuminating roles as regards the referring functions of proper names in the following types of cases, among others: (a) where different names pick out the same subject; (b) where names are empty. Along the way, I argue that perspectival views are not something inside the head of language users as intended by Putnam in his well-known discussion of meaning. (shrink)

Introduction The common-sense assumptions about Others described in the Preface derive from a world-view which I shall call "The Cartesian Picture. ...

CONTENTS.--Preface.--I. Our knowledge of God.--II. Sources and growth of the Logos-Christology.--III. Development and permanent value of the Logos-Christology.--IV. The problem of personality.--V. Thought and will.--VI. The problem of sin.

I concur with Williams that improving human ethics requires full consideration of the biogenetic facts; but I argue that the understanding of biogenetic facts, and of ethics also, can be improved by a fuller view of nature's mechanism for selecting what is fit, a view recently generated by physical scientists. For me ethics necessarily must fit the evolved genotype, but ethics does not emerge until the rise of cultural evolution, where nature selects a culturetype symbiotic with the genotype. I (...) outline my integrated dynamics of the relation of culturetypes to genotypes and to the laws governing physical systems. The biologist's finding that a living organism is of transient significance compared with its lines of heritage and their consequences, I argue, is constructively important for ethical and theological understanding. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:Rembrandt and LearningRalph A. Smith (bio)IntroductionIt appears to be a defining characteristic of Rembrandt’s works—as important as the brushstrokes, the underdrawing, the types of ground and the paints used—that they move people exceedingly. [T]hey help us feel something of what the artist may have felt about youth, old age, friendship, isolation, and love.—Anthony Bailey[For] Rembrandt, imperfections are the norm of humanity, which is why he will always speak across (...) centuries to those for whom art might be something other than the quest for ideal form.—Simon SchamaArt can arouse the senses, touch the feelings, and stir the passions. In exercising these formidable powers, the artist should respect certain limits of good taste and moral propriety. Rembrandt possessed unequal skill in depicting the passions in original ways without breaking the code. Well, hardly ever.—Gary SchwartzThe National Endowment for the Humanities (NEH) Rembrandt Project was designed to apply state-of-the-art digital technology to the development of the multiple competencies needed for understanding and appreciating [End Page 101] Rembrandt and his time. As educational consultant to the project, I was given the assignment of conceptualizing a framework that would accommodate and illuminate the project’s purposes. This meant that I not only had to refamiliarize myself with seventeenth-century Dutch art and culture and with the national and state standards for the visual arts but also acquaint myself with the standards for socials studies; both sets of standards occupy a prominent place in the project and are the subject of the third section of this article. The overarching viewpoint from which I approached my assignment, however, was that of the humanities, a topic to which I turn first. Furthermore, since the project’s foremost concern is with masterpieces of the visual arts, I thought it apposite to address briefly some issues in aesthetics, especially those that relate to experiencing artworks appropriately. Having surveyed the project from the perspectives mentioned, I then ask to what extent it was successful in avoiding the pitfalls that often frustrate the implementation of novel ideas and methods.1The HumanitiesThe following interpretation of the humanities is condensed from the writings of two distinguished philosophers, Albert William Levi and Walter Kaufmann, and the historian Paul Gagnon. Levi, an early member of the National Council for the Humanities and for most of his career a distinguished professor of the humanities at Washington University, was once asked to define the essence of the humanities. He replied that the purposes of the humanities are to encourage persons to “to think critically, to communicate successfully, and to walk proudly with [their] tradition.”2 Noteworthy in this terse statement is its emphasis on the procedural aspects of the humanities, that is, their effects on human actions and attitudes. Such emphasis accorded well with the tradition of the Middle Ages, which construed the humanities as skills of organizing and understanding human experience. Levi, however, also acknowledged the Renaissance conception of the humanities as subject matters, thereby paying tribute to the endeavors of Renaissance scholars who devoted themselves to recovering and transmitting the literary texts of antiquity. A strong believer in historical continuity, Levi synthesized the Medieval and Renaissance traditions by proposing that the humanities be understood as skills of communication, continuity, and criticism. These skills have their substantive grounding in languages and literatures, history, and philosophy, the latter conceived as critical reflection.3 After pondering Levi’s interpretation, I added another “c,” the arts of creation, to his troika. Thus, the humanities can be understood as indispensable to human experience because they are the arts of creation, communication, continuity, and criticism.Another view of the purposes of the humanities and their relevance to the project can be found in the writings of the historian Paul Gagnon. He [End Page 102] stressed the importance of preparing the young for citizenship, personal cultivation, and vocation within a curriculum committed to the values of equity and competence.4 Gagnon interpreted the study of history as providing critical checks on reality, imparting insights into the various ways in which persons have used historical knowledge to find their place in the flow of events, and... (shrink)

A major strand of opposition to the West's/Global North's scientificising hegemony has recently been retrieved through Santos’ reinterpretation of Cusanus’ 15th-century doctrine of learned ignorance. Though Cusanus has been marginalised, his doctrine imbues a profound epistemic humility conducive to our present need to reconfigure education. Contributing to this retrieval, I define learned ignorance as an epistemic principle of humility, adherence to which conduces towards reconditioning learning and teaching as non-finalised, processual activities within a genuinely intercultural pluriverse of knowledges. Agreeing with (...) Santos’ marginalisation thesis and his advocacy of recovering similarly silenced voices from within Western discourse, I argue that learned ignorance in some works of English literature and philosophy has also been marginalised. One of the most famous lines from Pope—‘A little Learning is a dang'rous Thing’—has been widely misunderstood through failing to recognise the poem's learned ignorance elements. My reinterpretation of Pope suggests a possibly more extensive literary form of opposition to the scientificisation of knowledge. I also examine another marginalised, educationally significant retrieval of learned ignorance by Hamilton. His learned ignorance standpoint fundamentally opposes the scientificisation and instrumentalisation of knowledge and learning. The discussion identifies the counterhegemonic status of this epistemic principle of humility and intimates its paradigm-shifting opportunities through some brief closing suggestions concerning how learned ignorance enriches Freire's emphases on the importance of ‘love, humility and faith’ as essential to the ‘horizontal relationship’ between teacher and student of an educational dialogue founded on trust. (shrink)

A case is presented in which the therapeutic interests of the patient conflict with the safety of a community, and in which the surrogate decision maker has very limited knowledge of or concern for the patient’s preferences. The substituted judgment and best interest (or rational patient) standards for surrogate decision making are problematic in this case. It is argued that the interests of even those outside the family ought to be taken seriously when making decisions about such cases, and it (...) is proposed that clinical ethics committees could play a new role here. This case also illustrates the difficulties of making decisions regarding the treatment of a very unlikable patient. (shrink)

A simple model, illustrating the transition from a population of free swimming, solitary cells to one consisting of small colonies serves as a basis to discuss the evolution of the cooperative group. The transition is the result of a mutation of the dynamics of cell division, delayed cell separation leads to colonies of four cells. With this mutation cooperative features appear, such as synchronised cell divisions within colonies and coordinated flagellar function which enables the colony to swim in definite directions. (...) The selective advantages under given, environmental conditions are defined and the periods necessary for complete allelic replacement in small populations are calculated for asexual and sexual reproduction. The assumption of a steady-state population during allelic substitution is critically considered, particularly under conditions of competition. It is shown that density-dependent population control must operate in the process of selection. Sexual reproduction slows down the rate of selection even though all cells dre haploid. This phenomenon can be explained in general terms of `organizational dominance', where individual units coordinate the function of their neighbours which may be of a different allelotype.Cooperativity is pointed out as an a priori systemic feature which resides in the sub-units of systems, group formation and coordination appears thus as an almost inevitable event. A particular type of system described as ‘closed cycle of positive fitness interaction’ is discussed in more detail. It has the remarkable feature that its members cannot compete with each other; selection takes place between whole cycles .Gonium has a wide spectrum of `somatic plasticity' which enables it to assume various colonial configurations depending on physiological and environmental conditions. This feature can be explained as the result of dynamic flexibilities on the macro-molecular level. The particular relationship between the vast, molecular complexity and the relative simple dynamics of the cell cycle must lead eventually to the genetic fixation of an environmentally induced phenotype. (shrink)

while william james's research in mental healing, psychical research, and religious experience are all well-documented, his foray into phrenology remains unexplored and undeveloped. This paper begins with Ralph Barton Perry's narrative, which portrays James as a believer in the truth of phrenology and as someone who thinks it should be valued as an art. While this depiction of James has not made its way into the recent biographies, there are a few individuals who, in fact, perpetuate this idea within (...) the secondary literature. In response, this paper offers a critical assessment of Perry's account by demonstrating that there is sufficient reason to be suspicious of his assertions. The... (shrink)

While it is almost always difficult to identify firm relationships between imaginative works of literature and contemporary philosophy, it seems sure that at any particular time literature and philosophy do not float free of each other. There was a particularly solid basis for the connection in the fourteenth century, when philosophical studies were basic in advanced education and major philosopher-theologians like Walter Burley and John Wycliffe were prominent public figures. Yet significant scholarship that relates Chaucer's poetry to the philosophy of (...) the age is quite limited. A major deterrent to scholars has been a misunderstanding of the philosophical temper of England at the time, especially the influence of nominalism. While it is true that William of Ockham , who is generally thought of as the most typical and influential nominalist, taught at Oxford in the early fourteenth century, it is equally a fact that the great Scholastic realist, John Duns Scotus , also lectured at Oxford shortly after 1300, and that it was mainly realism, not nominalism, that held sway in the English schools in the late fourteenth century. The important philosophers whom we associate with the court of Edward III and with Chaucer's sphere of activity were Scholastic realists: Burley, Thomas Bradwardine, Wycliffe, Ralph Strode. Especially in light of the central position of British philosophers in European Scholastic philosophy during the century, and of Chaucer's learning and wide experience, we may assume that he was exposed to current philosophical thought through his training, personal relationships, and the general cultural climate. In all probability the realist position was dominant in what he heard and learned. (shrink)

Motivated by accounts of concept use in autistic spectrum disorder and a computational model of weak central coherence we examined comprehension and production vocabulary in typically‐developing children and those with ASD and Down syndrome. Controlling for frequency, familiarity, length and imageability, Colorado Meaningfulness played a hitherto unremarked role in the vocabularies of children with ASD. High Colorado Meaningful words were underrepresented in the comprehension vocabularies of 2‐ to 12‐year‐olds with ASD. The Colorado Meaningfulness of a word is a measure of (...) how many words can be associated with it. Situations in which high Colorado Meaningfulness words are encountered are typically highly variable, and words with High Colorado Meaningfulness often involve extensive use of context. Our data suggest that the number of contexts in which a particular word can appear has a role in determining vocabulary in ASD. This suggestion is consistent with the weak central coherence theory of autism. (shrink)

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

_Continental Philosophy: __A Critical Approach_ is a lucid and wide-ranging introduction to the key figures and philosophical movements of the nineteenth and twentieth centuries. Includes chapters on Hegel; Marx and Western Marxism; Schopenhauer, Freud, and Bergson; Nietzsche; hermeneutics; phenomenology; existentialism; structuralism,; poststructuralism; French feminism; and postmodernism. Provides an ideal text or background resource for many different introductory and advanced courses on modern European philosophy.

Rudolf Eucken on the meaning and value of life: the anthropotheistic standpoint of religious idealism.--The alleged revolutionism of Eucken's philosophy.--Activism and adolescence.--The religion of the spirit.--The principle of fruition.--Religion and morality.--Fruition and action.--The passion of love.--Pragmatism and religious idealism.--Universalism and the problem of evil.

This is a reproduction of the original artefact. Generally these books are created from careful scans of the original. This allows us to preserve the book accurately and present it in the way the author intended. Since the original versions are generally quite old, there may occasionally be certain imperfections within these reproductions. We're happy to make these classics available again for future generations to enjoy!

Covering the complete development of post-Kantian Continental philosophy, this volume serves as an essential reference work for philosophers and those engaged in the many disciplines that are integrally related to Continental and European Philosophy.

This work has been selected by scholars as being culturally important, and is part of the knowledge base of civilization as we know it. This work was reproduced from the original artifact, and remains as true to the original work as possible. Therefore, you will see the original copyright references, library stamps (as most of these works have been housed in our most important libraries around the world), and other notations in the work. This work is in the public domain (...) in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. As a reproduction of a historical artifact, this work may contain missing or blurred pages, poor pictures, errant marks, etc. Scholars believe, and we concur, that this work is important enough to be preserved, reproduced, and made generally available to the public. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

This Is A New Release Of The Original 1907 Edition.