Conditional analyses of ability have been nearly entirely abandoned by philosophers of action as woefully inadequate attempts of analyzing the concept of ability. Recently, however, Vihvelin (2004) and Fara (2008) have appealed to the similarity between dispositions and abilities, as well as recent advances in the metaphysics of dispositions, in order to construct putatively superior conditional analyses of ability. Vihvelin and Fara claim that their revised conditional analyses of ability enable them to show that Frankfurt-style cases fail to sever (...) the connection between freedom and responsibility, and that compatibilism about free will and determinism is true. I argue, however, that even granting the truth of their dispositional analyses, they cannot achieve these aims. Vihvelin and Fara’s fundamental error lies in their failing to appreciate the complex nature of free will and moral responsibility—specifically that agents’ freedom and responsibility depend not only on their abilities, but also their opportunities. (shrink)

The Covid-19 global pandemic is a crisis like no other, forcing governments to implement prolonged national lockdowns in an effort to limit the spread of the disease. As organizations aim to adapt and remain operational, employers can suspend or reduce work activity for events related to Covid-19 and claim government support to subsidize employee wages. In this way, some employees are placed on furlough as opposed to being made redundant. While the impact of such schemes on global economy attracted much (...) attention, their micro-level impact on individual employees is still unknown. Building on the ability-motivation-opportunity framework, this pilot study explores how employees' perceptions of abilities, motivation, and opportunities are affected as a result of furlough. Rapid ethnography including interviews, observations, and document analysis in a British organization provided insights into the perceptions and experiences of employees put on furlough and highlighted that all three elements of AMO are affected by the current situation, either positively or negatively. We identify theoretical contributions and suggest a number of AMO enhancing practices in the context of furlough. (shrink)

The assumption that students are differently talented often underlies the public and philosophical debate about the justice of school systems. It is striking that despite the centrality of the notion of ‘talent’ in these debates, the concept is hardly ever explicated. I will suggest two explications: First, philosophers who point to different talents often assume that these are somehow fixed potentials that pose limits to what someone can achieve. According to this understanding, no matter how hard someone tries, she simply (...) cannot perform well due to a lack of talent. Second, talking about different talents can be understood as saying that two students who will receive the same amount of educational resources are nevertheless expected to perform differently in the future. In the public as well as the philosophical debate it is common to assume that educational prospects should be equalized when it comes to unequal social backgrounds, but not when it comes to unequal talents. In this paper, I put into question three reasons that could speak in favor of this assumption: the first refers to the connection between talents and limits, the second to the relation between talents and the transformation of resources and the last one to the idea that talents somehow go back to the person’s true self. (shrink)

The assumption that students are differently talented often underlies the public and philosophical debate about the justice of school systems. It is striking that despite the centrality of the notion of ‘talent’ in these debates, the concept is hardly ever explicated. I will suggest two explications: First, philosophers who point to different talents often assume that these are somehow fixed potentials that pose limits to what someone can achieve. According to this understanding, no matter how hard someone tries, she simply (...) cannot perform well due to a lack of talent. Second, talking about different talents can be understood as saying that two students who will receive the same amount of educational resources are nevertheless expected to perform differently in the future. In the public as well as the philosophical debate it is common to assume that educational prospects should be equalized when it comes to unequal social backgrounds, but not when it comes to unequal talents. In this paper, I put into question three reasons that could speak in favor of this assumption: the first refers to the connection between talents and limits, the second to the relation between talents and the transformation of resources and the last one to the idea that talents somehow go back to the person’s true self. (shrink)

In recent years a number of commentators have discussed the importance of measuring quality of life in health care. We want to know whether an intervention will help people to live better, not just longer, and whether some treatments cause more trouble than they are worth. New technologies promise wondrous benefits. But when millions of people have no insured access to health care, and when many others face increasingly stringent limits on care, technologies’ high costs require us to choose what (...) we should do from the broader universe of what we can do.The challenges to measuring QL are formidable. Researchers debate whether to measure general QL or disease-specific QL; whether to focus on functional status such as the patient's ability to walk and dress himself, or on the value people ascribe to that functional status; whether to seek the values of the general public, or to concentrate on people actually affected by a given disease or disability. (shrink)

In recent years a number of commentators have discussed the importance of measuring quality of life in health care. We want to know whether an intervention will help people to live better, not just longer, and whether some treatments cause more trouble than they are worth. New technologies promise wondrous benefits. But when millions of people have no insured access to health care, and when many others face increasingly stringent limits on care, technologies’ high costs require us to choose what (...) we should do from the broader universe of what we can do.The challenges to measuring QL are formidable. Researchers debate whether to measure general QL or disease-specific QL; whether to focus on functional status such as the patient's ability to walk and dress himself, or on the value people ascribe to that functional status; whether to seek the values of the general public, or to concentrate on people actually affected by a given disease or disability. (shrink)

The two questions, “What is public health law?” and “How can law improve the public’s health?”, are perennial ones for public health law scholars. They are ideological questions because perceptions about the proper boundaries of law’s role will shape perceptions of what law can do, in an operational sense, to improve health outcomes. They are also theoretical questions, in the sense that, without closing down debate about the limits of public health law, these questions can be addressed by mapping the (...) range of perspectives on how law might “go to work” for the public’s health. Finally, these are immensely practical questions. On our ability to understand the roles that law can play in public health improvement rests our capacity, as a society, to use law strategically as a policy tool. (shrink)

The book provides an in-depth discussion on the human nature concept from different perspectives and from different disciplines, analyzing its use in the doping debate and researching its normative overtones. The relation between natural talent and enhanced abilities is scrutinized within a proper conceptual and theoretical framework: is doping to be seen as a factor of the athlete’s dehumanization or is it a tool to fulfill his/her aspirations to go faster, higher and stronger? Which characteristics make sports such a (...) peculiar subject of ethical discussion and what are the, both intrinsic and extrinsic, moral dangers and opportunities involved in athletic enhancement? This volume combines fundamental philosophical anthropological reflection with applied ethics and socio-cultural and empirical approaches. Furthermore it presents guidelines to decision- and policy-makers on local, national and international levels. (shrink)

In this article, I develop and defend a prioritarian principle of justice for the distribution of educational resources. I argue that this principle should be conceptualized as directing educators to confer a general benefit, where that benefit need not be mediated by improved academic outcomes. I go on to argue that it should employ a metric of all-things-considered flourishing over the course of the student's lifetime. Finally, I discuss the relationship between my proposed prioritarian principle and the meritocratic principle that (...) it is presumed to supplement. (shrink)

This paper aims to clarify the consequences of new scientific and philosophical approaches for the practical-theoretical framework of modern developmental biology. I highlight normal development, and the instructive-permissive distinction, as key parts of this framework which shape how variation is conceptualised and managed. Furthermore, I establish the different dimensions of biological variation: the units, temporality and mode of variation. Using the analytical frame established by this, I interpret a selection of examples as challenges to the instructive-permissive distinction. These examples include (...) the phenomena of developmental plasticity and transdifferentiation, the role of the microbiome in development, and new methodological approaches to standardisation and the assessment of causes. Furthermore, I argue that investigations into organismal development should investigate the effects of a wider range of kinds of variation including variation in the units, modes and temporalities of development. I close by examining various possible opportunities for producing and using normal development free of the assumptions of the instructive-permissive distinction. These opportunities are afforded by recent developments, which include new ways of producing standards incorporating more natural variation and being based on function rather than structure, and the ability to produce, store, and process large quantities of data. (shrink)

This study examined individual differences in mathematics learning by combining antecedent (A), opportunity (O), and propensity (P) indicators within the Opportunity-Propensity model. Although there is already some evidence for this model based on secondary datasets, there currently is no primary data available that simultaneously takes into account A,O and P factors in children with and without Mathematical Learning Disabilities (MLD). Therefore the mathematical abilities of 114 school-aged children (grade 3 till 6) with and without MLD were analyzed and combined (...) with information retrieved from standardized tests and questionnaires. Results indicated significant differences in personality, motivation, temperament, subjective well-being, self-esteem, self-perceived competence and parental aspirations when comparing children with and without MLD. In addition, A, O and P factors were found to underlie mathematical abilities and disabilities. For the A factors, parental aspirations explained about half of the variance in fact retrieval speed in children without MLD, and SES was especially involved in the prediction of procedural accuracy in general. Teachers’ experience contributed as O factor and explained about 6% of the variance in mathematical abilities. P indicators explained between 52 and 69% of the variance, with especially intelligence as overall significant predictor. Indirect effects pointed towards the interrelatedness of the predictors and the value of including A, O and P indicators in a comprehensive model. The role parental aspirations played in fact retrieval speed was partially mediated through the self-perceived competence of the children, whereas the effect of SES on procedural accuracy was partially mediated through intelligence in children of both groups and through working memory capacity in children with MLD. Moreover, in line with the componential structure of mathematics, our findings were dependent on the math task used. Different A, O and P indicators seemed to be important for fact retrieval speed compared to procedural accuracy. Also, mathematical development type (MLD or typical development) mattered since some A, O and P factors were predictive for MLD only and the other way around. Practical implications of these findings and recommendations for future research on MLD and on individual differences in mathematical abilities are provided. (shrink)

Robots are used in various social interactions that require them to be perceived as credible agents. To be rated credible a robot’s mentalizing abilities have shown to be beneficial because they allow a robot to infer users’ inner states, thus serving as a prerequisite for understanding their beliefs and attitudes. However, social robots are often deployed by private and thus profit-oriented companies. In such cases where an organization’s implied manipulative intent is salient, the effect of robots’ mentalizing abilities (...) might be reversed. The reason for this is that mentalizing abilities could pose a persuasive threat to users rather than a feature for better understanding, thereby decreasing credibility attributions. These assumptions were tested in a three by two between-subjects, pre-registered, laboratory experiment during which participants interacted with a social robot that recommended experience vouchers as potential gifts for participants’ target persons. Contrary to our assumptions, inferential statistical results revealed no significant differences in explicit or indirect credibility attributions caused by the experimental manipulation. The external manipulative intent of an organization using the robot caused no differences in participants’ behavioral intentions or evaluations of it. Furthermore, only participants’ attribution of empathic understanding to the robot varied significantly between the three mentalizing conditions. Our results suggest that people focus more on the robot than on the organization using it, causing potential opportunities for such organizations to hide their economic interests from the users. (shrink)

The number of large research projects in the fields of identity, privacy and related topics has burgeoned in recent years. This is a development of great importance to academic scholarship but also to a wider range of audiences and ‘users’, including policy-makers and regulators, the information and communication technology industries, and the general public. New issues have been spotlighted as we move into what some call ‘surveillance societies’, along with a clearer sense of the problems created, and the advantages afforded, (...) by the ability of governments and businesses to identify people and groups, monitor and track their behaviour ad movements, provide them with services at home, in the workplace, online, and in the streets, and enable them to engage in important transactions involving flows of information as well as money. New ways of mitigating adverse effects and enhancing the benefits have been explored, although we are only near the beginning of thinking through and acting on .. (shrink)

It is necessary to transform the educative experiences into the classrooms so that they favor the development of intellectual abilities of children and teenagers. We must take advantage of the new opportunities that offer information technologies to organize learning environments which they favor those experiences. We considered that to arm and to program robots, of the type of LEGO Mind Storms or the so called "crickets", developed by M. Resnik from MIT, like means so that they children them (...) and young people live experiences that favor the development of their intellectual abilities, is a powerful alternative to the traditional educative systems. They are these three tasks those that require a reflective work from pedagogy and epistemology urgently. Robotics could become in the proper instrument for the development of intelligence because it works like a mirror for the intellectual processes of each individual, its abilities like epistemologist and, therefore, is useful to favor those processes in the classroom. (shrink)

Using a Solomon four-group design, we investigate the effect of a case-based critical thinking intervention on students’ critical thinking skills. We randomly assign 31 sessions of business classes to four groups and collect data from three sources: in-class performance, university records, and Internet surveys. Our 2 × 2 ANOVA results showed no significant between-subjects differences. Contrary to our expectations, students improve their critical thinking skills, with or without the intervention. Female and Caucasian students improve their critical thinking skills, but males (...) and non-Caucasian do not. Positive performance goals and negative mastery goals enhance and decrease improvements of their CTA scores, respectively. ACT and age are related to pre- and post-test. Gender is related to pre-test. GPA is related to post-test. Results shed light on the Pygmalion effect, the Galatea effect, ability, motivation, and opportunity as signals for human capital, and business ethics. (shrink)

This paper draws on the ethics of care to investigate how citizens grappled with ethical tensions in the mundane practice of grocery shopping at the height of the Covid-19 pandemic. We use this case to address the broader question of what it means ‘to care’ in the context of a crisis. Based on a qualitative longitudinal cross-country interview study, we find that the pandemic transformed ordinary shopping spaces into places fraught with a sense of fear and vulnerability. Being forced to (...) face one’s own vulnerability created an opportunity for individuals to relate to one another as significant others through a sense of “response-ability”, or the capacity of people to respond to ethical demands through situated ethical reasoning. We argue for a practical ethos of care in which seemingly small decisions such as how often to go shopping and how much to buy of a particular product serve as a means to relate to both specified and generalized others—and through this, ‘care with’ society. Our study contributes to displacing the continuing prevalence of an abstract and prescriptive morality in consumption ethics with a situated and affective politics of care. This vocabulary seems better suited to reflect on the myriad of small and unheroic care acts in times of crisis and beyond. (shrink)

Stockholder and stakeholder perspectives have been positioned in the literature as being in tension, and thus a potential source of innovation and change. However, researchers have overlooked a systematic examination of this presumption in theory and in practice. This study explores the ways that stockholder and stakeholder assumptions are presented by theorists and compares these with expressions of stockholder and stakeholder perspectives used by firms in practice. We argue that theoretical entrenchment dichotomizing these perspectives has disrupted the ability of researchers (...) to leverage this tension. While scholarship remains trapped in a vicious cycle, we also argue that firms in practice express only the acceptance dimension of a virtuous cycle. Our empirical research demonstrates that firms accept and accommodate the paradoxical tension between managing for stockholders versus balancing the interests of stakeholders. This is evidenced by strategies we identify as book‐ending, cadence, continuous and simultaneous co‐mingling, and hybridization. We find that in practice these tensions are more integrated whereas in theory they are treated as more distinct and, often, in conflict. We suggest ways in which both scholarship and practice can better leverage tension as paradoxical opportunity. (shrink)

This chapter traces ‘capability’ as a topic of educational concern and ongoing debate, exploring what is meant by the philosophical concept of ‘capability’ in the international lineage of educational philosophy. Its purpose is first to clarify and situate the meaning of ‘capability’ within historical and contemporary debates within educational philosophy, and, second, to explore the relationship between specific philosophical accounts of capability and the notions of educational equality and social justice in education. While the term and concept of ‘capability’ has (...) been used by philosophers of education to denote a specific theoretical framework for thinking about educational justice and equality – The Capability Approach – the concept of capability is also understood more broadly in terms of the power or potential of individual students relative to the interaction of their individual capacities with educational environments, access, and opportunities. Literature within philosophy of education that considers capability in this latter, more general way looks at the role of educational institutions, structures, and practices as enabling and disabling social forms and considers the limiting effects of categories of difference related to individuals’ perceived and assessed capacities. These two areas of research are linked by the question of what forms of education enable students of varying abilities to develop the capabilities to live good lives. (shrink)

This article deals with the technical genesis of ubiquitous computing and the opportunities for social participation in the development of technology. In this context, the ability of the system to protect the private sphere is identified as one of the most important criteria for a socially acceptable constitution. On the basis of the relationship between privacy and freedom, it is shown that the trust necessary for the social establishment of global IT networks is only developed through the preservation of (...) the freedoms of choice and action. (shrink)

This critical examination of racial equality takes a new approach to breaking down racial barriers by proposing a system of equal opportunity through shared labor and contributive justice. Focuses on how race and class inevitably structure vastly unequal life prospects Shows how human society can be organized in a way that does not socialize children for lives of routine labour Looks towards contribution, not distribution, as a way to promote racial equality Argues that by sharing routine and complex labor, social (...) relationships would be transformed, eliminating competition for limited opportunities to develop and contribute abilities A discussion board for ideas and comments relating to the book can be found at: http://howtomakeopportunityequal.blogspot.com/. (shrink)

Despite continuing interest in the impact of employees’ emotional intelligence in explaining for their engagement and emotional exhaustion, there are still large gaps in our understanding of the role played by contextual EI-related factors, such as an EI-related organizational culture and supervisors’ emotionally intelligent behavior. This two-study research approaches EI from a macro-level perspective, attempting to address three objectives: to develop and define a theoretical concept of EI-supportive organizational culture, to develop and validate measures of organizations’ EI-related values and practices, (...) and to investigate their top-down effect on employee engagement and exhaustion, via supervisor EI-related behavior. In the first study, we conceptualize and develop measures of perceived EI-related organizational values and human resource management practices, as separate yet related dimensions of organizations’ EI-related culture, and test their validity. In the second study, we build on the job demands-resources theory and Ability-Motivation-Opportunity framework to develop and test a model of the process links between perceived EI-related values and HRM practices and employee engagement and exhaustion, using a large sample of employees across industries in the USA workforce. In line with our hypotheses, the findings suggest that EI-supportive HRM practices have a top-down effect on employee engagement and exhaustion via supervisor EIB, whereas low regard for emotions values has a top-down effect on employee exhaustion via supervisor emotional misbehavior. Results are discussed in the context of the JD-R theory, AMO framework, and the EI literature. (shrink)

More companies are understanding the benefits of designing work to enhance, rather than minimise, the contributions of their employees within human-centred systems. To do this, they require their supportive subsystems (such as training, job, and team design, performance measurement and information) to provide people with the ability, motivation and opportunity to become increasingly involved. Opportunity for involvement will require different communication interfaces, providing data and background information both personally and at the work site or process. In the past few years, (...) the media available for visualisation and communication have become much more numerous and have much greater capabilities. This paper examines the information requirements of certain features of modern manufacturing enterprises—local control, skills, knowledge and training, function allocation and team communications. It then assesses the utility of three broad types of information display—Personal Digital Assistants (PDAs), Multimedia/Closed-circuit Television (CCTV) and Virtual Environments (VEs)—for shopfloor systems. (shrink)

One of the central theses of egalitarian liberals in the domain of distributive justice is that talented individuals should not be allowed to keep their entire market-income even if it flows solely from their greater abilities. This claim is usually supported by one of several arguments or some mixture of them, but in the present paper, I want to concentrate on the version that invokes equality of opportunity as its starting point. Namely, it is claimed that every human being (...) should enjoy an equal starting point in the life-race but that this is not secured insofar as some have greater natural talents than others. Therefore, egalitarians hold that results that arise from such an unfair situation are unjust and should be corrected by a redistributive taxation. I want to criticize this argument by hoping to show that it presupposes an untenable view about identity of persons. (shrink)

When dealing with complex value-driven problems such as sustainable development, individuals need to have values and norms that go beyond the appropriation of tangible business outcomes for themselves. This raises the question of the role played by individual moral antecedents in the entrepreneurial process of opportunity recognition for sustainable development. To answer this question, an exploratory empirical research design was used in which 96 would-be entrepreneurs were subjected to real-life decision-making processes in an online environment. The participants were guided through (...) the process of opportunity recognition for sustainable development. Furthermore, they were subjected to several tests linked to individual moral antecedents. The mixed methods design used to analyze the results led to the conclusion that pro-environmental behavior values and moral competencies are important indicators of the ability to recognize opportunities for sustainable development. These results provide useful insights about relating moral antecedents to idea generation for sustainable development and can help researchers, higher education institutes, and sustainable entrepreneurs to further develop the concept of sustainable entrepreneurship and its underlying processes. (shrink)

This chapter contains sections titled: Understanding Intellect as a Social Construction Measuring Intellect as a Racialized Project The Impact of the Social Construction of Race and Intellect in the Lives of Black Americans Labeled with Cognitive Disability References.

I distinguish two ways an ability might be general: (i) an ability might be general in that its possession doesn't entail the possession of an opportunity; (ii) an ability might be general in virtue of pertaining to a wide range of circumstances. I argue that these two types of generality – I refer to them with the terms ‘general’ and ‘generic’, respectively – produce two orthogonal distinctions among abilities. I show that the two types of generality are sometimes run (...) together by those writing on free will and argue that both types of generality are relevant to understanding the modality of abilities. (shrink)

Pierre Jacob's book, What Minds Can Do , is mainly concerned with intentionality. Jacob's primary goal is to explain both how it is possible for a physical system to have intentional mental states and how the intentional content of such mental states can play a role in the causal explanation of behaviour. Yet, he also tackles the issue of the nature of conscious experience. I shall focus here on a claim he makes in connection with this latter topic. The claim (...) (made at the very end of Chapter 2, p. 77) is that in order to undergo states of consciousness a creature must have concept-forming abilities. At first sight, this contention seems implausibly strong. Although our intuitions in such matters may not be very reliable, I think many people would be willing to attribute to members of certain animal species a capacity to enjoy conscious experiences, while being reluctant to grant them concept forming abilities. The plausibility or implausibility of Jacob's claim depends in a large part on how one construes the notion of a conscious experience, as well as on what one considers concept-forming abilities to be. Since the topic of consciousness is rather peripheral in Jacob's book, the rejection of this claim would not directly affect his more central theses. Yet, examining it gives us an opportunity to scrutinize a distinction that plays a central role in Dretske's work and that Jacob endorses, namely, the distinction between analogical and digital coding of information. Since this distinction underlies in turn the distinction between sensory content and conceptual content and since the latter distinction is at the core of informational semantics, this discussion may have at least indirect implications for some other problems discussed by Jacob in his book. (shrink)

Over time, research programs focusing on the processes that underlie dissonance and regret diverged to the point that the present literature only occasionally draws explicit connections between regret and consistency seeking processes. One of our aims in this chapter is to reestablish the connection between regret and consistency within the context of a theory that examines two independent factors that critically interact to enhance or diminish regret. The first of these is opportunity, which includes both perceptions of past opportunities (...) to make alternative choices and future opportunities to take corrective actions, and the second is mitigation, which is the ability to justify one's actions or otherwise engage regulatory processes that allow for the diminishment of regret. We examine both opportunity and mitigation separately before describing how the two may interact to elicit differential experiences of regret. (shrink)

In the post‐civil rights era in the United States, it is common to see included in a job announcement a declaration of the following sort: “we are an equal opportunity/affirmative action employer.” The ideal of equal opportunity has a complex relationship to the idea and practice of affirmative action, which is taken for granted in a typical job ad. I will explore the notion of equal opportunity insofar as it has figured in feminist philosophical writings about practical agendas and programs (...) for change, such as affirmative action, pregnancy and maternity leave, and comparable worth. As the concept of equal opportunity has gained moral and legal authority, social theorists have concentrated on what is practically required to guarantee equal opportunity. Identifying and articulating the practical requirements depends upon some conception of the obstacles to equal opportunity, such as discrimination based on race and sex, poverty, unequal needs and abilities, and so on. I will especially concentrate on how feminist philosophers have grappled with sex‐based discrimination and needs in proposing or advocating programs intended to broaden women's opportunities. (shrink)

Millions of Americans are dependent on what is often called the “safety net.” These loosely-organized networks of health and social service providers serve the many Americans who are uninsured, dependent on public coverage, or for a variety of reasons unable to access other private systems of care. The Institute of Medicine report, America’s Health Care Safety Net: Intact but Endangered, called attention to both the fragility and the resilience of this health care safety net. The IOM report underscored the critical (...) importance of the safety net to the health and well-being of millions of individuals and called for efforts to strengthen it and improve the nation’s ability to monitor its viability. Given this central role, any health care reform efforts need to be fully informed by an understanding of what the safety net includes, how it is financed, and how it is responding to a series of challenges it now faces. (shrink)

Millions of Americans are dependent on what is often called the “safety net.” These loosely-organized networks of health and social service providers serve the many Americans who are uninsured, dependent on public coverage, or for a variety of reasons unable to access other private systems of care. The Institute of Medicine report, America’s Health Care Safety Net: Intact but Endangered, called attention to both the fragility and the resilience of this health care safety net. The IOM report underscored the critical (...) importance of the safety net to the health and well-being of millions of individuals and called for efforts to strengthen it and improve the nation’s ability to monitor its viability. Given this central role, any health care reform efforts need to be fully informed by an understanding of what the safety net includes, how it is financed, and how it is responding to a series of challenges it now faces. (shrink)

The COVID-19 pandemic has affected all aspects of the educational system, including students’ learning styles, which are heavily dependent on self-regulated studying strategies and motivation. The purpose of this study was to discover whether Central European students, in this case the Slovak and Czech students, were able to perform self-regulated learning during online learning under the COVID-19 pandemic to achieve their learning goals and improve academic performance, as well as to propose a few practical recommendations how to develop and maintain (...) students’ self-regulation learning in this new online environment. The methodology was based on a questionnaire survey conducted among 268 students at two Central European universities in February and March 2021. The findings indicate that Central European students seemed to be able to perform their online self-study, especially in regard to personal competencies, meaningfulness and motivation. They reported higher awareness of their strengths and weaknesses in learning, time management, and/or the usefulness of making an effort to study. However, the findings reveal an urgent need for more work to be done in the area of metacognitive strategies, such as reflective and critical thinking, analyzing and evaluating. In this respect, the teacher’s role is replaceable since s/he serves as a facilitator and promotes these metacognitive strategies by providing students with constructive feedback, monitoring their learning, reviewing their progress, and/or providing opportunities to reflect on their learning. There were not any striking differences between the Czech and Slovak students. Nevertheless, Slovak students seemed to be more self-disciplined and goal-oriented in their learning. (shrink)

In this paper, I provide an analysis of equal opportunity. I argue that equal opportunity occurs where two or more persons with equal natural abilities and willingness to work hard have chances at various jobs that are in the aggregate of equal value. I then argue that equal opportunity is neither valuable nor something that the government ought to pursue. First, it is not clear why we should value opportunities rather than outcomes. Second, the value of equal opportunity (...) rests on the value of interest satisfaction. However, if interest satisfaction is relatively constant across different jobs and different job opportunities, then the concern for interest satisfaction will not ground the value of equal opportunity. Third, equalizing opportunities is not in itself valuable because persons are not equally valuable. Fourth, even if equal opportunity were valuable, the government can pursue it only by trespassing on individual rights. (shrink)

Can you recognize an opportunity when it comes your way? Even though the concept seems fairly basic, most people harbor regrets about missed opportunities that in retrospect might have significantly improved their lives. This book will give you the critical tools to sort through the complexities that often obscure the perception of an opportunity and help you take full advantage of what author Donald Morris calls high-end opportunities - pivotal situations that can change your life for the better.Morris (...) begins by developing a model of opportunity in the abstract, analyzing its elements and the contexts and frameworks that affect our recognition of opportunities. Drawing from a wide range of applications, including investing, business, law, criminology, gambling, and even religion, he shows how opportunities can be defined in various contexts. He also examines highly undesirable situations, where opportunity is lacking, such as poverty and historical instances of slavery, to further illustrate, by way of contrast, the defining characteristics of opportunity.How does a significant opportunity differ from a simple option? How does taking advantage of opportunities differ from being an opportunist? Does our ability to predict the future affect our opportunities? What do we mean by equality of opportunity? By addressing these and other probing questions, Morris shows how to develop more critical perceptions of real opportunities.Donald Morris, CPA, Ph.D., is professor of accounting and chair of the Accounting, Finance, and CIS Department at Eastern New Mexico University. The former owner of an accounting firm and a onetime instructor of philosophy, he is the author of Dewey and the Behavioristic Context of Ethics. (shrink)

In this paper, I will inquire into the basic assumptions underlying Rawls’s argument for the distribution of resources according to the difference principle. Rawls assumes a ‘social division of responsibility’ between society and individual citizens which implies that society need not compensate its members for differences in welfare that are the result of the relative cost of effecting their conception of the good. Rawls’s basic justification for holding people individually responsible for the costs of effecting their conception of the good (...) is that it may be assumed that they are able to revise their ends in light of their relative costs. I will show that this assumption of the revisability of our ends is incompatible with Rawls’s justification of the first principle of justice, which has to assume that people’s conceptions of the good and the ends and aspirations that are based on them are given. Removing this friction from Rawls’s theory leads to a position about the distribution of resources akin to the idea of equal opportunity for welfare developed by writers like G.A. Cohen and Richard Arneson. However, it differs from their versions because it focuses on the importance of people’s ability to form and pursue some determinate conception of the good. I will sketch the outlines of this position and will try to indicate how it could be implemented as a workable conception of justice. (shrink)

Emotional creativity refers to cognitive abilities and personality traits related to the originality of emotional experience and expression. Previous studies have found that the COVID-19 epidemic and the restrictions imposed increased the levels of negative emotions, which obstructed adaptation. This research suggests that EC predicts the motivation for innovative adaptive behavior under the restrictions of COVID-19. In the case study of university professors, we show that EC predicts the motivation to creatively capitalize on the imposed online teaching in looking (...) for innovative research and personal development. Methodologically, we rely on the Emotional Creativity Inventory administered to a sample of 463 university professors from the Czech Republic, Slovak Republic, and Russia. The indicators for motivation for innovative performance included motivations to use distant methods of scientific research, to look for partners for conducting scientific research in other cities or abroad, to conduct interdisciplinary research, starting distance learning to enhance qualifications, and the perception that due to online teaching, there is more time for personal development. We employ a set of ordinal regression analyses controlling for age, gender, position, type of science, and country. The results suggest that Emotional Creativity and its three components predict the motivation of university professors to creatively capitalize on the imposed online teaching in looking for innovative research and personal development under the conditions of COVID-19. Furthermore, our results confirmed the gender and age differences in EC. The differences in EC according to position and type of science were not statistically significant. These results compel us to be aware of the importance of the emotional side of creativity to optimize stress-related behavior under the conditions of limited abilities to continue as usual. More space devoted to the manifestation of all the aspects of emotional creativity would improve adaptation to challenging circumstances and even allow one to capitalize on new opportunities. Moreover, we suggest that if personal intrinsic Emotional Creativity is high, the crises, such as the COVID-19 epidemic, may improve adaptation and trigger creative outcomes. (shrink)

ABSTRACTRegret over missed opportunities leads adults to take more risks. Given recent evidence that the ability to experience regret impacts decisions made by 6-year-olds, and pronounced interest in the antecedents to risk taking in adolescence, we investigated the age at which a relationship between missed opportunities and risky decision-making emerges, and whether that relationship changes at different points in development. Six- and 8-year-olds, adolescents and adults completed a sequential risky decision-making task on which information about missed opportunities (...) was available. Children also completed a task designed to measure their ability to report regret when explicitly prompted to do so. The relationship between missed opportunities and risky decision-making did not emerge until 8 years, at which age it was associated with the ability to explicitly report regret, and was stronger in adults than in adolescents. These novel results highlight the potential importance of the ability to experience r... (shrink)

In recent years social financiers have been increasingly investing in alternative food systems to improve sustainability outcomes. However, social finance for alternative food systems remains small and marginalized. This article seeks to understand why this approach is not yet making a larger impact towards food system transformation. It does so by investigating a specific application of social finance through the case of Slow Money to get answers as to why social finance occupies a niche role in food system transformation. These (...) answers provide helpful lessons for Alternative Food Networks (AFNs) seeking to transform food systems towards greater sustainability. This study tracks the intended impacts of these initiatives and provides insights about the potential role of social finance for promoting AFNs. Key themes emerged regarding the ability of social financing initiatives to support AFNs and transform the food system for greater sustainability. These themes resonate with the literature on AFNs in meaningful ways, but also highlight an important contradiction between systemic change and individual action. The findings show that the Slow Money model contains some useful elements for radical transformation but is ultimately limited in its ability to support deeper, transformative change. The conclusion advances recommendations for ways of enhancing the transformative potential of community financing initiatives in light of the findings, emphasizing the role of public investments. (shrink)

This chapter contains section titled: What makes life good? The good of developing and exercising complex abilities The good of contributing our abilities to a social group The good of thinking well of ourselves and being thought well of by others Why labor is important to self‐ and social esteem Why we think more highly of complex than of simple abilities How complex, challenging work enhances one's life; how routine labor damages it Is this an adequate defense (...) of the constellation? (shrink)

It is widely thought that, to be morally responsible for some action or omission, an agent must have had, at the very least, the general ability to do otherwise. As we argue, however, there are counterexamples to the claim that moral responsibility requires the general ability to do otherwise. We present several cases in which agents lack the general ability to do otherwise and yet are intuitively morally responsible for what they do, and we argue that such cases raise problems (...) for various kinds of accounts of moral responsibility. We suggest two alternative approaches to thinking about the connection between moral responsibility and abilities to do otherwise, one of which denies that there is any ability-to-do-otherwise requirement on moral responsibility and the other of which requires only an opportunity to do otherwise. We also argue that a general-ability-to-do-otherwise requirement not only faces counterexamples but also lacks positive motivation. (shrink)

Management has the opportunity to promote self-serving accounting practices, such as earnings management, when management can effectively avoid oversight by the audit committee. This article investigates the effects of financial knowledge and dispositional trust on the ability of audit committee members to recognize management attempts to avoid full disclosure to the board and potentially deceive board members. The results of a controlled laboratory experiment with 40 experienced audit committee member participants indicate that: Audit committee members with less financial knowledge are (...) more likely to accept insufficient client explanations for accounting judgments than are more knowledgeable audit committee members; Audit committee members with less financial knowledge are more likely to reject sufficient client explanations for accounting judgments than are more knowledgeable audit committee members; and Audit committee members that place higher levels of trust in others are more likely to accept insufficient client explanations for accounting judgments than are less trusting committee members. (shrink)

In a recent paper, Romy Jaster and Ansgar Beckermann have added a new twist to the traditional debate about the compatibility of free will with determinism. They wonder whether the abilities required for free will are compatible with determinism. According to a view that Helen Steward dubbed »agency incompatibilism«, there could be no actions and no agential powers if determinism were true. Against my advocacy of agency incompatibilism, Jaster and Beckermann argue that only a very specific kind of (...) class='Hi'>abilities is incompatible with determinism, and that the abilities relevant for free will do not belong to that kind. In response, I argue that their appeal to »specific abilities« blurs the crucial distinction between ability and opportunity (2), that their own analysis is ill-suited to capture the power of choosing between alternatives (3), and that libertarians need not deny the difference between a loss of freedom due to determinism and one due to mental disorders (4). I try to explain why, in attributing the abilities that constitute free will, it is impermissible to counterfactually alter the past conditions of the agent’s actual decision (5). Finally, I raise the question of how, if at all, compatibilist analyses of abilities can deal with what have been called two-way powers (6). (shrink)