The shift to digital learning platforms has empowered students with access to a broader array of learning resources, interactive content, and personalized learning paths. However, millions of students, particularly those from rural areas or lower-income families, struggle to access these resources due to a lack of digital infrastructure, reliable internet connectivity, and affordability of devices. Furthermore, the role of teachers has evolved, requiring new pedagogical approaches and technical skills to effectively harness these digital tools.

Business is undergoing a conceptual revolution. Since the Global Financial Crisis there are many new ideas and proposals to make capitalism more responsible. The purpose of this paper is to identify key flaws in the “old story” of capitalism. Six principles are explained that taken together form the basis for a new story of business, one of responsible capitalism.

This study focuses on two main arguments about the secularization of Protestant work ethic and the uniqueness of Islamic work ethic. By adopting a linguistic point of view, this study aims to grasp a common understanding of PWE and IWE in the field of work ethic research. For this purpose, 109 articles using the keywords PWE and IWE in their titles were analyzed using content analysis. The findings support the argument that emphasizes universally shared values of PWE. In addition, the (...) findings reveal that IWE provides a unique perspective on how to improve organizational performance, but at the same time differs in work orientation and commitment across cultures. (shrink)

The fourth volume in the Criminalization series, this volume explores some of the most general principles and theories of criminalization. It includes not only philosophical work, but also historical, legal, and sociological investigations into criminalization, clarifying the state of the discipline today.

If educators are to educate they must be accorded some level of trust. Anthony Giddens claims that because trust is not easily created, it is now being replaced with ‘confidence’ because this latter disposition is much easier to give and is more convenient. It is argued in this paper that this shift from trust to confidence stifles education because emphasis is placed solely upon qualifications and competence, and is neglectful of disclosing one’s motives and desires—which are considered to be essential (...) elements for relationships and communities which depend upon trust. Therefore, educators ought to seek to become more trustworthy by going beyond evidence-based practices and codes of ethics, towards articulating a developed personal philosophy of education outlining the ultimate end-purposes to which they aspire. Through such a philosophy, educators identify their ultimate desires and commitments and this self-disclosure can make trust-giving more likely. Demonstrated evidence of achievements and qualifications encourage confidence and this has some value. In addition to these artefacts of evidence, it is argued here that educators must also articulate what they actually desire. This can be understood as John Dewey’s virtue of ‘genuine interest’ which he characterises as being wholehearted, persistent and impartial. For educators, this is often represented in our personal philosophy of education and because it is personal, it is also existential in the sense that it pertains to giving sense, meaning and purpose to all of our activities and way of life for which we are individually responsible and passionately committed to as professionals. As a consequence of being existential, our philosophy and our commitment to it has an intellectual and moral aspect and because it reaches to the very depths of our raison d’être, it pertains to our passion as described by Søren Kierkegaard. This paper shall draw upon Dewey’s notion of wholeheartedness and Kierkegaard’s notion of purity of heart, to make the case that if educators embrace these in their practices, we may become more trustworthy. (shrink)

A conference celebrating the appearance of Leibniz's New System in 1695 was organized by R. S. Woolhouse and held at the University of York, 5-8 July 1995. The opening lecture was given on behalf of the Leibniz Gesellechaft by Hans Poser: “L'ordre supérieur de l'âme raisonnable: On the Leibnizian Concept of Soul.” Other papers: Stuart Brown, “Leibniz's New System Strategy”; Antonio Lamarra, “Substantial Forms and Monads: the Système nouveau in comparison with the Principles of Nature and Grace”; G. H. R. (...) Parkinson, “Substantial Forms in the Système nouveau and Related Work”; Pauline Phemister, “Pre-established Harmony: Nature and Grace, Bodies and Souls”; Robert M. Adams, “The Pre-established Harmony and Its Place in the History of Modern Philosophy”; Christia Mercer, “How New is the New System?”; Roberto Palaia, “The New System of the Nature of Substances in the Philosophical Journals of the Seventeenth Century”; Donald Rutherford, “Est aliquid prodire tenus: The Système nouveau and the Development of Leibniz's Method”; Philip Beeley, “Points, Extension, and the Mind-body Problem: Remarks on the Development of Leibniz's Thought from the Hypothesis physica nova to the Système nouveau”; and Glenn Hartz, “Exactly How Are Leibnizian Substances Related to Extension?” The papers are being edited for publication by Lessico Intellettuale Europeo. (shrink)

R T Allen; Idealism, Theism and Education: some footnotes to Gordon & White, Journal of Philosophy of Education, Volume 21, Issue 2, 30 May 2006, Pages 283–.

I greatly appreciate Thomas Flint’s reply to my paper, “Flint’s ‘Molinism and the Incarnation’ is too Radical.” In my original paper I argue that the Christology and eschatology of Flint’s paper “Molinism and the Incarnation” is too radical to be considered orthodox. I consider it an honor that a senior scholar, such as Flint, would concern himself with my work in the first place. In this response to Flint’s reply I will explain why I still find Flint’s Christology and eschatology (...) to be too radical. Below I shall attempt to address various issues raised by Flint in his reply. (shrink)

This article traces the fortunes of John Duns Scotus in histories of philosophy from Melanchthon’s student Caspar Peucer to the eminent medievalist Étienne Gilson. It identifies themes and historiographical methods common to sources from the late sixteenth century and follows their development to the present, with special emphasis given to the socalled historia philosophiae philosophica first advanced by Lutheran historians during the early Enlightenment.

The third book in the Criminalization series examines the constitutionalization of criminal law. It considers how the criminal law is constituted through the political processes of the state; how the agents of the criminal law can be answerable to it themselves; and finally how the criminal law can be constituted as part of the international order.

Context: Maturana’s published corpus is vast, and his publications span multiple venues, formats, and languages. For these and other reasons, the corpus is as complex as it is daunting in its scale. Problem: Over the last two decades, bibliographic data on Maturana’s publications had proliferated in terms of available resources, scope of coverage, and accessibility. However, as of 2011 the degree of accessibility was not matched by the inclusiveness, detail, and accuracy of the relatively few dedicated bibliographies upon which most (...) such resources relied. It had become time to update, consolidate, and better validate the core bibliographic data. Method: The five most comprehensive electronic bibliographies were merged and collated. The merged listing was then validated using the available evidence and a three-tiered set of evaluation criteria. Finally, the resultant merged and validated listing was augmented with previously unrecorded entries and data, subject to the same evidentiary constraints and evaluation criteria pertaining to the validation phase. Results: None of the five bibliographies in the starting set was comprehensive. All five contained ambiguities, missing details, discrepancies, and outright errors. The updated and consolidated listing presented here is the largest, most comprehensive, and most accurate compiled to date. Implications: The resultant bibliography offers a more complete and more reliable reference resource to both veteran Maturana scholars and newcomers to his work than previously existing bibliographies. (shrink)

Book Information Self-Governance and Cooperation. By Robert H. Myers. Oxford University Press. Oxford. 1999. Pp. vi + 179. Hardback, £30.00.

I begin with a brief exposition of what is positive in Haugeland's interpretation of Heidegger. At the same time, I show how Haugeland subtly shifts the ground so as to make it possible to read into the texts his own idea that being is the entity-beholden, variable, normative basis for ways of life. I then argue that what Heidegger himself says about the being of available (zuhanden) entities, i.e., things of use or equipment (Zeug), doesn’t fit with Haugeland’s normativity-oriented account. (...) I develop this argument further through a look at Heidegger’s treatment of occurrent (vorhanden) nature as he elaborates that in his reading of Kant. This allows us to see how Heidegger follows Kant in thinking of the forms of being as spontaneous but non-arbitrary creations we produce for ourselves via what Kant called imagination, which activity Heidegger takes to be the self-temporalizing of Dasein identified but only opaquely described in SZ. From there, I show how we might generalize from Heidegger’s Kant’s treatment of the occurrent to a broader account in which other regional understandings of being, including that of the available, may also be understood as emerging from our temporalizing/imaginative activity. This shows what Heidegger’s overall project of fundamental ontology looks like, and how it could be completed in a way he himself didn't, if an understanding of being is an understanding of forms not norms. (shrink)

Fourth-year medical students at the University of Colorado School of Medicine distributed cards to patients in the emergency department asking, "What Worries You Most?" The patients' responses provided insight about their most pressing concerns, often unrelated to their "chief complaints.".