Contributed articles previously published in several journals on the philosophy of Jacques Derrida, 1930-2004.

This article develops a conceptual framework that explains how organizations can influence employees’ attitudes and behaviour through their corporate social responsibility activities. There are plenty of studies to suggest the financial benefits of CSR. However, studies are scarce to link CSR with non-financial measures of organizational effectiveness, such as, affective commitment, job engagement and organizational citizenship behaviour. Moreover, studies are rare to delineate the process through which CSR can bring positive attitudes. Thus, this article focuses on organizational prosocial identity as (...) a mediating variable. The role of communicating CSR activities is almost negligible and to address this gap, this article considers CSR communication as a moderating variable. Drawing from literature, this article argues that the success of an organization lies in enhancing positive attitudes among employees and probably, one of the ways to promote this is through CSR. Based on this assertion, the framework identifies CSR activities towards four stakeholders and its impacts on employees. Several research implications are proposed based on the propositions highlighted in this article. (shrink)

The starting point of this paper is a statement that Benjamin makes in a group of notes he writes for his project of a detective novel. Benjamin writes here that «criminal and detective could be so friends [so befreundet sein] as Sherlock Holmes and Watson». We’ll try to understand the meaning of this statement through the investigation of the detective topic in two moments of its fore and afterlife: its fore life in Benjamin’s meditation on the baroque and its after (...) life in Sherlock Holmes’s most recent apparition, in the BBC series Sherlock. One of the most interesting elements of this series is in fact the relationship – which is barely sketched in Conan Doyle’s stories – between Sherlock Holmes and his antagonist, the maths professor Jim Moriarty. We’ll see that in Benjamin’s notes for a detective novel the criminal is not a maths professor but a psychoanalyst. What is the difference, anyway, between professor Moriarty’s knowledge and Sherlock’s knowledge? In fact, we will find out that criminal and detective are closer to one other than what we may be induced to think – close but not coincident. (shrink)

A formal sequent system dealing with Menelaus' configurations is introduced in this paper. The axiomatic sequents of the system stem from 2-cycles of Δ-complexes. The Euclidean and projective interpretations of the sequents are defined and a soundness result is proved. This system is decidable and its provable sequents deliver incidence results. A cyclic operad structure tied to this system is presented by generators and relations.

In this paper we present the syntax and semantics of a temporal action language named Alan, which was designed to model interactive multimedia presentations where the Markov property does not always hold. In general, Alan allows the specification of systems where the future state of the world depends not only on the current state, but also on the past states of the world. To the best of our knowledge, Alan is the first action language which incorporates causality with temporal formulas. (...) In the process of defining the effect of actions we define the closure with respect to a path rather than to a state, and show that the non-Markovian model is an extension of the traditional Markovian model. Finally, we establish relationship between theories of Alan and logic programs. (shrink)

The first step in reasoning about actions and change involves reasoning about how the world would evolve if a certain action is executed in a certain state. Most research on this assumes the evolution to be only a single step and focus on formulating the transition function that defines changes between states due to actions. In this paper we consider cases where the evolution is more than just a single change between one state and another. This is manifested when the (...) execution of an action may trigger execution of other actions, or when multiple agents act on the environment following certain strategies. (shrink)

The paper focuses on the quite famous but also still quite mysterious idea of “immaterial similarity” by Walter Benjamin. Benjamin argues that the production of an immaterial similarity is in some way an act of magic. But it is also at the same time an overcoming of magic itself. And the reason is that the “immaterial similarity” can open the way to a “materialistic perspective”. How can that be? In order to answer, we’ll consider Benjamin’s idea of “matter”. In Benjamin’s (...) early writings matter appears, as we shall see, as something magic. But there is another idea, which is quite near to matter but is not exactly the same: the idea of “stuff”. The stuff is the “material” things are made of. If we search for a definition of it, we can find that it is “the mute, soft and flocky element that – like the snow in the snow globes – clouds over inside the core of things”. We are going to examine this problematic definition. We’ll discover that way that the idea of stuff marks, in comparison to matter, a possibility. A possibility that has to be seized, before it “flits past. (shrink)

This essay examines two texts that Walter Benjamin wrote in 1918, during his period in Bern, on Shakespeare’s comedy As you like it and on Le malade imaginaire by Molière When these texts are considered together, a question arises. What is the role of the comic inside Benjamin’s philosophy, in this period and also in the years to follow? Is the comic really only the other side of mourning, as Benjamin writes in The Origin of German Tragic Drama, or does (...) it also have another significance, a significance of its own? Moreover, why should Shakespeare’s comedy be the opposite of Molière’s comedy, as Benjamin writes in the paper on Molière? In order to answer, we are going to set a connection between Shakespeare’s «unarmed eye» and the «innocence» that Molière’s comedy indicates. This will also lead us to another text that was of much significance to Benjamin, Stendhal’s Charterhouse of Parma. Here too, as in As you like it, there is an innocent protagonist trying to escape from the evil of a court. Yet Shakespeare’s As you like it ends with the reconstruction of a court. What does Benjamin mean, then, when he states that in As you like it «everything ends in loneliness»? The answer will provide a point of convergence between Shakespeare’s and Molière’s comedy. Benjamin’s idea of «Weltlichkeit», of which comedy is a necessary part, will prove to be an alternative to the “armed” character of the court. (shrink)

Things are not the same when, even remaining the same, they are placed on the right or on the left, above or below, in front or behind. In the concrete space of our daily experience, in the space of myths and religions, we are not confronted with a neutral, homogeneous, infinite and isotropic spatiality, indifferent to directions. On the contrary, the possibility of a meaningful movement in space, rooted in my own body and in its praxis (as Kant shows in (...) his pre-critical and critical essays devoted to the space regions and to orientation), is assigned to the three main axes (above/below, right/left, front/behind) and their correspondent differences. The same applies for the space of images and pictures. The present issue of “Aisthesis” aims at exploring how the articulations above/below, right/left, front/behind produce a difference – syntactic, semantic, pragmatic and symbolic – in the iconic domain, and at investigating what theoretical models can be employed in order to understand such difference. (shrink)

This essay talks about the concept of ‘metaphysics’ as it was interpreted by Carlini, leading it back to a transcendental perspective of Kantian ascendancy. ITn particular, the work attempts at an in-depth study of the Carlinian conception of transcendental as “something that proves constitutively defined by its ability to make transcendency possible”.

These pages deal with the often original way in which Vittorio Sainati has been able to appropriate and interpret issues widely spread among the philosophers of his generation. He opened a path of thinking whose point of departure is an anti-metaphysical retrieval of the speculative tradition of Italian neo-idealism and whose results consist in the autonomous elaboration of a form of hermeneutics that takes into serious consideration the ontological underpinnings of languages it is bound to assimilate.

With his fight against the sea monster Medusa, Perseus embodies for Warburg the “world-directed energy”. Warburg's “energetic aesthetics” could be interpreted then as nothing but another version of the hypertrophic, despotic subject Ferraris has often written about. We will show it that is not the case by considering the relationship that Warburg draws between Perseus and Hamlet.

The problem of academic dishonesty in general and exam cheating in particular, has been ubiquitous in schools, colleges, and universities around the world. This paper reports on the findings from teachers’ and students’ experiences and perceptions of exam cheating at Nepali schools, colleges, and universities. In so doing, the paper highlights the challenges of maintaining academic integrity in Nepali education systems. Based on qualitative research design, the study data were collected by employing semi-structured interviews with the teachers and the students. (...) Findings from the study indicated that over-emphasized value given to marks/grades and the nature of exam questions among others were the predominant factors. Our findings contribute to the practical understanding that academic institutions in Nepal have largely failed to communicate the value of academic honesty and integrity to the students of all levels of education despite the increasing prevalence of exam cheating. Therefore, exam cheating requires urgent attention from academic institutions, educators, and education leaders to educate students about the long-term educational and social values of academic honesty and integrity. (shrink)