This chapter considers what Ender's experiences tell us about the differences between liberal education, vocational training, critical inquiry, and that elusive matter of freedom in, and as a result of education. Specifically, the chapter addresses the following questions: Does everyone need a liberal education? Are schools training grounds for the workplace? And finally, is critical inquiry essential to being an educated person? Ender does get a kind of liberal education with three core aspects. First, in terms of comprehension and performance, (...) Ender learns about military history, military tactics, and strategic‐oriented mathematical calculations in the classroom. Second, he develops problem‐solving skills in the cyber‐reality of the computer game, the Giant's Drink. Third, in terms of interactive performance and cognition, Ender learns about hand‐to‐hand combat and command in the simulated war games of the battleroom. Ender's Game illustrates just how different views of pedagogy can intermingle and conflict with one another. (shrink)

Le point de départ de cette étude est un passage de la préface du Discours sur l'Inégalité, passage qui, quoique souligné par Rousseau, n'a pas longtemps retenu l'attention des commentateurs. Il s'agit du texte suivant : « ... une bonne solution du problème suivant ne me paraîtrait pas indigne des Aristotes et des Plines de notre siècle : Quelles expériences seraient nécessaires pour parvenir à connaître l'homme naturel? et quels sont les moyens de faire ces expériences au sein de la (...) société? ». La lecture du Manuscrit Favre, où l'on retrouve les mêmes interrogations, nous autorise à voir dans l'Emile la solution de Rousseau au problème posé et à mieux saisir les limites du Second Discours en tant que discours anthropologique.This study is a commentary on a passage of the preface of Rousseau's Discourse on Inequality : " It appears to me that a good solution of the following problem would be not unworthy of the Aristotles and Plinys of the present age : What experiments would have to be made, to discover the natural man? And how are those experiments to be made in a state of society ? The "Manuscrit Favre", in which Rousseau formulates the same questions, allows us to state that the author sets forth his solution in his Emile, and to perceive the limits of the Second Discourse as an anthropological work. (shrink)

Connu pour ses études sur Bergson, Sartre et la philosophie française dans la première moitié du XXe siècle, Jean Theau nous livre aujourd’hui sa philosophie morale avec De l’homme comme être moral. Il s’agit de philosophie morale, c’est-à-dire de réflexion sur les fondements de la morale. En termes précis, il s’agit pour l’auteur de répondre aux questions suivantes: Existe-t-il une vérité du bien et du mal? Une science du bien et du mal — en prenant le mot «science» au sens (...) de connaissance que l’on sait vraie — est-elle possible? En quoi consiste-t-elle quand il s’agit du bien et du mal de l’homme? (shrink)

Teaching Ethics in Schools provides a fresh approach to moral education. Far from prescribing a rigid set of mandated values, codes of conduct, behaviour management plans, or religious instruction, Philip Cam skilfully presents ethical thinking and reasoning as a dynamic and essential aspect of school life. The first section of the book provides a clear introduction to the theoretical premise of reflection and collaborative enquiry. It draws on the history of philosophy in succinct terms, and relates this to contemporary school (...) contexts, to support teachers in their conceptual understanding. In Part Two, an array of activities, exercises and discussion points are provided as stimuli for teachers to adapt and apply across diverse subject areas, throughout all stages of school. The focus lies in preparing students to think reflectively, to question and probe, and ultimately develop their own enhanced capacity for ethical reasoning and considerate behaviour and conduct. Teaching Ethics in Schools shows how an ethical framework forms a natural fit with recent educational trends. It demonstrates how an ethics-based model can influence habits of mind and underpin teaching practices to stimulate ethical enquiry, to encourage students to think for themselves and develop good moral judgment, and to promote social values and beneficial outcomes both within the classroom and beyond. (shrink)

In a world that has become increasingly dependent upon employee ownership, commitment, and initiative, organizations need leaders who can inspire their␣employees and motivate them individually. Love, forgiveness, and trust are critical values of today’s organization leaders who are committed to maximizing value for organizations while helping organization members to become their best. We explain the importance of love, forgiveness, and trust in the modern organization and identify 10 commonalities of these virtues.

Recent evidence readily confirms that ethical conduct in human interaction has declined in the context of business, but also in virtually every phase of life. An alarming number of government leaders at all levels have demonstrated by their conduct that their primary goal is the pursuit of self-interest for themselves, their party, and their constituents - regardless of whether the choices they make are in the long-term best interests of those whom they are obligated to serve. Academic institutions and their (...) leaders similarly seem to be either tied to past assumptions and traditions that seem, or blatantly out of touch with the needs of their students and the communities that they serve. Increasingly, college and university academic programs are being taught by part-time and temporary faculty who are paid less than their elementary and high school counterparts who lack their educational preparation, level of knowledge, or responsibility in preparing students for their chosen careers. Non-governmental organizations also struggle to earn the respect of the public, and their trustworthiness has been called into question as chief executive officers and staff receive high salaries, but lack accountability for achieving results or acting with integrity. Those who work in the media are as a group no longer trusted to provide an objective and unbiased assessment of the news. Even religious institutions are under attack and their leaders are being asked to be accountable to the standards which their doctrines advocate. Implicit in ethical conduct is the responsibility to identify the far goals of human achievement - rather than short-term interests that undermine long-term value creation and outcomes that best serve society. Abraham Maslow has wisely noted that the pursuit of efficiency must be evaluated in terms of the specific goals intended to be achieved, but the ramifications of individual and collective actions often seem to be out of focus, misdirected, and short-sighted. (shrink)

The problem of academic dishonesty in Business Schools has risen to the level of a crisis according to some authors, with the incidence of reports on student cheating rising to more than half of all the business students. In this article we introduce the problem of academic integrity as a holistic issue that requires creating a␣cultural change involving students, faculty, and administrators in an integrated process. Integrating the extensive literature from other scholars, we offer a ten-step model which can create (...) a positive culture for academic integrity. The successful implementation of a well-crafted academic integrity program can have a positive impact on business schools and improve the reputation of tomorrow’s business leaders. (shrink)

The research about strategic human resource management (SHRM) has suggested that human resource professionals (HRPs) have the opportunity to play a greater role in contributing to organizational success if they are effective in developing systems and policies aligned with the organization's values, goals, and mission. We suggest that HRPs need to raise the standard of their performance and that the competitive demands of the modern economic environment create implicit ethical duties that HRPs owe to their organizations. We define ethical stewardship (...) as a model of governance that honors obligations due to the many stakeholders and that maximizes long-term organizational wealth creation. We propose that if HRPs adopt an ethical stewardship framework and the qualities of transformative leaders, they will be more aware of their ethical duties to their organizations and more effective in helping their organizations to create increased wealth, achieve desired organizational outcomes, and establish work environments that are more satisfying to employees. (shrink)

John Dewey wished to place development of the ability to think at the core of school education. The kind of thinking that Dewey had in mind was based on his conception of scientific inquiry. Matthew Lipman was likewise committed to an education centred on thinking, but he claimed that we should turn to philosophy rather than to science in order to secure this end. In his view, philosophy has a stronger claim to this mantle than does science, or any other (...) subject, when it is appropriately reconstructed and taught. He developed various arguments to that effect, but the one considered here is that philosophical thinking has a generic character that especially suits it for the role. I examine this argument to see how compelling a case it makes for the inclusion of philosophy in the school curriculum. (shrink)

In this paper an economics approach to assessing community values in health care priority setting is examined. The approach is based on the concept of ‘willingness to pay’ (WTP). Eighty two parents were interviewed with regard to three aspects of provision of child health services. For each aspect a choice of two courses of action was presented. Parents were asked which course of action they preferred and what was the maximum amount of money they would be prepared to pay for (...) this rather than their less preferred option. WTP responses are acceptable to the majority of respondents and appear to ‘behave’ in accordance witha priori expectations. A method of assessing the influence of ability to pay on preferences and WTP is outlined. Preferences and WTP do not appear to have been unduly distorted by ability to pay. Use of WTP data does have the potential to provide health care purchasers and providers with information on intensity as well as direction of the preferences of members of the community. (shrink)

Organizational governance has historically focused around the perspective of principals and managers and has traditionally pursued the goal of maximizing owner wealth. This paper suggests that organizational governance can profitably be viewed from the ethical perspective of organizational followers - employees of the organization to whom important ethical duties are also owed. We present two perspectives of organizational governance: Principal Theory that suggests that organizational owners and managers can often be ethically opportunistic and take advantage of employees who serve them (...) and Principle Theory that focuses on guiding principles that are sometimes taken too far in organizations. In introducing these two new organizational governance perspectives, we offer insights into the value of rethinking ethical duties owed to organizational followers. (shrink)

The influence of pragmatism—and of Dewey in particular—upon Lipman’s conception of the classroom Community of Inquiry is pervasive. The notion of the Community of Inquiry is directly attributable to Peirce, while Dewey maintained that inquiry should form the backbone of education in a democratic society, conceived of as an inquiring community. I explore the ways in which pragmatic conceptions of truth and meaning are embedded in the Community of Inquiry, as well as looking at its Deweyan moral and social commitments. (...) I show that Peirce’s and Dewey’s notions of truth are in perfect alignment with the philosophical Community of Inquiry, as is Dewey’s tie between meaning and ideas that bring our inquiries to a satisfactory conclusion. The Deweyan notion that moral values are justified by their utility in solving problems in social life is also to be found in the Community of Inquiry, as arguably is his view that moral values are to be regarded as working values that face the tribunal of experience in much the same way as hypotheses in science. Again, the focus in the classroom on open inquiry into issues and problems, the active participation of the students in building upon one another’s ideas, the sense of shared responsibility, and the growth and development of the intellectual and social powers of the individual, all mirror Dewey’s pragmatic conception of democracy. Given this allegiance, it may be argued that the Community of Inquiry faces a pragmatic problem of its own. While it aims to be a philosophically open encounter with all kinds of issues and ideas, pragmatic conceptions are so constitutive of it that they may skew the pitch philosophically. I also address this issue. (shrink)

How can school education best bring about moral improvement? Socrates believed that the unexamined life was not worth living and that the philosophical examination of life required a collaborative inquiry. Today, our society relegates responsibility for values to the personal sphere rather than the social one. I will argue that, overall, we need to give more emphasis to collaboration and inquiry rather than pitting students against each other and focusing too much attention on ‘teaching that’ instead of ‘teaching how’. I (...) will argue that we need to include philosophy in the curriculum throughout the school years, and teach it through a collaborative inquiry which enables children to participate in an open society subject to reason. Such collaborative inquiry integrates personal responsibility with social values more effectively than sectarian and didactic religious education. (shrink)

Cette étude se veut le commentaire de la proposition qui ouvre la Préface du Discours sur l'Inégalité de Rousseau : « La plus utile et la moins avancée de toutes les connaissances humaines me paraît être celle de l'homme. »Elle tente d'expliquer, du point de vue de Rousseau, le retard de la connaissance anthropologique par rapport aux autres branches du savoir, en analysant la critique faite par ce dernier à l'endroit des anthropologies marquantes de l'époque : celles du Christianisme, de (...) Thomas Hobbes et de Buffon.L'analyse laisse entrevoir que la Bonté naturelle et la Liberté constituent le double principe fondamental de la conception rousseauiste de l'homme, montrant du même coup que le Discours sur l'Inégalité, en tant que discours anthropologique, est une tentative de démonstration de ce principe.This article puts forward a commentary on the opening statement of the preface of Rousseau's Discourse on Inequality : "The most useful and the least advanced of all human knowledge seems to me to be that of man."It attempts to account for the blame laid by Rousseau on the conceptions of man of his time, by analyzing his criticisms which are meant for the prominent anthropologies of Christianity, Hobbes and Buffon.The analysis reaches the following conclusion : The Discourse on Inequality is an attempt to vindicate what constitute the fundamental principles of Rousseau's anthropology, viz. natural Goodness and Freedom. (shrink)

Sartre's theory of the imagination is important both as an alternative to the idea that the imagination consists of images contained somehow in the mind - the "illusion of immanence" — and as an early formulation of Sartre's conception of consciousness. In this paper I defend Sartre's theory of imaginative consciousness against some of its critics. I show how difficulties with his theory parallel a perennial problem in Sartre-interpretation, that of understanding how consciousness can negate its past and posit possibilities (...) beyond the facticity of its situation. In this short essay I will not provide a detailed exposition of Sartre's theory of the imagination. Rather, I provide the basis of an interpretation of this theory that emphasizes the role that the past plays in imaginative consciousness. (shrink)

Au sein de la littérature vietnamienne où l’amitié est quasi-absente, se distingue l’œuvre de Phan Hồn Nhiên dont les personnages sont en quête de cette forme d’affection. Notre article s’interroge sur la spécificité de l’exercice amical chez l’écrivaine née en 1972. Comment articule-t-elle ce lien fondé sur la durée, au caractère éphémère des échanges, caractéristique de notre époque? Comment tient-elle compte des effets de la mondialisation? Comment le thème de l’amitié lui permet-il de renouveler la question de la condition de (...) l’individu contemporain et de sa pratique des relations interpersonnelles? (shrink)

The notion of "justice for all" has been a noble ideal and a foundation of human relationships in enlightened society for millennia. The Greeks and Romans viewed justice as the basis for the rule of law that governed interactions and that served as the standard for determining rights and responsibilities. Today the notion of social justice permeates political dialogue and has become the justification for social unrest and discord. The focus of this book is on the personal side of justice (...) and its importance in individual lives. Although justice is a lofty concept and is often spoken of as if its meaning is clear to all, it is nonetheless a complex and often subjective standard with conflicting meanings. Though these meanings may not be universally clear, understood, or agreed upon, as a standard of human relations justice is nonetheless deeply important and profoundly personal in its impacts. Like any metric, justice may be misused and manipulated by the self-justifying and the dishonest. However, properly understood, justice remains a noble ideal despite its complexity. Writing about justice has given us the opportunity to appreciate its significance and the nuances of its meanings. At its noblest, justice must ultimately be equated with wisdom, integrity, and love. Improperly understood, justice can impede wisdom and purpose and become an excuse for self-serving behavior that is later regretted. Although justice is often accompanied by a set of defining rules, it is also intended to be both compassionate and fair - caring for those whose rights need to be protected, as well as those best served by forgiveness and help rather than punishment. Perhaps justice is at its pinnacle when it is accompanied by mercy. Justice is far more than a mere set of rules, laws, or policies when it serves the purposes of enriching lives and benefiting those who need care and guidance. The study of justice affirms that its greatest value is in providing much more than order and consistency. We suggest that without forgiveness, mercy, and caring justice is simply insufficient. Perhaps, justice, when it enables individuals to learn from their mistakes and change their lives, actually fulfills its highest potential. We invite readers to read and reflect on the importance of justice and its importance in their own lives. In this volume we provide guidelines, insights, and recommendations to assist others to more fully incorporate those principles and ideals of justice as they seek to become the best version of themselves. (shrink)

In this paper, I argue that temporality, as described in Being and Nothingness , is a central theme in Nausea . In the first section I make the point that one of Sartre's guiding concerns at the time of publishing Nausea is temporality and the temporal nature of freedom. In the second section, the theme of melancholy and its relationship to temporality is explored. The third section explores Sartre's use of this image of being taken 'from behind'. I use this (...) temporal imagery as a guide for interpreting Roquentin's reaction to the rape and murder of Lucienne. By interpreting this scene by way of the temporality of Being and Nothingness , we can duly recognize the early Sartre's concern with temporality, understand the melancholia that arises because of the 'internal' negation of the past, and give a more satisfying account of a scene which is often ignored in the secondary literature. (shrink)

We introduce the concept of “organizational terrorism” to describe dysfunctional leaders who are abusive and who treat organizational members with contempt and disregard. After identifying the moral duties of leaders in organizations, we explain how organization members respond to their dissatisfaction with organizations through Exit, Voice, Loyalty, or Neglect. We explain why exercising voice is the most effective moral choice in dealing with dysfunctional leaders.

Over forty years ago, the American philosopher and educationalist began work on what was to become a series of philosophical novels for children. As time went on, he also constructed accompanying teacher resources together with colleagues. The most popular of these works were designed for primary education and constitute what came to be known as the IAPC Curriculum for the younger years. The influence of Lipman has been immense. He taught us that philosophy is not beyond the reach of primary (...) school children when appropriately presented; that the questions of philosophy are germane to all primary school subjects; and that philosophy can be used to encourage thinking across the curriculum. Influential and instructive as these materials have been, however, they do not constitute a curriculum in the sense in which that is generally understood in school education. This paper explores both the strengths and limitations of Lipman’s pioneering effort from the viewpoint of curriculum construction in order to see what lessons can be leaned. (shrink)

Is there a place for directive teaching when it comes to moral education in the Community of Inquiry? Michael Hand think s that we should make room for it. While some common restrictions on the role of the teacher in the Community of Inquiry and the kinds of questions with which it deals appear to militate against it, he argues that they either have no force or are intellectually or educationally misguided. In evaluating what Hand has to say, I examine (...) the justificatory framework of moral standards within which he sets out his arguments and then look at how those arguments fare in light of that examination. (shrink)

This special issue of the Journal of Philosophy in Schools is based on papers presented at the Federation of Asia-Pacific Philosophy in Schools Associations (FAPSA) conference on Communities of Inquiry: Significance, Cultural Change and the Ongoing Relationship to P4C, and held at the University of Melbourne from 1 to 3 October 2022.

Contemporary Peruvian Philosophers (20th & 21st Centuries).

ABSTRACTThe provision of gifts and payments for healthy volunteer subjects remains an important topic in global health research ethics. This paper provides empirical insights into theoretical debat...

Conceptualisation and reasoning involve intellectual operations that can and should be taught. This paper identifies pairs of basic operations in reasoning and conceptualisation that are comparable to the basic operations of arithmetic and just as important. Examples are provided to illustrate how these operations may be introduced in the classroom.

In this volume philosophers from throughout the Asia-Pacific region discuss a wide range of topics related to the development of democratic values and ways of life. The papers explore ideas, values and practices related to democracy from the different perspectives of the great religious and philosophical traditions of Asia, as well as considering both philosophical issues and the place of philosophy in a democratic society. While the contributors represent different philosophical traditions, they are connected through a common concern with humanity, (...) a belief in the value of philosophical inquiry and scholarship and by a commitment to the value of philosophy education in building and sustaining democracy. (shrink)

The norms associated with HP Grice’s cooperative principle focus on exchange of information and require considerable extension in order to capture the presiding features of discourse that attempts to inquire into a problem or an issue. These features are revealed by looking at the case of collaborative philosophical inquiry. Although it is a special case, the findings have widespread implications for education. When teachers venture beyond the kind of informative discourse that has traditionally monopolised verbal exchange in the classroom and (...) engage in collaborative inquiry-based teaching, they need to attend to the norms that govern such discourse. (shrink)

Decisions made by supply chain managers have a far-reaching impact on the economic, environmental, and social performance of entire supply chains, even though many activities in the supply chain occur beyond the direct control of those managers. Some firms establish a line of moral disengagement, beyond which they distance themselves from the impact of the activities of the supply chain. This research addresses the question of why some managers choose to take responsibility for the sustainability of their supply chain, while (...) others do not. We argue that the ethical predisposition and moral complexity of the individual employee moderates the interpretation of the drivers of sustainability, increasing or decreasing their ability to build a business case for supply chain responsibility. We also argue that ethical predisposition moderates the likelihood of a business case being enacted. We then discuss theoretical and managerial implications resulting from this finding. (shrink)