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Steve Tammelleo
University of San Diego
  1.  44
    Consumer Social Responsibility?Steve Tammelleo & Louis G. Lombardi - 2014 - Business and Professional Ethics Journal 33 (1):99-126.
    We develop a vision of consumer responsibility in purchasing decisions in light of the Coalition of Immokalee Workers’ boycotts. These boycotts succeeded in convincing large fast food companies and national supermarket chains to pay tomato growers a penny more per pound, to improve working conditions and wages for pickers. The C.I.W. efforts to generate consumer support eschewed claims associated with rule-based obligations in favor of appeals more typically associated with virtue and caring ethics. The strategies encouraged consumers to understand the (...)
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  2.  28
    A Limited Defense of Epiphenomenalism.Steve Tammelleo - 2008 - South African Journal of Philosophy 27 (1):40-51.
    The present paper shows that the clearest formulation of J. M. E. McTaggart's antipassage argument, that of D. H. Mellor in _Real Time II, is unsound when its premises are interpreted so that it is valid. This argument need mislead us no longer. The crucial item in the interpretation of the premises is the copula 'is', as in 'E is past'. The copula may be either tensed or tenseless. While this ambiguity of the copula has been noted before, its implications (...)
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  3.  51
    The Salem Witch Project. [REVIEW]Steve Tammelleo - 2002 - Philosophy and Phenomenological Research 65 (1):193-200.
    The authors’ central claim, they tell us, is that meaning discourse is radically normative, rather than descriptive. In the Introduction they say.
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  4.  13
    Care of Self as Resistance to Normalizing Effects of Student Evaluation of Teaching.Steve Tammelleo - 2017 - Teaching Philosophy 40 (2):255-273.
    After a brief review of the literature on Student Evaluation of Teaching, I employ a Foucauldian analysis to argue that student evaluations are forms of power that involve aspects of both discipline and governmentality. After examining how SETs are used to improve teaching, I identify some techniques that instructors use to respond to SET that undermine the legitimate interests of students or the educational institution. I endorse a hybrid model where a single global teaching question is used for summative purposes (...)
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    Review: The Salem Witch Project. [REVIEW]Terry Horgan & Steve Tammelleo - 2002 - Philosophy and Phenomenological Research 65 (1):193 - 200.
    The authors’ central claim, they tell us, is that meaning discourse is radically normative, rather than descriptive. In the Introduction they say.
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