This is a new edition of the manual published in 1974 and 1984. Compared with those earlier editions it is revised, enlarged and more precise in its argumentation. In its beginnings the manual aimed at meeting the didactic needs to present students of the Faculty of Christian Philosophy at the ATK a complete handling of Christian ethics. The author, who wrote his manual in difficult times of communist ideology, decided to include in one work, besides a positive exposition of Christian (...) ethics, a critical discussion with other ethical systems as well as his own explicit theory on Augustinian and Thomistic ethics, which he endeavoured to develop. Thus the work interlocked the didactic objectives and the process of growth and justification of the Author's views, Krakow 2001, p. 308). (shrink)

Argues that the key distinction between human and nonhuman social cognition consists in our complex, diverse and flexible capacities to shape each other's minds in ways that make them easier to interpret.

I argue for two claims. First I argue against the consensus view that accurate behavioral prediction based on accurate representation of cognitive states, i.e. mind reading , is the sustaining function of propositional attitude ascription. This practice cannot have been selected in evolution and cannot persist, in virtue of its predictive utility, because there are principled reasons why it is inadequate as a tool for behavioral prediction. Second I give reasons that favor an alternative account of the sustaining function of (...) propositional attitude ascription. I argue that it serves a mind-shaping function. Roughly, propositional attitude ascription enables human beings to set up regulative ideals that function to mold behavior so as to make it easier to coordinate with. (shrink)

Argues that the key distinction between human and nonhuman social cognition consists in our complex, diverse and flexible capacities to shape each other's minds in ways that make them easier to interpret.

There are three working theses formulated and proved in the paper. First, business ethics as a science not wishful thinking, encounters the following, impossible to overcome, difficulties: Lack of a precise definition of business ethics, Ethical relativism, Strong competition on national, international, and global market, Shareholders’ interests vs. social responsibility of a company, Objective (based on scientific laws) limitations of business ethics, Ethical codes vs. the rules of a company, labour and employment legislation. Second, the author claims that a company (...) cannot be treated as an ethical education institution. This kind of education should begin in a family, kindergartens, and schools. The issues of business ethics should be included into ethical education in above mentioned places. (e.g. negotiation, to keep one’s promise, to keep on schedule etc.) Third, the issue of business ethics (ethical codes) should not be restricted to a company only. It should be put into the context of sector, national, multinational, and global market. (shrink)

The paper shows that the paradox of the totality of propositions rest on assumptions characteristic of some theories of structured contents (like Jeffrey King's "new account of structured propositions").

We prove that all finitely axiomatizable tense logics with temporal operators for ‘always in the future’ and ‘always in the past’ and determined by linear fows time are coNP-complete. It follows, for example, that all tense logics containing a density axiom of the form ■n+1F p → nF p, for some n ≥ 0, are coNP-complete. Additionally, we prove coNP-completeness of all ∩-irreducible tense logics. As these classes of tense logics contain many Kripke incomplete bimodal logics, we obtain many natural (...) examples of Kripke incomplete normal bimodal logics which are nevertheless coNP-complete. (shrink)

The subject of this paper is modern representative democracy. Instead of discussing the many theories which strive to define and describe the essence of democracy, such as the classic, the competitive, the structural, the participatory, the concessionary, etc., it is our aim to present the various practical approaches to "democracy in action" in the post-Communist period, i.e., to characterize the various notions of the axiological and philosophical assumptions that provide the cornerstone of democracy.

Medicine is a scientific discipline, but it is sometimes difficult to separate what is scientific and what is a clinical, practical activity. Man is the object, but he is always the subject of medical research and therefore these two elements become closely bound together by a thread of moral interdependencies. Every mentor of a young academic and all institutions dealing with the teaching of and research into medicine must understand multidimensional, multifaceted, and multilevel aspects of their activity and give them (...) due regard in the educational process. The educational mission of an academic institution and of the teacher working there may be summed up in one phrase: Teach thinking! At the same time, the task of a school and the individual mentor is to teach the student to distinguish personal freedom from a lack of the feeling of responsibility. The medieval principle “Universitas magistrorum et scholarium”, and thus the corporation, the community of teachers and students, has not lost any of its relevance and value today. The situation is, in its far-reaching consequences, tragic in which the “insufficiently tutored teach”. Both physician and teacher, and especially physician-teacher, are not only professions, but also callings. (shrink)

Data from surveys indicate that people, in general, do not trust others. On the other hand, in one-shot trust games, where the player decides whether to send money to an anonymous partner, the actual rate of trust is relatively high. In two experiments, we showed that although reciprocity expectations and profit maximization matter, they are not decisive for trusting behaviour. Crucial factors that motivate behaviour in trust games seem to be altruism and a type of moral obligation related to a (...) social norm encouraging cooperative behaviour. Finally, we were able to divide participants into specific profiles based on amount of money transferred to the partner, altruistic motivation, and belief in partners’ trustworthiness. This shows that the trust game is differently perceived and interpreted by different participants. (shrink)