Most models of corporate social responsibility revolve around the controversy as to whether business is a single dimensional entity of profit maximization or a multi-dimensional entity serving greater societal interests. Furthermore, the models are mostly descriptive in nature and are based on the experiences of western countries. There has been little attempt to develop a model that accounts for corporate social responsibility in diverse environments with differing socio-cultural and market settings. In this paper an attempt has been made to fill (...) this gap by developing a two-dimensional model of corporate social responsibility and empirically testing its validity in the context of two dissimilar cultures – Australia and Bangladesh. The two dimensions are the span of corporate responsibility and the range of outcomes of social commitments of businesses. The test results confirm the validity of the two-dimensional model in the two environments. The Factor analysis revealed two leading dimensions. Cluster analysis pointed to two distinctive clusters of managers in both Australia and Bangladesh, one consisting of managers with a broad contemporary concept of social responsibility, and the other with a limited narrow view. The paper concludes that corporate social responsibility is two-dimensional and universal in nature and that differing cultural and market settings in which managers operate may have little impact on the ethical perceptions of corporate managers. (shrink)

G. A. Cohen has argued that there is a surprising truth in conservatism—namely, that there is a reason for some valuable things to be preserved, even if they could be replaced with other, more valuable things. This conservative thesis is motivated, Cohen suggests, by our judgments about a range of hypothetical cases. After reconstructing Cohen's conservative thesis, I argue that the relevant judgments about these cases do not favor the conservative thesis over standard, nonconservative axiological views. But I then argue (...) that there is a Mirrored Histories case that is such that, if one shares Cohen's conservative attitude, judgments about this case favor Cohen's conservative thesis over a wide range of non-conservative axiological views. Reflection on this case also suggests a different explanation of apparently conservative judgments that merits consideration in its own right. (shrink)

There are various forms of teleological thinking central to debates in the early modern and modern periods, debates in which David Hume (1711–1776) is a key figure. In the first section, we shall introduce three levels at which teleological considerations have been incorporated into philosophical accounts of man and nature, and sketch Hume’s criticisms of these approaches. In the second section, we turn to Hume’s non-teleological ‘science of man’. In the third section, we show how Hume has an account of (...) human flourishing that is not dependent on teleology. In the fourth section, we shall speculate as to the relation between Hume’s account of human nature and contemporary evolutionary accounts of morality and reasoning. (shrink)

Oaksford & Chater (O&C) have rejected logic in favor of probability theory for reasons that are irrelevant to mental-logic theory, because mental-logic theory differs from standard logic in significant ways. Similar to O&C, mental-logic theory rejects the use of the material conditional and deals with the completeness problem by limiting the scope of its procedures to local sets of propositions.

Hitherto reconstructions of Empedocles' cosmic cycle have usually been offered as part of a larger work, a complete history of Presocratic thought, or a complete study of Empedocles. Consequently there has perhaps been a lack of thoroughness in collecting and sifting evidence that relates exclusively to the main features of the cosmic cycle.

This study offers a new analysis of the last argument of Plato's Phaedo for the immortality of the soul. Interpretations of this argument and especially of the last section have differed considerably. Judgements on its value have usually been adverse. One scholar speaks of the ‘screen of unreal argument’ which concludes the proof, and writes that ‘from the standpoint of logic the argument has petered out into futility’. Another describes the final stage of the proof as ‘a blatant petitio principii’. (...) A third remarks that the conclusion follows ‘if we do not look too closely’. (shrink)

_An Introduction to the Theory of Knowledge_ guides the reader through the key issues and debates in contemporary epistemology. Lucid, comprehensive and accessible, it is an ideal textbook for students who are new to the subject and for university undergraduates. The book is divided into five parts. Part I discusses the concept of knowledge and distinguishes between different types of knowledge. Part II surveys the sources of knowledge, considering both _a priori_ and _a posteriori_ knowledge. Parts III and IV provide (...) an in-depth discussion of justification and scepticism. The final part of the book examines our alleged knowledge of the past, other minds, morality and God. O'Brien uses engaging examples throughout the book, taking many from literature and the cinema. He explains complex issues, such as those concerning the private language argument, non-conceptual content, and the new riddle of induction, in a clear and accessible way. This textbook is an invaluable guide to contemporary epistemology. (shrink)

In certain situations, lies can be used to pass on knowledge. The kinds of cases I focus on are those involving a speaker's devious manipulation of the hearer's irrational or prejudiced thought. These cases show that sometimes a speaker's knowledge of a hearer's mind is necessary for the testimonial transmission of knowledge. They also support a 'seeding' model of knowledge transmission, rather than one that is akin to the postal delivery of complete parcels of information.

Hume claims that education is ‘disclaimed by philosophy, as a fallacious ground of assent to any opinion’ (T 1.3.10.1) and that it is ‘never... recogniz'd by philosophers’ (T 1.3.9.19). He is usually taken to be referring here to indoctrination. I argue, however, that his main concern is with association and those philosophers who emphasize the epistemic dangers of the imagination. These include Locke, Hutcheson and Descartes, but not Hume himself. Hume praises education, highlighting its role in the formation of general (...) rules, and in fostering social conditions that encourage the growth of knowledge and moral virtue. (shrink)

The origin of matter is one of the last and greatest unsolved mysteries bedevilling modern attempts at understanding the philosophy of the "Enneads." There are two stages in the production of Intellect and of soul. The One or Intellect produces an undifferentiated other, which becomes Intellect or soul by itself turning towards and looking towards the prior principle, with no possibility of the One's "turning towards" or "seeing" itself. But where does matter come from? To arrive at his conception of (...) matter, Plotinus has radically altered the definitions of non-being given by Plato and Aristotle in their refutation of Parmenides. Matter, for Plotinus, is a non-being opposed, not to "the being of each thing", as in Plato's "Sophist," but to all "the beings properly so-called", i.e. to all the forms. It is then further identified with Aristotle's definition of non-being as privation, with the crucial difference that privation, for Plotinus, is made a permanent substratum of change. This re-formulation of ideas from the "Sophist" and the "Physics" proves unmistakably that it is matter which is generated when soul produces a "non-being" which is also a "total lack of definition". The production of matter by soul does not, however, follow the model of the production of Intellect from the One or of soul from Intellect. Since matter is lifeless, it cannot turn towards its source. Soul therefore has to be herself directly responsible both for the production of matter and for the covering of matter with form. Matter is therefore included among the products which stem ultimately from the One. But the origin and the nature of matter have to be understood as very different from the double process of emanation which lies at the origin of Intellect and of soul. (shrink)

Information is the fourth core element of public health legal preparedness and of legal preparedness for public health emergencies specifically. Clearly, the creation, transmittal, and application of information are vital to all public health endeavors. The critical significance of information grows exponentially as the complexity and scale of public threats increase.Only a small body of organized information on public health law existed before the 21st century: a series of landmark books published beginning in 1926 by Tobey, Grad, and Wing ; (...) model public health laws published as early as 1907; systematic reviews of original research studies published in the 1990s; and a small but growing number of articles published in public health journals and law reviews.With the new century came new public health law programs and activities at the Centers for Disease Control and Prevention, in public health professional associations, and in numerous non-profit and academic organizations. (shrink)

A curious irony hangs over the two similes of the lantern and the clepsydra which Empedocles used to describe his theories of seeing and breathing. Similes were a feature of Empedocles' style, and it is clear that on these two in particular he has lavished considerable care. They have been preserved in their entirety, as almost the longest continuous quotations which Aristotle makes from any author. Despite such auspicious beginnings, these two similes have proved peculiarly resistant to modern attempts at (...) interpretation. The reason for this, I shall try to show, is that certain features in the two similes took on a spurious significance as a result of Plato's remodelling of Empedocles' theories. Difficulties of interpretation have been caused by trying to read back these innovations of Platonic theory into details of the similes that in their original context were fortuitous and inessential.In Plato vision occurs when fire leaves the eye and joins fire outside to form a single compacted body, along which movements from the visible object are communicated as sensations to the eye.According to Theophrastus, Empedocles explained vision as the result of effluences which are given off from objects and enter the appropriate pores of the eye. Dark effluences enter the watery pores of the eyes, and bright effluences enter the fiery pores of the eye. As I have tried to show in an earlier article, Empedocles distinguished good and bad vision, by day and by night, for eyes with a predominance of fire and for eyes with a predominance of water. Good vision results when the dark and light elements which enter the eye are equally balanced. Poor vision results either when there is too much fire in the eye, so that we are dazzled, or when there is too much water in the eye, so that our vision is dimmed. In the whole of his detailed and one would have thought exhaustive account, Theophrastus says nothing about fire leaving the eye as a factor in the act of vision. (shrink)

Telic egalitarianism is famously threatened by the levelling down objection. In its canonical form, the objection purports to show that it is not, in itself, an improvement if inequality is reduced. In a variant that is less often discussed, the objection is that telic egalitarians are committed to believing that sometimes one ought to reduce inequality, even when doing so makes no one better off. The standard egalitarian response to this ‘all things considered’ variant of the levelling down objection is (...) to embed egalitarianism in a pluralist consequentialist moral theory. In section 1, I briefly recapitulate this familiar strategy. In section 2, I argue that this standard pluralist consequentialist response is inadequate. The inadequacy of the standard response, I argue, stems from the fact that the following are jointly inconsistent: (1) a commitment to levelling down's impermissibility; (2) standard pluralist egalitarian consequentialism; (3) inequality being of non-trivial importance; and (4) the most plausible measures of inequality's badness. In section 3, I show that egalitarians can better respond to the all-things-considered levelling down objection by embedding egalitarianism in a nonconsequentialist moral theory. (shrink)

This paper explores one aspect of God’s omniscience, that is, his knowledge of human minds. In §1 I spell out a traditional notion of divine knowledge, and in §2 I argue that our understanding of the thoughts of others is a distinct kind of knowledge from that involved in knowledge of the physical world; it involves empathizing with thinkers. In §3 I show how this is relevant to the question of how, and whether, God understands the thoughts of man. There (...) is, we shall see, some tension between the alleged direct nature of God’s intuition-based knowledge and the empathetic nature of understanding other. (shrink)

Only women can bear the burdens of gestating fetuses. That fact, I suggest, bears on the morality of abortion. To illustrate and explain this point, I frame my discussion around Judith Jarvis Thomson's classic defense of abortion and Gina Schouten's recent feminist challenge to Thomson's defense. Thomson argued that, even assuming that fetuses are morally equivalent to persons, abortions are typically morally permissible. According to Schouten's feminist challenge to Thomson, however, if fetuses are morally equivalent to persons, then abortions are (...) typically morally impermissible because there is a collective moral obligation to care for the vulnerable. The consideration that is my topic, however, poses a problem for that feminist challenge to Thomson. There is reason to believe, I argue, that it is unfair that only women can bear the burdens of gestating fetuses. And, if that is unfair, it would undermine that feminist challenge to Thomson. I show, in other words, that there is a plausible and well‐motivated basis for believing that, even if fetuses are morally equivalent to persons and there is a collective obligation to care for the vulnerable, then abortions are nevertheless typically morally permissible. That is how fairness bears on the morality of abortion. (shrink)

Hume is usually taken to have an evidentialist account of testimonial belief: one is justified in believing what someone says if one has empincal evidence that they have been reliable in the past. This account is impartialist: such evidence is required no matter who the person is, or what refotions she may have to you. I, however, argue that Hume has another account of testimony, one grounded in sympathy. This account is partialist, in that empincal evidence is not required in (...) order for one to be justified in believing some of the assertions of one's friends. (shrink)

Equality of opportunity is a complex and contested ideal. There is disagreement about what the most plausible account of equal opportunity is, why equal opportunity matters, and how much it matters relative to other considerations that bear on how we ought to act. Over and above those disagreements about the general ideal of equal opportunity, there are further disagreements about what equal educational opportunity requires, why equal educational opportunity matters, and how much it matters relative to other considerations that bear (...) on what educational policies we ought to enact. Much of the literature on equal opportunity and education focuses on equal opportunity and K-12 (i.e., primary- or secondary-level) education. But there is now also a sizeable literature that focuses on distinctive questions about equal opportunity and higher (i.e., tertiary-level) education. That latter set of questions – how the ideal of equal opportunity bears on higher education – is the primary topic of this chapter. The chapter is divided into two parts. The first part of the chapter focuses on more theoretical issues in normative ethics and foundational political philosophy. It first surveys some disagreements about the nature, scope, grounds, and stringency of equal opportunity requirements; in light of those disagreements, it then surveys a variety of views about how the ideal of equal opportunity bears on higher education. The second part of the chapter focuses on more practical issues in applied ethics and applied political philosophy. It surveys some contemporary controversies in higher education that implicate concerns about equal opportunity. (shrink)

In The Right to Higher Education, Christopher Martin develops a powerful, autonomy-based argument that there is a moral right to access to higher education. I raise three concerns about whether this argument succeeds. The first is a concern about the conception of autonomy at the heart of Martin’s argument; the second is a concern about possible overgeneralizations of the argument; and the third is a concern about whether Martin’s view is consonant with judgments about fairness.

It is a precept of commonsense morality that parents have permissions to be partial toward their own children in various ways: they are permitted to act in a variety of ways that favor the interests of their own children. But how are such permissions to be reconciled with more general principles of justice? In this article, I discuss this question as it arises for one kind of liberal egalitarian theory of justice. Given their robust commitment to an ideal of equality, (...) such theories face prima facie difficulties in accommodating the commonsense permissions of parental partiality. After sketching the contours of the apparent conflict between equality and parental partiality, I survey some of the ways in which some writers have attempted to reconcile equality and parental partiality, and I criticize these reconciliation proposals, which in different ways subordinate a concern for equality to a concern for parental partiality. I then suggest a different direction for reconciliation, which subordinates a concern for partiality to a concern for equality. This alternative reconciliation strategy, I argue, deserves to be taken seriously by liberal egalitarians; whether it is the most plausible way to reconcile equality and parental partiality depends on one’s view about the moral weight of people’s interest in parenting. (shrink)

The cosmic cycle described in the surviving fragments of Empedocles' poem is the alternation, in endless succession, of Love and Strife. Dr O'Brien's book is primarily an analysis of this elaborate system. It seeks to determine the positions which Love and Strife occupy in the world at different times.

According to a standard picture in the educational policy and educational ethics literature, justice requires significant alterations to higher-education arrangements, in order to equalize opportunity and benefit badly-off social groups. I argue that, if political liberalism is correct, then a range of higher-education reforms favored by the standard picture lack support. After canvassing the standard picture (section 2), I explain why political liberalism entails that some institutions have a special status that prohibits certain kinds of interventions on them (section 3), (...) and I explain why this means that political liberalism cannot vindicate the standard picture (sections 4 and 5). (shrink)

In an earlier article I sought to analyse the metaphor of withdrawal in the last argument of Plato's Phaedo for the immortality of the soul.1 The key to the metaphor lies, I believe, in recognizing the paradox that in terms of Plato's metaphor something stays as it is, for example continues to be fire and to be hot, or to be cold and to be snow, by running away. Plato's argument is that fire will either ‘run away’, i.e. it will (...) escape the onslaught of cold, and so continue to be fire, or else it will perish. For in terms of Plato's metaphor if something which is characterized essentially by one of a pair of opposites, in the way that soul is, were to ‘stay behind’ then it would have to ‘accept’ the opposite of the form by which it is characterized, and that it cannot do. Fire cannot be cold. Snow cannot be hot. The soul cannot be dead. (shrink)