Addressing Education: Purposes, Plans, and Politics is the first in the 10-volume series, Lynchburg College Symposium Readings, 3rd edition. Each volume presents primary texts organized around an interdisciplinary, liberal arts theme such as education, politics, social issues, science and technology, morals and ethics. The series has been developed by Lynchburg College faculty for use in the Senior Symposium and the Lynchburg College Symposium Readings Program (SS/LCSR). While these programs are distinctive to Lynchburg College, the texts are used on (...) many college campuses across the nation, as well as by readers interested in significant original texts on important topics. Addressing Education: Purposes, Plans, and Politics offers primary source readings on a wide range of topics in education. Here are the original writings that readers often only read about. In this volume, the educators speak for themselves in selections and excerpts from Plato (360 B.C. E.) to Paolo Freire (1968). Familiar luminaries Mann, Rousseau, DuBois, Keller, Jefferson, 21 in all gather together all in one volume to deliver these pivotal ideas with incomparable impact. Whether consumed cover-to-cover or piece-by-piece, the volume invites useful, critical debate on this important topic. (shrink)

This paper evaluates the current use of the Principal Agent Model (PAM) in accounting and finance, focusing on the agent'ss use of private information. The agent'ss behavioral norms in the the PAM deviate from commonly held ethical values in society, from models of man in conventional economic theory, and also from behavioral foundations of related business school fields like corporate strategy, business ethics, and human resource management. Still, it would be unwise to reject the PAM solely because of its distasteful (...) ethical assumptions. The model does appear to have predictive power, but its descriptive or normative qualities remain unexplored. The popularity of the PAM, with its extreme model of man, raises fundamental questions about the impact of this model on business school stakeholders and society at large. (shrink)

Instructional interactions, which includes student–student interaction, student–teacher interaction, and student–content interaction, are crucial factors affecting the learning outcomes in online education. The current study aims to explore the effects of instructional interactions on individuals’ learning outcomes based on the Interactive Equivalence Theory by conducting two empirical studies. In Study 1, we explored the direct relationships between instructional interactions and learning outcomes. A quasi-experimental design was used to manipulate the two groups of subjects, and the results show that not all (...) of the three types of interaction can significantly positively predict learning satisfaction, among which ST cannot significantly predict learning satisfaction. When the total amount of instructional interactions is constant, adjusting the relative level of the three types of instructional interactions can effectively improve the learning outcomes to some extent. We further probed into the mediating effects of task value and self-regulated learning on the relationships between instructional interactions and learning outcomes in Study 2. We conducted an online survey and collected 374 valid data. The results showed that task values mediated the relationship between SS and learning satisfaction. In addition, SC can not only directly affect learning satisfaction, but also affect it through task value and self-regulated learning respectively, or via chain mediations of both task value and self-regulated learning. Our findings enrich the previous instructional interactions research and provide reference for online education curriculum design. (shrink)

In this article, the authors consider the use of a “Playlist of My Life Assignment” in helping social studies (SS) and English language arts (ELA) teacher candidates (TCs) conceptualize multimodal and humanizing SS and ELA curricula. The Playlist Assignment asked teacher candidates to center the music, texts, land, spaces, and places that are most important to them, and potentially relate these back to their own pedagogies as SS and ELA teachers. Taken from two qualitative studies of two teacher education (...) courses at two separate, large research universities in the U.S. Southwest, this article examines teacher candidates’ understandings of their disciplines as humanizing and multimodal, and as centered in their and their students’ communities, through the Playlist Assignment. Data included the Playlist Assignment, curated by TCs in each methods course, and TCs’ class response journals. TCs offered profound texts they carried within them throughout their lives, demonstrating (1) their multimodal disruptions of the definition of a “text” and (2) the empowering and limiting effect of life texts for humanizing curricula. This work has implications for SS and ELA teacher educators interested in supporting teacher candidates as they conceptualize multimodal and humanizing curricula with and for their future students. (shrink)

Current approaches used in educational research and practice to evaluate the quality of written arguments often rely on structural analysis. In such assessments, credit is awarded for the presence of structural elements of an argument, such as claims, evidence, and rebuttals. In this article, we discuss limitations of such approaches, including the absence of criteria for evaluating the quality of the argument elements. We then present an alternative framework, based on the Rational Force Model (RFM), which originated from the work (...) of a Nordic philosopher Næss. Using an example of an argumentative essay, we demonstrate the potential of the RFM to improve argument analysis by focusing on the acceptability and relevance of argument elements, two criteria widely considered to be fundamental markers of argument strength. We outline possibilities and challenges with using the RFM in educational contexts and conclude by proposing directions for future research. (shrink)

The global pandemic has pushed many of us to online streaming services. A particular genre in these services is the ‘end of the world’ science fiction film, in and through which the speculated results of processes such as climate change are depicted. CGI technology is frequently deployed to create images of the end of the world, which is a backdrop to the narrative of, ‘saving ourselves amidst the ruins’. This philosophy of education essay will critically examine ten films in (...) order to:Explain how ‘the end of the world’ images connected to processes such as climate change, obscures and displaces attention from the real, scientifically proven processes that are not so entertaining, but are still deadly. The images are created by capital and its machines for audience attention and have little to do with real social change. Science sits in an ambiguous position in this paper in that the real processes of climate change proven by science may be funded by capitalist mechanisms that can also be their cause.Introduce a reformulated notion of ecosophy from the work of Félix Guattari, Murray Bookchin, Arne Næss and Andre Gorz. This essay will suggest that ecosophy has the potential to teach the underlying split between depictions of the end of the world through the capitalist machine and the real social change necessary under climate change. Ecosophy is in the context of this essay a specific conceptual construction designed for teaching about climate change through cinema. (shrink)

In the late Middle Ages and especially in the ss. xiv and xv, we see a proliferation of interfaith disputes between Christians, Muslims and Jews, that although somewhat reissue previous practices have, for quantity, quality theoretical and practical consequences, a historical novelty. Can be classified as 1. preaching, 2. education and 3. dispute. Ramon Llull can be considered a pioneer of interreligious dialogue between Western monotheisms, in the sense of having proposed a new approach to the controversies that had (...) centuries of experience when he wrote. While all his work, in a sense, it contributes to the idea of basing the rationality of Christian belief several works specifically devoted to interreligious dialogue, including Book of the Gentile and the Three Wise Men posed —fictional— as the reason and purpose of their efforts. An important reason to be interested in thinking luliano is that, in some respects, the problems involved in the dialogue are repeated throughout the centuries until today. There are three aspects of his thought that are interesting for their originality and the ability to compare and draw analogies and differences with the current project: 1.Integrate the debate in the context of rationality, but in a broader way than syllogistic correction or that the question of the truth or falsity of assertions isolated. 2.Find a specific objective, clear and can be shared by the partners. 3.Give agnosticism own space. (shrink)

A Study of Ecclesiastical Conservativism and Anxiety A German translated form of the “IPAT Anxiety Scale Questionnaire” by Cattell & Scheier and a specially developed ecclesiastical conservativism questionary were given to a sample of 330 adult, catholic, urban Ss. Several item analyses and reliability computations showed the usefulness of the scales. Analyses of correlations and variances yielded the following main results: There are statistical significant functional interrelations between ecclesiastical conservativism and the variables age, educational level, professional type, and church attendance. (...) The same holds for anxiety level and the variables professional type and church attendance. Ecclesiastical conservativism and anxiety level indices have been found to be negatively interrelated. Especially this last result is being discussed on the backgrounds of submission to authorities, individual freedom, responsibility, and anxiety. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:MIND FORMING AND MANUDUCTIO IN AQUINAS* MARIE I. GEORGE St. John's University Jamaica, New York QUINAS'S CONCERN for pedagogy is plain from his explicit discussions of the subject, the most noteworthy of which is found in the preface to the Summa Theologiae. His qualities as a teacher of beginning students have been brought out by numerous modern authors, among whom are Josef Pieper,1 who underlines both Thomas's ability to (...) arouse wonder and his use of ordinary language intelligible to all, and James Weisheipl,2 who points out that Aquinas's commentaries on Aristotle reveal a concern for the neophyte who is trying to comprehend the relation between faith and reason. One important aspect of Aquinas's teaching on pedagogy generally does not get the attention it merits, however, and this is the need for ' manuductio.' 3 ' Manuductio ', or ' xeipaywv£a ' (literally, 'leading by the hand') is an expression which Aquinas *This paper was read at the Sixteenth International Conference on Patristic, Mediaeval, and Renaissance Studies, Villanova University, Pennsylvania, September 1991. 1 Cf. Josef Pieper, Guide to Thomas Aquinas (New York: Pantheon Books, 1962)' c. 8. 2 Cf. James Weisheipl, O.P., Friar Thomas d'Aquino (Washington, D.C.: Catholic University of America Press, 1974), 281. 3 This article drew much of its inspiration from the works of Msgr. Maurice Dionne, a thinker who both elaborated upon and consciously implemented Aquinas's teachings on this subject. Cf. especially: Initation a la logique, ed. Yvan Pelletier (Ste-Foy, Quebec: L'Institut Apostolique Renaissance inc., 1976), and La N ecessite de la logique en regard de chacune des vertus intellectuelles, ed. Louis Brunet, vol. 1 (Quebec: Societe d'Etudes Aristoteliciennes 1980), hereafter cited as La N ec. 201 202 MARIE I. GEORGE adopts from Dionysius.4 It is a word that has different but related meanings in the moral, intellectual, and spiritual orders. Our intention is to elucidate the thomistic doctrine of ' leadingby -the-hand ' in the context of intellectual education, or ' mind forming,' discussing its nature, its necessity, and its place in the global picture of human knowing as outlined by Aquinas. We will begin by delineating in general what manuductio is by comparing two key passages, the first of which is to be found in the Summa Theologiae: The teacher leads the students from what is already known to knowledge of things unknown in two ways. First, by putting before him certain aids or instruments which his intellect uses in order to acquire science ; for example, when he presents him with some less universal proposition which nevertheless the student is able to judge from things already known; or when he proposes to him some sensible examples, or similitudes, or opposites, or some other things of this sort, from which the intellect of the learner is ' led by the hand ' (manuducitur) to the knowledge of a truth previously unknown to him. The other way [the teacher leads the student] is when he strengthens the intellect of the learner... inasmuch as he proposes the order of principles to conclusions to the student, who perhaps by himself would not have so much ability to put things together (virtutem collativam) that from the principles he could deduce the conclusions. And therefore it is said in Posterior Analytics. Bk. I, that 'demonstration is a syllogism making one know '. And through this mode the one who demonstrates makes the listener know.5 4 Cf. In Librum Beati Dionysii De Divinis Nominibus Ezpositio (Turin: Marietti, 1950), where St. Thomas comments on the following phrase from Dionysius (p. 14) : "E1r ailT7]11 a11a"Yoµe110J11 a11aTaTtX7/ xe1pa"YOJ1lla" ("ad ipsam sursum actorum suscitative manuductio "). The commentary reads (p. 17, # 48) : "Further, it is necessary that man progress to better things; and as to this, he says fifthly ' suscitative manuductio sursum actorum ' i.e., those things which go up, that is, make progre"ss, 'ad Ipsam ', namely to the Divinity. [The expression] 'suscitative' manuductio, however, is used because not only can one give a helping hand to those wanting to make progress, but one can even stimulate or urge [people] to progress." All translations are my own. Cf. also Quaestiones disputatae de veritate, q. 27, art... (shrink)

Recenzja książki: The Philosophy of Biology. A Companion for Educators, Kostas Kampourakis, Springer, Dordrecht 2013, ss. 762.

The study examines the relationship between the strength of an organizationÕs ethical climate and ethical problems involving human resource management. Data were collected through a survey of 1078 human resource managers. The results indicate a statistically significant negative relationship between the strength of an organization'ss ethical climate and the seriousness of ethical violations and a statistically significant positive relationship between an organization'ss ethical climate and success in responding to ethical issues. Thus, interventions that strengthen an organization'ss ethical climate may help (...) manage ethical behavior within organizations. (shrink)

The study examines the relationship between the strength of an organizationÕs ethical climate and ethical problems involving human resource management. Data were collected through a survey of 1078 human resource managers. The results indicate a statistically significant negative relationship between the strength of an organization'ss ethical climate and the seriousness of ethical violations and a statistically significant positive relationship between an organization'ss ethical climate and success in responding to ethical issues. Thus, interventions that strengthen an organization'ss ethical climate may help (...) manage ethical behavior within organizations. (shrink)

Nietzsche éducateur est une mine de renseignements non seulement sur l'un des "trois Grands" qui annoncèrent le vingtième siècle, mais une approche originale des problèmes majeurs de notre temps, en particulier dans le domaine si complexe de l'éducation et de l'instruction, où la lucidité du philosophe allemand aide à dépasser les faux problèmes tels que contrainte/liberté, discipline/autonomie, respect/révolte... Christophe Baroni, dans un style limpide, nous présente avec objectivité les diverses facettes du philosophe, et le lave définitivement du soupçon d'avoir été (...) l'inspirateur de la mégalomanie hitlérienne. L'auteur montre aussi comment Nietzsche est interprété par la Nouvelle droite française. Et il donne, sous le titre " Des Surhommes de pacotille", des exemples hallucinants de la mégalomanie délirante de sectes sataniques, en Europe et aux États-Unis - sectes où l'on croit pouvoir se réclamer de Nietzsche et où l'on vit volontiers dans un culte nostalgique des SS... Nietzsche fut au contraire un "bon Européen ", précurseur d'une nouvelle Europe enfin délivrée du " nationalisme de bêtes à cornes", des "folies nationales " : il pressentait que "l'Europe veut devenir une". Nietzsche fut aussi un précurseur de la psychanalyse, un précurseur de la révolution sexuelle de Wilhelm Reich, un précurseur de l'antipsychiatrie et de la non-directivité. (shrink)

The purpose of this paper is to identify the various dimensions of leadership emerging in Plato'ss discussions on ideal political governance and then generalize them to fit in with current discussions. The consideration will also cover some areas of organizational ethics, managerial discourses on rhetoric, management of meaning an charismatic leadership are presented. Also the possibility to evaluate the ethically "dark" sides of leadership (like totalitarian and truth-manipulating aspects) is sketched.

ObjectiveTo examine subjective and objective socioeconomic status as predictors, cognitive abilities as confounders, and personal control perceptions as mediators of health behaviours.DesignA cross-sectional study including 197 participants aged 30–50 years, recruited from the crowd-working platform, Prolific.Main Outcome MeasureThe Good Health Practices Scale, a 16-item inventory of health behaviours.ResultsSSES was the most important predictor of health behaviours. Among the OSES indicators, education, but not income, predicted health behaviours. Intelligence and memory were negatively correlated with health-promoting behaviours, and the effect of (...) memory was upheld in the multivariate model. Personal control perceptions did not act as mediators.ConclusionSSES predicted health behaviours beyond OSES. The effect of socioeconomic indicators was not confounded by cognitive abilities. Surprisingly, cognitive abilities were negatively associated with health-promoting behaviours. Future research should emphasise SSES as a predictor of health behaviours. Delineating the psychological mechanisms linking SSES with health behaviours would be a valuable contribution toward improved understanding of socioeconomic disparities in health behaviours. (shrink)

In the absence of any institution for imposing legal liability on global business, the idea of instituting a cosmopolitan court for international corporate offenses is advocated. The proposal is then critically examined and defended in light of a number of key objections. Having both civil and criminal jurisdiction, such a tribunal could benefit domestic and international legal systems, multinational corporations, and victims of transnational and international corporate misdeeds. By laying down minimal global standards of corporate liability, resolving conflicts between the (...) regulatory activities of national legal systems, and affording redress for aggrieved parties in countries with inadequate legal infrastructures, the tribunal would promote the objectives of compensatory, distributive, procedural and retributive justice at the global level. Moreover, the court would assist corporations by translating compliance with minimum ethical standards to the bottom line. Ethical corporations will gain competitive advantage relative to unscrupulous firms, since the latter'ss activities will be sanctioned. The international community need not leave obedience to basic norms up to the voluntary good-will and discretion of multinational firms. (shrink)

A Study of Ecclesiastical Conservativism and AnxietyA German translated form of the “IPAT Anxiety Scale Questionnaire” by Cattell & Scheier and a specially developed ecclesiastical conservativism questionary were given to a sample of 330 adult, catholic, urban Ss. Several item analyses and reliability computations showed the usefulness of the scales. Analyses of correlations and variances yielded the following main results: There are statistical significant functional interrelations between ecclesiastical conservativism and the variables age, educational level, professional type, and church attendance. The (...) same holds for anxiety level and the variables professional type and church attendance. Ecclesiastical conservativism and anxiety level indices have been found to be negatively interrelated. Especially this last result is being discussed on the backgrounds of submission to authorities, individual freedom, responsibility, and anxiety. (shrink)

Invest some energy... and be amazed at how a multi-century process rose above and beyond the shoulders of Aquinas to culminate in John's teachings. This event is part of the activities of the 2022 International Open Seminar on Semiotics: a Tribute to John Deely on the Fifth Anniversary of His Passing, cooperatively organized by the Institute for Philosophical Studies of the Faculty of Arts and Humanities of the University of Coimbra, the Lyceum Institute, the Deely Project, Saint Vincent College, the (...) Iranian Society for Phenomenology at the Iranian Political Science Association, the International Association for Semiotics of Space and Time, the Institute for Scientific Information on Social Sciences of the Russian Academy of Sciences, the Semiotic Society of America, the American Maritain Association, the International Association for Semiotic Studies, the International Society for Biosemiotic Studies, the International Center for Semiotics and Intercultural Dialogue, Moscow State Academic University for the Humanities and the Mansarda Acesa with the support of the FCT - Foundation for Science and Technology, I.P., of the Ministry of Science, Technology and Higher Education of the Government of Portugal under the UID/FIL/00010/2020 project. *** A Ruthenian Catholic, husband, and father, Matthew K. Minerd is a professor of philosophy and moral theology at Ss. Cyril and Methodius Byzantine Catholic Seminary in Pittsburgh, PA. His academic work has appeared in the journals Nova et Vetera, The American Catholic Philosophical Quarterly, Saint Anselm Journal, Lex Naturalis, Downside Review, The Review of Metaphysics, and Maritain Studies, as well in volumes published by the American Maritain Association through the Catholic University of America Press. He has served as author, translator, and/or editor for volumes published by The Catholic University of America Press, Emmaus Academic, Cluny Media, and Ascension Press. *** Homepage: https://www.uc.pt/fluc/uidief/io2s Auditorium: https://www.uc.pt/fluc/uidief/io2s/auditorium *** The cover image for the video was designed by Zahra Soltani. (shrink)

Ecology, Community and Lifestyle is a revised and expanded translation of Naess' book Okologi, Samfunn og Livsstil, which sets out the author's thinking on the relevance of philosophy to the problems of environmental degradation and the rethinking of the relationship between mankind and nature. The text has been thoroughly updated by Naess and revised and translated by David Rothenberg.

This paper discusses the practice of cost-benefit analyses of transportation infrastructure investment projects from the meta-theoretical perspective of critical realism. Such analyses are based on a number of untenable ontological assumptions about social value, human nature and the natural environment. In addition, main input data are based on transport modelling analyses based on a misleading `local ontology' among the model makers. The ontological misconceptions translate into erroneous epistemological assumptions about the possibility of precise predictions and the validity of willingness-to-pay investigations. (...) Accepting the ontological and epistemological assumptions of cost-benefit analysis involves an implicit acceptance of the ethical and political values favoured by these assumptions. Cost-benefit analyses of transportation investment projects tend to neglect long-term environmental consequences and needs among population groups with a low ability to pay. Instead of cost-benefit analyses, impact analyses evaluating the likely effects of project alternatives against a wide range of societal goals is recommended, with quantification and economic valorisation only for impact categories where this can be done in an ontologically and epistemologically defensible way. (shrink)

Journal Name: Cognitive Linguistics Issue: Ahead of print.

This paper considers the possibility of prediction in land use planning, and the use of statistical research methods in analyses of relationships between urban form and travel behaviour. Influential writers within the tradition of critical realism reject the possibility of predicting social phenomena. This position is fundamentally problematic to public planning. Without at least some ability to predict the likely consequences of different proposals, the justification for public sector intervention into market mechanisms will be frail. Statistical methods like regression analyses (...) are commonly seen as necessary in order to identify aggregate-level effects of policy measures, but are questioned by many advocates of critical realist ontology. Using research into the relationship between urban structure and travel as an example, the paper discusses relevant research methods and the kinds of prediction necessary and possible in spatial planning of urban development. Finally, the political implications of positions within theory of science rejecting the possibility of predictions about social phenomena are addressed. (shrink)

There is no amount or quality of evidence such that if that amount or quality is reached, then truth is reached. If, therefore, a proposition must be true in order to constitute knowledge, knowledge is never reached. If certain standards of evidence are satisfied I have the right to say ?I know?, and the right does not depend on how one answers the question whether it is right what I say.

Volume 18, Issue 5, October 2019, Page 475-486.

This conceptual paper explores whether the normative legitimacy of International Sports Associations such as Fédération Internationale de Football Association and Fédération Internati...