This article presents evidence supporting the claim that ethical reasoning is a skill that can be taught and assessed. We propose a working definition of ethical reasoning as 1) the ability to identify, analyze, and weigh moral aspects of a particular situation, and 2) to make decisions that are informed and warranted by the moral investigation. The evidence consists of a description of an ethical reasoning education program—Ethical Reasoning in Action —designed to increase ethical reasoning skills in a variety of (...) situations and areas of life. ERiA is housed at a public, major comprehensive U.S. university—James Madison University—and assessment of the program focuses on interventions delivered prior to and during orientation for incoming first-year students. Findings indicate that the interventions measurably enhance the ability of undergraduate students to reason ethically. ERiA’s competency-targeted program and positive student learning outcomes offers a promising model for higher education ethics programs seeking to connect classroom learning in ethics to decision-making in everyday life. (shrink)

This is not an article, but it is published after the paper "The theory of rejected proposition.II" (in Studia Logica, 30 (1972), pp. 97-145), its broad abstract in Polish on pages 140-142.

The tree-based data structure of -tree for propositional formulas is introduced in an improved and optimised form. The -trees allow a compact representation for negation normal forms as well as for a number of reduction strategies in order to consider only those occurrences of literals which are relevant for the satisfiability of the input formula. These reduction strategies are divided into two subsets (meaning- and satisfiability-preserving transformations) and can be used to decrease the size of a negation normal form A (...) at (at most) quadratic cost. The reduction strategies are aimed at decreasing the number of required branchings and, therefore, these strategies allow to limit the size of the search space for the SAT problem. (shrink)

In the seventeenth chapter, the discussion of the relationship between the organic whole of the historical work and its individual storylines (previously mentioned as parts of history), which began in the sixteenth chapter, continues. It turns out which of them are essential to the general course of events, and which do not affect it, and therefore may be ignored. Obviously, the continuation of such consideration is in the following chapters.

Underlying this paper is the conviction that it is of utmost importance that business ethics should indeed become an integral part of business culture in all, and therefore also in developing countries. It is not to be denied that business ethics has to a much larger extent become part of the business culture in developed countries than in developing countries. In this paper, I first of all wish to provide an explanation for the fact that business ethics is fighting an (...) uphill battle in becoming part of the business culture in developing countries. Secondly I want to give a thumbnail sketch of the preconditions that have to be fulfilled in order to stimulate the development of a moral business culture in developing countries. In order to achieve these goals I will focus mainly on Africa, and more specifically on South Africa. (shrink)