We extend attribution and stakeholder theory in the context of crisis reputation management by examining differences in stakeholder perceptions in the form of organization-related blame. We presented eight stakeholder groups with factual information surrounding the Deepwater Horizon Oil Spill and asked them to indicate the extent to which they blamed the leaders and organizations associated with the event. Stakeholders also completed a survey assessing their attribution styles. Results indicated that perceptions of blame were affected by the interaction of stakeholder role (...) (i.e., active vs. passive) with attribution style (i.e., optimistic vs. pessimistic). Our results suggest that organizational leaders’ understanding of their stakeholders may be an important aspect in managing stakeholders’ sensemaking during crises. (shrink)

In his 2001 article 'Teaching to Lie and Obey: Nietzsche on Education', Stefan Ramaekers defends Nietzsche's concept of perspectivism against the charge that it is relativistic. He argues that perspectivism is not relativistic because it denies the dichotomy between the 'true' world and the 'seeming' world, a dichotomy central to claims to relativism. While Ramaekers' article is correct in denying relativistic interpretations of perspectivism it does not go far enough in this direction. In fact, the way Ramaekers makes his case (...) may actually encourage the charge of relativism, especially when it comes to his appropriation of perspectivism for education. This article proposes to pick up where Ramaekers left off. It will argue that Nietzsche's denial of the opposition between the 'true' world and the 'seeming' world opens up the possibility for the reestablishment of truth, albeit in a modified form. After examining Nietzsche's modified 'realist' epistemology, the paper will explore the implications of it for his philosophy of education. It will be argued that Nietzsche's educational philosophy is founded on his concept of perspectivism in so far as he demands that students be rigorously inculcated into a pedagogical framework that teaches students to discriminate between 'true' and 'false' perspectives. This framework is essential for the development of an intellectually robust and life-affirming culture. (shrink)

Avi Mintz (2008) has recently argued that Anglo-American educators have a tendency to alleviate student suffering in the classroom. According to Mintz, this tendency can be detrimental because certain kinds of suffering actually enhance student learning. While Mintz compellingly describes the effects of educator’s desires to alleviate suffering in students, he does not examine one of the roots of the desire: the feeling of compassion or pity (used as synonyms here). Compassion leads many teachers to unreflectively alleviate student struggles. While (...) there are certainly times when compassion is necessary to help students learn, there are other times when it must be overcome. Compassion in the classroom is a two-edged sword that must be carefully employed; and yet it is often assumed that it is an unequivocal good that ought to trump all other impulses. In this article I hope to raise awareness concerning the promises and pitfalls of compassion in education by examining the theories of two historical figures who famously emphasised compassion in their philosophical writings: Jean-Jacques Rousseau and Friedrich Nietzsche. Rousseau and Nietzsche argue that compassion is a powerful educational force but that it must be properly employed. For Rousseau and Nietzsche, compassion is necessary to develop self-mastery in human beings—the ultimate goal of education—but it is a compassion that must hurt in order to help. My hope is that Rousseau’s and Nietzsche’s ideas on compassion will encourage thoughtful reflection on the uses and abuses of compassion in education. (shrink)

This commentary discusses three features of the general theoretical framework proposed by Nunez: (1) Functional concepts, such as computation and control, are not foundational. (2) A mismatch between the concept of subcortical input and EEG output is problematic for the input/output operator concept of cortical dynamics. (3) The concept of brain state is relatively static.

Informal logicians recognise the frequent use of unstated assumptions; some also recognise entertained arguments and recommend a suppositional approach to conditional statements. It is here argued that these two be put together to make argument diagrams more accurate and subtle. Philosophical benefits also accrue: insights into Jackson's apparent violations of modus tollens and contraposition and McGee's counterexamples to the validity of modus ponens.

James Bohman’s Democracy across borders aims to conceptualize transnational democracy. But it is more than that: Bohman begins to articulate a paradigm shift in how we conceive democracy in complex, pluralized, globalized contexts comprised of multiple, overlapping constituencies which often have broad extension in space and time. The paradigm shift is not Bohman’s alone: it has been some time in the making*two decades at least*and has multiple sources in contemporary theories of power, inclusion and exclusion, pluralism, deliberation, as well as (...) in theories of social and system complexity. The importance of Bohman’s book is that it consolidates many of these elements into an important statement that breaks with those kinds of theory that conceptualize democracy as a way of organizing relatively simple, territorial, state-organized units of political organization. My comments highlight those elements of Bohman’s argument that add up to a paradigm shift; they are critical only in the sense that there is a danger that this contribution could be overshadowed by the book’s primary focus democracy across borders, important though this is. Most of my comments aim at extracting and reconstructing the paradigm shift within Bohman’s text. (Published: 5 February 2010) Citation: Ethics & Global Politics, Vol. 3, No. 1, 2010, pp. 47-54. DOI: 10.3402/egp.v3i1.4853. (shrink)

This study examines how Germany and Austria each generated a normative narrative structure that became a template for the historians and others who formulated history within the two cultures. The author demonstrates these narrative structures and indicates both their strengths and weaknesses and ways to broaden their understandings.

The volume begins with what is in common to contemporary phenomenological historians and historiographers. That is the understandings that temporality is the core of human judgment conditioning in its forms how we consciously attend and judge phenomena. For every phenomenological historian or historiographer, all history is an event, a span of time. This time span is not external to the individual, rather forms the content and structure of every judgment of the person. It is the logic used by the individual (...) to structure the phenomenon attended. Rather than the phenomenon being seen as something solely external, it is understood by phenomenologists as also of our immediate awareness and thought. Thus, the phenomenological method discerns all judgment as based upon one’s span of attention of inner or outer phenomena.. There is an intentionality to attention. One intends one’s own foci. Attention is the temporal duration of that intending. The volume offers a text that enables contemporary historians, graduate students, and even undergraduates who are well taught, to understand both the history of phenomenology as a method of inquiry, and the contemporary practice of phenomenological historical and historiographical thought. (shrink)

"Explores the concept of the social contract and how it shapes citizenship. Argues that the modern social contract is an account of the ethical and cultural conditions upon which modern citizenship depends"--Provided by publisher.

The doctrine of perspectivism -- Educational implications of perspectivism : empathizing with the other -- The doctrine of self-overcoming -- Educational implications of self-overcoming : embodying reason, embracing struggle -- The doctrine of the order of rank -- Educational implications of the order of rank : creating a culture of emulation -- The doctrine of a reseentiment -- Educational implications of ressentiment : cultivating a disposition of gratitude -- Conclusion : Nietzsche's pedagogical vision for the good life.

States of character : toward a theory of political vice -- The anti-politics of hubris : vice of sovereignty -- Accounting for moral blindness : vice of wholeness -- Political recalcitrance : vice of exceptionalism -- After vice : the call of accountability.

Patients and their physicians frequently make important health care decisions with incomplete information. Memory fails; records are incomplete; the onset of significant events is confused with other life stories; and even the most basic information about medications, laboratory tests, allergies, and problems is often the result of guesswork. As providers and as patients, we suffer because information vital to health care is not available when and where it is needed. Data required for care are dispersed across various settings and represented (...) in a range of formats; incentives to bring these data together do not exist.In recent years, four specific approaches have emerged to address patient-centered information access. The first model attempts to consolidate all care into a single care delivery and financing system. This model — prevalent in many European countries — is to some degree extant at Kaiser-Permanente and other integrated care and financing systems. This model is ideal if and when one organization is responsible for all care delivery and financing. Such models present “one-stop shopping” for managing health information, coordinating care, communicating with providers and support groups, and ensuring both payment and accountability. (shrink)

From the late eighteenth through the end of the nineteenth century, educational philosophers and practitioners debated the benefits and shortcomings of the use of emulation in schools. During this period, “emulation” referred to a pedagogy that leveraged comparisons between students as a tool to motivate them to higher achievement. Many educationists praised emulation as a necessary and effective motivator. Other educationists condemned it for its tendency to foster invidious competition between students and to devalue learning. Ultimately, by the late nineteenth (...) century emulation as a specific pedagogical practice had disappeared in American educational culture. In this article, Mark Jonas and Drew Chambers ask whether the disappearance of emulation is something to be celebrated or lamented. To answer this question they examine the historical concept of educational emulation and analyze the bases on which proponents and opponents argued. Parties on both sides of the debate framed their arguments in close relation to the way emulation was being used at that time, which prioritized actual competitions and prizes. In that context, the opponents made a better case, which presumably contributed to emulation's disappearance in schools afterwards. However, as earlier proponents of emulation argued, emulation need not be restricted to competitions and prizes. Instead, these proponents offered a philosophically and psychologically rich defense of emulation, but these were not carried through to an appropriate degree. The authors conclude that, construed appropriately, emulation not only had tremendous educational potential then, but still does today. With intentional effort on the part of teachers, emulation can greatly enrich students' lives and act as a powerful learning motivator. (shrink)

Nineteenth-century American political thinkers like Emerson, Thoreau, and Whitman advocated for and sought to exemplify a life of self-direction and critical self-reflection, or personal autonomy, as a means of contesting entrenched routines of democratic-capitalist normalization and as a way of resisting a host of institutional disciplinary pressures. Today, the ideal of personal autonomy within a diverse liberal society is branded by many as a form of “comprehensive” disciplinary normalization in its own right. In this essay I offer a reconsideration of (...) this reversal in the appraisal of the value of autonomy within pluralistic democratic societies and argue that the abandonment of autonomy is a symptom of a mistaken understanding of the personal-ethical qualities upon which a democratic culture depends and a maladaptive concession to neoliberal norms. To confront these challenges, I draw upon a range of Emerson’s writings to offer some ideas about how a reconstructed ideal of aspirational autonomy might inform contemporary politics without unduly constraining moral pluralism or undermining toleration. (shrink)

Abstract Differing interpretations of the political thought of David Hume have tended to emphasize either conservative, gradualist elements similar to Burke or rationalist aspects similar to Hobbes. The concept of indirect utility as used by Hume reconciles these two approaches. Indirect utility is best illustrated by Hume's conception of justice, in contrast to his conception of benevolence, which yields direct benefits. This understanding of Hume's consequentialism also helps underscore certain egalitarian aspects of Hume's thought.

This book . . . is an invitation to all Christians to begin constructing a food ethics; to the academic Christian ethicist, it presents an opportunity to join a discussion on a topic relevant in so many ways to the life of every American; to the Christian for whom the spark of the divine is detectable in the everyday life, it is a chance to begin making ethical sense out of something done every day for the entirety of one's natural (...) life-participating in agriculture. -from the Introduction In Sustainable Agriculture, Mark Graham joins the vibrant, substantive discussion about the moral issues in American agriculture by revealing what is going on in current agricultural practices and analyzing them in light of morality and sustainability. Graham's constructive proposal for change is based on a moral vision that identifies a group of core values around which our agricultural system should be developed, including: a) a consistent, safe food supply; b) vital, sustainable communities; and c) personal and environmental health. (shrink)

As recent policy debates demonstrate, schools in democratic societies are often under political and cultural pressure to equalize achievement among all students, even if it necessitates diverting resources from the most educationally advantaged to the least educationally advantaged. The assumption is that maximizing student potential is a zero-sum game, and the best way to increase achievement in the least advantaged group is to focus the majority of attention on their needs, even if it diminishes the potential of the most advantaged (...) group. The question is whether this is a good assumption. Friedrich Nietzsche argues that it is not. In Schopenhauer as Educator, Nietzsche argues that inequalities of talent and achievement are actually productive of excellence in all students. He believes that attempts to minimize inequality by slowing the progress of the highest-achieving backfires. While it is supposed to help the lowest-achieving, it actually serves to diminish their flourishing. This is not to say that he wants to do away with all equality. Rather, he believes that flourishing cultures can embody a fundamental equality that is more meaningful than the false equality that demands similar levels of achievement among students. I examine Nietzsche’s reasons for believing that inequalities of talent and achievement may improve the well-being of the highest-achieving and lowest-achieving, and all students in between. While Nietzsche’s ideas are too radical to adopt wholesale, they raise important questions concerning how best to educate all students, no matter what their level of ability. (shrink)

Cognition and Temporality argues that both verbal grammar and figural grammar have their cognitive basis in twelve characteristic forms of judgment, distributed among individuals in human populations throughout history. These twelve logical forms are context-free and language-free foundations in our attentional awareness, and shape all verbal and figural statements. Moreover, these types of historical judgment are psychogenetic inheritances in a population, and each serves a distinct problem-solving function in the human species. Through analysis of verbal and figural statements, the author (...) contends, the researcher can find evidence of these forms of judgment, and in turn analyze how the event to which those statements attend is formally constructed by that judgment. This construction guides how the event is assessed, approached, and engaged in the process of problem-solving. Artists and aestheticians in the early twentieth century--including Wassily Kandinsky, Stephen C. Pepper, and Andrew Paul Ushenko--have all posited an inherited attentional perspective in individuals, manifested in the logical correspondence between their distinctive verbal and figural grammars. Cognition and Temporality elaborates these claims, arguing that while the styles of well-known artists and writers are conditioned by the public styles of a particular time period, variations in personal style manifest one's inherited form of judgment, and the characteristic grammars that express that form. Through rigorous visual and stylistic analysis, the author demonstrates the expression of these forms among notable writers and artists across history. The result is a wide-ranging and provocative contribution to phenomenology, aesthetic philosophy, and cultural history. (shrink)

This article examines the logic that connects democracy to the state and argues that the functions of the state in enabling democracy are as important now and in the future as they have been in the past. It identifies the animating ideas and values of democracy and describes the ways in which these ideas are entwined with state power and the ways in which state institutions can become generative in ways that exceed the inherent limitations of the state's media of (...) organization. (shrink)

Many medical services lack robust evidence of effectiveness and may therefore be considered “unnecessary” care. Proactively withdrawing resources from, or de-funding, such services and redirecting the savings to services that have proven effectiveness would enhance overall health system performance. Despite this, governments have been reluctant to discontinue funding of services once funding is in place. The focus of this study is to understand how the framing of an issue or problem influences government decision-making related to de-funding of medical services. To (...) achieve this, a framework describing how problem frames, or explanatory naratives, influence government policy decisions was developed and applied to actual cases. The two cases selected were the Ontario government’s decisions to de-fund the drug Oxycontin and blood glucose test strips used by patients with diabetes. A qualitative content analysis of public discourse surrounding these two resource withdrawal examples was conducted and described using the framework. In the framework, government decision-making is a partial reflection of the visibility of the policy issue and complexity of the causal story told within a problem frame. By applying this framework and considering these two key characteristics of problem frames, we can better understand, and possibly predict, the shape and timing of government policy decisions to withdraw resources from medical services. (shrink)

Across Tibet during the 1940s, young Han Chinese weather observers became stranded at their weather stations, where they faced illness, poverty and isolation as they pleaded with their superiors for relief. Building on the premise that China exercised ‘imperial nationalism’ in Tibet, and in light of scholarship that emphasizes the desirous ‘gaze’ of imperial observers toward the frontier, this essay considers how the meteorological archive might disrupt our understanding of the relationship between observation and empire. Meteorology presented a new way (...) of viewing the landscape that deliberately disregarded the embodied experience of the observer in favour of instrument-mediated readings. The process produced a bifurcated archive, in which stations disseminated quantitative weather charts as a matter of public interest while privately recording the embodied and often miserable experiences of observational staff on the frontier. Unpublished letters between observers and supervisors offer a rare glimpse into the frontier as experienced by reluctant or unwilling agents of the state. (shrink)

In this paper, I argue that Friedrich Nietzsche’s concept of self-overcoming has been largely misinterpreted in the philosophy of education journals. The misinterpretation partially stems from a misconstruction of Nietzsche’s perspectivism, and leads to a conception of self-overcoming that is inconsistent with Nietzsche’s educational ideals. To show this, I examine some of the prominent features of the so-called “debate” of the 1980s surrounding Nietzsche’s conception of self-overcoming. I then offer an alternative conception that is more consistent with Nietzsche’s thought, and (...) provides a more nuanced understanding of Nietzsche’s “anti-democratic” pedagogy. Ultimately, I argue that while Nietzsche’s educational philosophy is not egalitarian, it can be effectively utilized in “democratic” classrooms, assuming his concept of self-overcoming is properly construed. (shrink)

Managed care is evolving in ways that pose unique ethical challenges to those interested in the intersection of clinical and organizational ethics. For example, Disease Management is a form of managed care that has emerged in response to chronic illness. DM is a healthcare management tool that coordinates resources across an entire health care delivery system and throughout the life cycle of chronic disease. Health Maintenance Organizations have reduced some costs in the delivery of acute care, but real cost savings (...) will result only with greater efficiencies in the delivery of costly chronic care. DM is a systematic, population-based approach that identifies persons at risk of chronic ailment, intervenes with specific programs of care, measures clinical and other outcomes, and provides continuous quality improvement. Characterized as a movement to patient-driven services, DM involves a complex web of provider relations. (shrink)

Like biotechnology before it, nanotechnology is beginning to provoke opposition from environmentalists concerned about the ethics of the development and application of nanotechnologies. Given the lack of data on environmental health and safety regarding how nanoparticles might impact the environment and effect the health of the human body, some environmentalists have called for limits on the production of nanoproducts until more research can be done to prove their safety. On the other side, while nanotech scientists and engineers agree that additional (...) study of possible harmful effects is in order, they argue it would be unethical to turn our backs on what nanotechnology may do to help clean up the environment and improve health. They argue that a ban on nanomaterials would be shortsighted. (shrink)