Nursing is possible owing to a series of intricate systemic relations. Building on an established tradition of sociological research, we critically analysed the nursing profession in Chile, with an emphasis on its education system, in the light of social systems theory. The paper's aim was to explore basic characteristics of nursing education as a system, so as to outline its current evolution. Drawing on recent developments in nursing, we applied an empirical framework to identify and discuss functionally differentiated systems that (...) are relevant to nursing and observe communications between them. We found that the dynamics of nursing as a whole develop from communications with closely related systems, including the nursing profession and the education system more broadly. While the discipline (as a system of representations) strives to control the profession (as an applied occupational field), the necessities of practicing nurses imply other forces mediating the making of the profession, a process framed by market dynamics in education and health. (shrink)

Conceptualization and measurement of organizational commitment involve different dimensions that include economic, affective, as well as moral aspects labelled in the literature as: ‘continuance’, ‘affective’ and ‘normative’ commitment. This multidimensional framework emerges from the convergence of different research lines. Using Aristotle’s philosophical framework, that explicitly considers the role of the will in human commitment, it is proposed a rational explanation of the existence of mentioned dimensions in organizational commitment. Such a theoretical proposal may offer a more accurate definition of ‘affective (...) commitment’ that distinguishes feelings from rational judgments. The use of a philosophical explanation coherent with psychological findings also allows the discovery of a wider moral concept of ‘normative commitment’. (shrink)

In recent decades, Total Quality Management (TQM) has become an important phenomenon in the world of business, but the implications and scope of quality programs are quite different everywhere. Since different explanations have been given, most authors agree that management commitment and leadership are indispensable elements for a successful TQM implementation. Nevertheless, the study of the literature reflects a terminological confusion on this point. The authors of this paper argue that commitment and leadership are not synonymous terms.While committed managers may (...) lead the process of quality using exclusively their formal authority, those who are leaders generate a kind of influence that goes further than that. This paper suggests a multidimensional perception of leadership and upholds that only by considering the ethical dimension of leadership, together with technical and psycho-emotive ones, it is possible to explain more accurately interpersonal influences beyond the scope of power. As an illustrative example of the importance of considering each dimensions, the authors present two case studies of TQM implementation. (shrink)

Donald F. Koch supplies the only extant complete transcription of the annual three-course sequence on ethics Dewey gave at the University of Chicago from 1894 to 1904. Koch argues that these lectures offer the best systematic, overall introduction to Dewey’s approach to moral philosophy and are the only account showing the unity of his views in nearly all phases of ethical inquiry. These lectures are the only work by Dewey to set forth a complete theory of moral language. (...) They offer a clear illustration of the central methodological questions in the development of a pragmatic instrumentalist ethic and the actual working out of the instrumentalist approach as distinct from simply presenting it as a conclusion. (shrink)

Within the literature on emotion and behavioral action, studies on approach-avoidance take up a prominent place. Several experimental paradigms feature successful conceptual replications but many original studies have not yet been replicated directly. We present such a direct replication attempt of two seminal experiments originally conducted by Chen and Bargh (1999). In their first experiment, participants affectively evaluated attitude objects by pulling or pushing a lever. Participants who had to pull the lever with positively valenced attitude objects and push the (...) lever with negatively valenced attitude objects (i.e., congruent instruction) did so faster than participants who had to follow the reverse (i.e., incongruent) instruction. In Chen and Bargh's second experiment, the explicit evaluative instructions were absent and participants merely responded to the attitude objects by either always pushing or always pulling the lever. Similar results were obtained as in Experiment 1. Based on these findings, Chen and Bargh concluded that (1) attitude objects are evaluated automatically; and (2) attitude objects automatically trigger a behavioral tendency to approach or avoid. We attempted to replicate both experiments and failed to find the effects reported by Chen and Bargh as indicated by our pre-registered Bayesian data analyses; nevertheless, the evidence in favor of the null hypotheses was only anecdotal, and definitive conclusions await further study. (shrink)

In the lectures on the logic of ethics, he sets forth and defends the view that the "is" in a moral judgment such as "This is good" is a coordinating factor in an inquiry.

In _Lectures on Ethics, 1900–1901_,_ _Donald F. Koch supplies the only extant complete transcription of the annual three-course sequence on ethics John Dewey gave at the University of Chicago. In his introduction Koch argues that these lectures offer the best systematic, overall introduction to Dewey’s approach to moral philosophy and are the only account showing the unity of his views in nearly all phases of ethical inquiry. These lectures are the only work by Dewey to set forth a (...) complete theory of moral language. They offer a clear illustration of the central methodological questions in the development of a pragmatic instrumentalist ethic and the actual working out of the instrumentalist approach as distinct from simply presenting it as a conclusion. (shrink)

How should pragmatists respond to and contribute to the resolution of one of America's greatest and most enduring problems? Given that the most important thinkers of the pragmatist movement—Charles S. Peirce, William James, John Dewey, and George Herbert Mead—said little about the problem of race, how does their distinctly American way of thinking confront the hardship and brutality that characterizes the experience of many African Americans in this country? In 12 thoughtful and provocative essays, contemporary American pragmatists connect ideas with (...) action and theory with practice to come to terms with this seemingly intractable problem. Exploring themes such as racism and social change, the value of the concept of race, the role of education in ameliorating racism, and the place of democracy in dealing with the tragedy of race, the voices gathered in this volume consider how pragmatism can focus new attention on the problem of race. Contributors are Michael Eldridge, Eddie S. Glaude, Jr., Judith M. Green, D. Micah Hester, Donald F. Koch, Bill E. Lawson, David E. McClean, Gregory F. Pappas, Scott L. Pratt, Alfred E. Prettyman, John R. Shook, Paul C. Taylor, and Cornel West. (shrink)

Research examining firm and industry effects on performance has primarily focused on the financial aspects of firm performance. Corporate social performance is a major aspect of firm performance that has been under-examined empirically in the literature to date. Adding to the fundamental debate regarding firm versus industry effects on performance, this study uses data drawn from the Kinder, Lydenberg and Domini Co. database to examine the degree to which CSP is related to firm, industry, and temporal factors. The results of (...) these analyses suggest that CSP tends to change in a linear manner over time; however, the slope of this line varies across firms and industries. These findings are supported by several robustness checks accounting for autocorrelation, alternative measures of industry, different samples commonly used when using KLD data to measure CSP, and alternative measures of CSP when using the KLD database. The authors also directly compare firm, industry, and temporal effects between CSP and financial performance. (shrink)

John Dewey delivered two sets of related lectures at the University of Chicago in the fall quarter 1895 and the spring quarter 1896. Designed for graduate students, the lectures show the birth of Dewey’s instrumentalist theory of inquiry in its application to ethical and political thinking. From 1891 through 1903, Dewey attempted to develop a revolutionary experimentalist approach to ethical inquiry designed to replace the more traditional ways of moral theorizing that relied on the fixed moral knowledge given in advance (...) of the situations in which they were applied. In the lectures on the logic of ethics, he sets forth and defends the view that the "is" in a moral judgment such as "This is good" is a coordinating factor in an inquiry. Although the subject matter of the lectures is highly technical, its significance is paramount. It provides the key to and opens the door for a theory that preserves the difference between strictly scientific inquiry and moral inquiry even while it provides a "scientific treatment" of the latter. The lectures on political ethics apply Dewey’s theory of inquiry to the logical problems created by three disciplines designated as politics, economics, and ethics, which appear to have separate and antagonistic subject matters. Politics is a quest for political power; economics is based on self-interest; ethical inquiry is about morality. These lectures carry on the experimental theory of inquiry developed in the previous lectures by explaining how the distinction between these subject matters can be developed without the antagonism. These lectures enable us to make much better sense of Dewey’s later works on moral and political topics. (shrink)

This paper contends that Heldke's recipe analogy can be reworked to help us deal with those who hold beliefs and practice activities that are contrary to our own. It draws upon the work of William James and John Dewey to develop a practical approach to such conflict situations.

This paper contends that Heldke's recipe analogy can be reworked to help us deal with those who hold beliefs and practice activities that are contrary to our own. It draws upon the work of William James and John Dewey to develop a practical approach to such conflict situations.

Henry Sedgewick's The Methods of Ethics challenges comparison, as no other work in moral philosophy, with Aristotle's Ethics in the depth of its understanding of practical rationality, and in its architectural coherence it rivals the work of Kant. In this historical, rather than critical study, Professor Schneewind shows how Sidgewick's arguments and conclusions represent rational developments of the work of Sidgewick's predecessors, and brings out the nature and structure of the reasoning underlying his position.

In lieu of an abstract, here is a brief excerpt of the content:BOOK REVIEWS 489 right; and it will be of interest to students of modern aesthetics. But compared with Rudolf Makkreel's ground-breaking study, Dilthey, Philosopher of the Human Studies (Princeton, 1975), it is handicapped by an exasperating vagueness. This is mainly because Heinen does not go more deeply into Dilthey's profuse aesthetic writings from a historical perspective and on the basis of a commitment to an appropriate methodology. What we (...) get, instead, is a rather one-sided reflection on several important aspects of Dilthey's aesthetic writings. ROLF-DIETERHERRMANN University of Tennessee Young John Dewey: An Essay in American Intellectual History. By Nell Coughlan. (Chicago and London: University of Chicago Press, 1975. Pp. xii + 187) The author's aim in this carefully researched volume is to examine the early development of Dewey's character, primarily as it is expressed in the changes in his philosophical development from the time he was a student at the University of Vermont until he left the University of Michigan to go to Chicago in 1894. The account is at its best in relating the common problems shared by Dewey, his teachers George Sylvester Morris and G. Stanley Hall and his younger colleague George Herbert Mead. All were conscientious men, concerned to develop an account of the world and of society that does not fall back on religion as a crutch, that could give some accounting of or even take advantage of new developments in empirical psychology yet still provide a role for the philosopher as a moral leader. Where in the America of the 1870s and 1880s could such a person turn? Aside from Harvard and Johns Hopkins, there was no place for the independent, secular philosopher in American colleges and universities. The safe clergyman was typically given employment; the free thinking agnostic was considered dangerous. Further, there was the problem of intellectual isolation. Coughlan brilliantly contrasts the tight knit intellectual community of Victorian England with the struggles of individual American thinkers, scattered around the United States, to find like-minded intellectual companionship. Morris tried to resolve these problems by embracing the idealism of T. H. Green and hoping for a full-time chair at Hopkins. Hall, who eventually got the chair, went into empirical psychology. His choice was safe and intellectually respectable but ignored moral matters. Mead and a young friend named Henry Castle went through a long struggle to develop a satisfactory world view. Castle never achieved success and died in a shipwreck at age 32. Mead's correspondence with Castle reveals that he endured a number of acute personal crises before becoming Dewey's colleague at Michigan and discovering the latter's newly developing "organic circuit" theory with all its implications for the development of social psychology. Dewey was the most successful of the lot. It would be easy to construe a scenario wherein the young Dewey became skeptical about Green's idealism and underwent an acute personal crisis at the prospect of a world no longer glued together by the universal mind. This apparently never happened. By his own account, Dewey's "drift" from idealism took fifteen years, 1and I suspect that this gradual disengagement served as an effective buffer against the shock of having to develop an experimental naturalism all of a sudden. At any rate, Coughlan gives the most thorough account available of the evolution of Dewey's thought during the Michigan years. Coughlan is on solid ground so long as he treats Dewey as a person who shared common intellectual problems with like-minded colleagues and teachers. But how can one reconstruct his personal life? The difficulties are real. Dewey's published writings of the period reveal little John Dewey, "From Absolutism to Experimentalism," in John Dewey on Experience, Nature, and Freedom, ed. Richard J. Bernstein (New York: Liberal Arts Press, 1960), p. 12. 490 HISTORY OF PHILOSOPHY of his personality. Indeed, one is moved to ask whether his personality was almost entirely submerged in his work. Colleagues, friends and students are no longer available to tell their story. There is little in the way of revealing personal correspondence that is available. Dewey was not inclined to reminisce.2 About all we have from him... (shrink)

We need guidance in interpreting and evaluating C. S. Peirce. The scope, complexity, and ongoing development of his extensive body of philosophical work call for the location of central themes and arguments. This collection of essays, originally published or written between 1966 and 1995, sets forth those themes that dominate Potter’s thought.

The current study is a pilot trial to examine the effects of a nonelective, classroom-based, teacher-implemented, mindfulness meditation intervention on standard clinical measures of mental health and affect in middle school children. A total of 101 healthy sixth-grade students (55 boys, 46 girls) were randomized to either an Asian history course with daily mindfulness meditation practice (intervention group) or an African history course with a matched experiential activity (active control group). Self-reported measures included the Youth Self Report (YSR), a modified (...) Spielberger State-Trait Anxiety Inventory, and the Cognitive and Affective Mindfulness Measure –Revised. Both groups decreased significantly on clinical syndrome subscales and affect but did not differ in the extent of their improvements. Meditators were significantly less likely to develop suicidal ideation or thoughts of self-harm than controls. These results suggest that mindfulness training may yield both unique and non-specific benefits that are shared by other novel activities. (shrink)

Between-subject variability in cognitive performance has been related to inter-individual differences in functional brain networks. Targeting the dorsal attention network we questioned whether resting-state functional connectivity within the DAN can predict individual performance in spatial attention tasks and whether there is short-term adaptation of DAN-FC in response to task engagement. Twenty-seven participants first underwent resting-state fMRI, they subsequently performed different tasks of spatial attention [including visual search ] and immediately afterwards received another rs-fMRI. Intra- and inter-hemispheric FC between core hubs (...) of the DAN, bilateral intraparietal sulcus and frontal eye field, was analyzed and compared between PRE and POST. Furthermore, we investigated rs-fMRI-behavior correlations between the DAN-FC in PRE/POST and task performance parameters. The absolute DAN-FC did not change from PRE to POST. However, different significant rs-fMRI-behavior correlations were revealed for intra-/inter-hemispheric connections in the PRE and POST run. The stronger the FC between left FEF and IPS before task engagement, the better was the learning effect in VS. And the faster the VS, the stronger was the FC between right FEF and IPS after task engagement. To conclude, DAN-FC relates to the individual performance in spatial attention tasks supporting the view of functional brain networks as priors for cognitive ability. Despite a high inter- and intra-individual stability of DAN-FC, the change of FC-behavior correlations after task performance possibly indicates task-related adaptation of the DAN, underlining that behavioral experiences may shape intrinsic brain activity. However, spontaneous state fluctuations of the DAN-FC over time cannot be fully ruled out as an alternative explanation. (shrink)

The literature on ethical behavior has called for studies that investigate the interaction between individual and contextual factors. This study examined whether moral identity interacts with ethical culture to predict unethical behavior at work and whether implicit and explicit moral identity affects unethical behavior distinctively. Our sample consisted of 238 participants who took part in an experiment involving an in-basket exercise that measured unethical behavior. Ethical culture was manipulated via a cover letter from a fictitious company’s CEO, and moral identity (...) was measured through a self-report scale and the Implicit Association Test (IAT). Findings indicate that implicit and explicit moral identity were negatively associated with unethical behavior and that organizational culture moderated the relationship between moral identity and unethical behavior. The results have theoretical and practical implications for understanding the interaction of predictors of unethical behavior by combining automatic and deliberate measures of moral identity with ethical culture. (shrink)

This chapter describes the potential far‐reaching consequences of contemplative higher education for the fields of science and medicine.

Tomáš Hauer v publikaci věnované soudobým postmoderním teoriím nejprve vysvětluje genealogii pojmu postmodernismus a analyzuje francouzské filosofické myšlení na cestě od strukturalismu k postmodernismu. Na základě této analýzy pak vymezuje současný postmoderní kulturní obrat a zamýšlí se nad rolí veřejného prostoru v postmoderní společnosti. Čtenář se m.j. seznámí s dílem francouzských filosofů J. Derridy, J. F. Lyotarda, G. Deleuzeho, J. Baudrillarda či italského filosofa G. Vattima. Kniha je tak vhodným úvodem do problematiky postmoderního myšlení.

The Continuous Parameter Estimation Model is applied to develop individual genomic-level heritabilities for the latent hierarchical structure and developmental dynamics of Life History (LH) strategy LH strategies relate to the allocations of bioenergetic resources into different domains of fitness. LH has moderate to high population-level heritability in humans, both at the level of the high-order Super-K Factor and the lower-order factors, the K-Factor, Covitality Factor, and General Factor of Personality (GFP). Several important questions remain unexplored. We developed measures of genome-level (...) heritabilities employing an American sample of 316 monozygotic (MZ) and 274 dizygotic (DZ) twin dyads and a Swedish sample of 863 MZ and 475 DZ twin dyads. This novel heritability index measures individual genetic transmissibility, therefore opening new avenues for analyzing complex interactions among heritable traits inaccessible to standard structural equations methods. For these samples: (1) moderate to high heritability of factor loadings of Super-K on its lower-order factors is demonstrated, evidencing biological preparedness, genetic accommodation, and the gene-culture coevolution of biased epigenetic rules of development; (2) moderate to high heritability of the magnitudes of the effect of the higher-order factors upon their loadings on their constituent factors, evidencing genetic constraints upon phenotypic plasticity; and (3) that heritability of the LH factors, of factor loadings, and of the magnitudes of the correlations among factors are weaker among those with slower LH speeds, demonstrating that inter-individual variation in transmissibility is a function of individual socioecological selection pressures. (shrink)

We argue that Koch’s postulates are best understood within an interventionist account of causation, in the sense described in Woodward. We show how this treatment helps to resolve interpretive puzzles associated with Koch’s work and how it clarifies the different roles the postulates play in providing useful, yet not universal criteria for disease causation. Our paper is an effort at rational reconstruction; we attempt to show how Koch’s postulates and reasoning make sense and are normatively justified within (...) an interventionist framework and more difficult to understand within alternative frameworks for thinking about causation. (shrink)

Pro lidské jednání je důležitý vztah volního a nevolního momentu, svobody a danosti. Ve své práci bych se chtěl zabývat vztahem volního a nevolního momentu v trilogii P. Ricoeura Filosofie vůle (především v jejím prvním dílu). Ricoeur ukazuje odkázanost a propojenost obou momentů ve třech fázích jednání, jimiž je rozhodování, čin a souhlas. Pokud nevolní moment převládne nad volním, propadá člověk zlu. Cílem člověka by mělo být dobro: ovládnutí nevolního momentu vůlí a vztah k druhému člověku. Problematičnost rozdělení světa na (...) dobro a zlo ukazují úvahy F. Nietzscheho v interpretaci P. Kouby. Pro Nietzscheho jsou dobro a zlo nejednoznačné a provázané. Jeho pohled interpretovaný P. Koubou nám ukazuje člověka zcela odkázaného na sebe sama, bez opory v jasném rozdělení světa. Pokusím se důkladněji vyložit Ricoeurův popis volního a nevolního momentu a ukázat, zda a nakolik na něj lze uplatnit Nietzscheho kritiku. Závěrem přiblížím alternativu vůči morálce na jedné straně a relativismu na druhé, kterou ve své interpretaci Nietzscheho nabízí P. Kouba. (shrink)

Udvalgte ideer indenfor didaktikkens historie fra det 17.årh. til idag. Teori for didaktisk forskning, baseret på filosofi og fænomenografi. Anvendelsen af fænomenografisk didaktik.

Hegels Wissenschaft der Logik will nicht weniger sein als die wissenschaftliche Darstellung des Systems der reinen Vernunft. In ihren drei Teilen Das Sein (1812/1832), Die Lehre vom Wesen (1813) und Die subjektive Logik oder die Lehre vom Begriff (1816) verfolgt sie den Weg, auf dem Denken sich zum begreifenden und sich selbst begreifenden Denken bestimmt. Von Anfang an steht sie damit unter dem Vorzeichen, dass die Etappen dieses Weges, das heisst die Formen des Denkens, ihre Beurteilung nicht nach Massgabe ihrer (...) Anpassung an oder Funktionalitat fur anderes, sondern durch immanente Kritik erfahren. Mit diesem Konzept einer sich selbst kritisierenden und sich selbst bestimmenden Vernunft hat die Wissenschaft der Logik es ihren Lesern nicht eben leicht gemacht und, von ihrem Erscheinen bis in die Gegenwart, tiefgreifende Kontroversen sowohl hinsichtlich ihrer Interpretation als auch hinsichtlich ihrer Einschatzung nach sich gezogen. Der vorliegende Kommentarband dient vor allem dem Ziel, Einblick in den Gedankengang der Wissenschaft der Logik zu geben. In dreizehn Originalbeitragen wird, der Gliederung des Werks folgend, die Argumentation in teils freierer, teils nah am Text orientierter Weise rekonstruiert. Daruber hinaus dokumentiert der Band unterschiedliche Perspektiven der gegenwartigen Hegel-Forschung. ". (shrink)

The article critically reviews the Incongruity Theory of Humor reaching the conclusion that it has to be essentially restructured. Leaving aside the question of scope, it is shown that the theory is inadequate even for those cases for which it is thought to be especially well suited – that it cannot account either for the pleasurable effect of jokes or for aesthetic pleasure. I argue that it is the resolution of the incongruity rather than its mere apprehension, which is that (...) source of the amusement or aesthetic delight. Once the theory is thus restructured, the Superiority Theory of Humor and the Relief Theory can be seen as supplementary to it. (shrink)