The uncovering of several recent corporate scandals has brought to light unethical pro-organizational behavior (UPB) in organizations. A growing body of research has provided insights into employees’ UPB and its antecedents. However, our understanding of leader UPB and its effects remains limited. In this study, we develop and test a theoretical model that explains employees’ responses to their leader UPB. By drawing on the theory of motivated reasoning and the trust literature, we posit that, in general, leader UPB is linked (...) to unfavorable responses from employees such as a lower perception of leaders’ trustworthiness, which, in turn, reduces the citizenship behaviors of employees. However, our model also shows that these effects do not emerge automatically but depend on a crucial boundary condition—followers’ outcome favorability, or the extent to which followers personally benefit from leader UPB. Specifically, we contend that negative responses to leader UPB arise mainly when followers’ outcome favorability is low but decrease significantly when followers’ outcome favorability is high. The results of two multi-wave, multi-source field studies support our hypothesized model. These findings offer a new, instrumental perspective on followers’ responses to unethical leader behaviors, with valuable theoretical and practical implications. (shrink)

Within educational philosophy and theory, there has been an international re-turn to envision study as an alternative formation to disrupt the defining learning logic. As an enrichment, this paper articulates “Daoist onto-un-learning” as an Eastern form of study, drawing upon Roger Ames’s interpretation of the ancient Chinese correlative cosmology and relational personhood thinking. This articulation is to dialogue with the conceptualizations of study shared by Giorgio Agamben, Derek Ford, and Tyson Lewis, and unfolds in three steps. First, I examine how (...) their conceptualizations of study constrain the studier-doing-study logic as a commonsensical expression of “foundational individualism” and anthropocentric disordering. Second, re-invoking the ancient Chinese wisdom, I envision “Daoist onto-un-learning” as a non-individualistic and non-anthropocentric form of study, re-configuring study and learning no longer as two disparate, if not necessarily oppositional, formations but into a Daoist bipolar yin-yang movement. Finally, I story-tell my doctoral research experience as a Daoist onto-un-learning journey, a spiralling learning-study movement, to unpack the ways it suspends and overturns the modern-Western trap/trope of anthropocentric-foundational individualism. In so doing, this paper further internationalizes and supplements the current study scholarship in relation to learning in a way so-far hardly explored yet cross-culturally provocative. (shrink)

Quantum cognition research applies abstract, mathematical principles of quantum theory to inquiries in cognitive science. It differs fundamentally from alternative speculations about quantum brain processes. This topic presents new developments within this research program. In the introduction to this topic, we try to answer three questions: Why apply quantum concepts to human cognition? How is quantum cognitive modeling different from traditional cognitive modeling? What cognitive processes have been modeled using a quantum account? In addition, a brief introduction to quantum probability (...) theory and a concrete example is provided to illustrate how a quantum cognitive model can be developed to explain paradoxical empirical findings in psychological literature. (shrink)

Study is recently re-invoked as an alternative educational formation to disrupt the learning trap and trope. This paper calibrates study and learning as two hermeneutic principles and correlates them with seeing, hearing, and observing as three onto-epistemic modes that respectively underpin Greco-Christian, Rabbinic, and ancient Chinese exegetical traditions. Linking study and learning with the hermeneutic issues of language, text, meaning, and reality, my calibration unfolds in four steps. First, I introduce an epistemic aporia encountered in interpreting some Chinese educational “wind” (...) texts, exposing our naturalized reasoning of learning along a representational enclosure. Second, turning to Susan Handelman’s writing, I trace this learning-as-representation enclosure as being conditioned upon the Greco-Christian exegetical mode of seeing, meanwhile correlating study back with the Rabbinic hearing hermeneutic. Third, I move on to explicate an onto-cosmological Yijing observing, proffering a study hermeneutic as a movement of observing, following, and attuning to wendao, literally put, “a crisscrossing pattern that turns with dao.” Finally, I re-observe and study the crisscrossing Chinese educational “wind” texts, evoking a Chinese “wind-teaching” sensibility so far rarely discerned through representational thinking and learning. (shrink)

Question order effects are commonly observed in self-report measures of judgment and attitude. This article develops a quantum question order model (the QQ model) to account for four types of question order effects observed in literature. First, the postulates of the QQ model are presented. Second, an a priori, parameter-free, and precise prediction, called the QQ equality, is derived from these mathematical principles, and six empirical data sets are used to test the prediction. Third, a new index is derived from (...) the model to measure similarity between questions. Fourth, we show that in contrast to the QQ model, Bayesian and Markov models do not generally satisfy the QQ equality and thus cannot account for the reported empirical data that support this equality. Finally, we describe the conditions under which order effects are predicted to occur, and we review a broader range of findings that are encompassed by these very same quantum principles. We conclude that quantum probability theory, initially invented to explain order effects on measurements in physics, appears to be a powerful natural explanation for order effects of self-report measures in social and behavioral sciences, too. (shrink)

本书包括概说、初见秦、存韩、难言、爱臣、主道、有度、二柄、十过、孤愤、亡征、南面、解老、说林上等。.

As an imprint of Confucian culture, China’s education intersects state governance in making and governing educational subjects as ‘talent’, an official translation of the Chinese term ‘rencai’ (literally, human-talent). Whereas the English word ‘talent’ itself denotes ‘[people with] natural aptitude or skill’, ‘talent’ is currently mobilized in China not only as a globalized discourse that speaks to the most aspired educational subjects for the 21st century but also as a re-invoked cultural notion that relates to Confucian wisdom. Drawing upon Foucault’s (...) biopower hypothesis and Confucian thought, this paper leverages upon China’s unique manipulation of ‘talent’ as certain skills and human subjects, both cultivable through education, to problematize China’s talent making and governing in two dimensions. First, it unpacks the various technologies of power entangled in China’s talent making and governing within its ‘state governance’ paradigm. Second, it unpacks Confucian thought as an archaeological prototype for China’s present talent appeal, meanwhile explicating their divergences in defining ‘human’, ‘talent’, and the human-talent interpellation. In so doing, this paper makes two arguments. First, the linguistic notion of ‘talent’ functions as a Foucauldian apparatus of biopower, making (up) new kinds of people and normalizing a certain population as the objective/object of China’s state governance. Second, CPC’s re-invocation of Confucian talent discourses is more of a rhetorical strategy than an authentic cultural renaissance gesture. (shrink)

As an imprint and reinvigoration of Confucian culture, China foregrounds its 21st-century state-run education as to make national(istic) citizens, reinvoking lideshuren (establishing personhood by cultivating moral excellence) as its signature discourse beyond Western frameworks. Drawing upon Foucault’s thinking, this article untangles China’s effort as being epistemologically vexed in three steps. First, I pick up Foucault’s interpellation on language, discourse, and episteme, evoking a possible language-episteme conflation and/or rupture which is crucial to understanding China’s lideshuren knowledge (re)production and translation within and (...) across cultures. Second, I trace lideshuren to a Confucian prototype to make visible its possible historical–cultural murmurings along a correlative relationality episteme. This historical detour enables me to better problematize, in the third section, contemporary China’s remobilizing, transforming, and reinterpreting Confucian lideshuren discourses to both the Chinese and Western wor(l)d along a delimiting modern ‘trap of philology’. This historical–present epistemological comparison, albeit reductive, feeds into my analysis of China’s making of universal–national(istic) citizens at the nexus of nationalism and globalism. By focusing on China, this article provides implications for comparing national educations as making universal individuals in a globalized age. (shrink)

Most discussions of racial fetish center on the question of whether it is caused by negative racial stereotypes. In this paper I adopt a different strategy, one that begins with the experiences of those targeted by racial fetish rather than those who possess it; that is, I shift focus away from the origins of racial fetishes to their effects as a social phenomenon in a racially stratified world. I examine the case of preferences for Asian women, also known as ‘yellow (...) fever’, to argue against the claim that racial fetishes are unobjectionable if they are merely based on personal or aesthetic preference rather than racial stereotypes. I contend that even if this were so, yellow fever would still be morally objectionable because of the disproportionate psychological burdens it places on Asian and Asian-American women, along with the role it plays in a pernicious system of racial social meanings. (shrink)

The Chinese tianrenheyi thesis bespeaks a correlative cosmology irreducible to the Western metaphysics. This article historicizes tianrenheyi for new implications to help rethink the given concepts of ‘person/thing,’ ‘environment/nature,’ and ‘relationality’ in contemporary ethical and environmental education in three steps. First, it turns to Yu Ying-Shih’s writing for a historical and ethical picture of tianrenheyi as an ‘Axial breakthrough’ in Confucius' time and with direct relevance to Confucian person-making education. Second, it moves on to Roger Ames’ unpacking of tianrenheyi as (...) hospitalized in a ‘correlative cosmology’ and ‘Confucian relational personhood’ to help us re-understand Confucian ‘person’ as being relational. Finally, it shows how these re-invoked philosophical–ethical–cosmological theses expose a ‘foundational individualism’ which grounds and confines current educational thinking to an anthropocentric ordering. As an alternative, this article calls for a productive symbiotic conjoining between humans and their cultural–natural environs toward nurturing today’s youth into ecologically literate, responsible, and responsive co-beings. (shrink)

The supply network becomes more fragile as it becomes more complex, affecting the core firm’s performance. While previous research on supply network complexity existence paradox. Therefore, to study the nature of supply network complexity, this paper divides the supply chain complexity utility into positive and negative valences based on the valence framework and divides supply chain complexity into supply base complexity, customer base complexity, and logistics base complexity. Based on the trustworthiness and transparency characteristics of blockchain technology, this paper investigates (...) how to use blockchain technology to reduce the negative valence of supply chain complexity while adapting to or improving the positive valence to improve enterprise competitiveness and supply chain sustainability. As a result, the focus of this paper is on how to better manage supply chain complexity using blockchain technologies to increase supply chain sustainability and viability. (shrink)

Within educational philosophy and theory there has recently been a re-turn to the concept and practices of studying as an alternative or oppositional educational logic to push back against learning as the predominant mode of educational engagement. While promising, we believe that this research on studying has been limited in a few ways. First, while the ontological aspects of studying have been examined in a thorough manner, the affective dimension of studying has not yet been investigated. Second, while a diverse (...) range of theorists have been called upon to articulate studying, the philosophical resources out of which studying has been shaped have remained trapped within the western canon. We seek to address these limitations in this article by turning to some literature on affect theory, Daoist wind-stories, as well as the Yijing–Daoist Yin–Yang movement. In doing so, not only do we make contributions to research on studying, but we also contribute an educational understanding to affect theory and draw out important affinities between affective study and Daoist windstories. In other words, this paper moves to both articulate the affective dimensions of studying and illuminate a particular pedagogy of affect. More important, we move one step further to re-conceptualize learning and study, figuring them not merely as alternative or oppositional orderings, but as a Daoist Yin–Yang movement wherewith learning and studying, analogous to the Yin–Yang elements, always happen together, mutually informing, confronting, and transforming each other. (shrink)

In 2001, China’s moral education curriculum reform called for a returning to life as a radical shift from its previous empty sermonic pedagogy, hoping to cultivate its twenty-first century children into ethical humans. Accordingly, a notion of ‘human ecology’ appeared in the post-2001 textbook design, which became ‘co-being with’ in the latest 2016 textbook redesign. This paper picks up this co-being with as a philosophical, ethical, and ecological notion and scrutinizes its relevance to the discursive construction of China’s moral child (...) in two steps. First, it draws upon Heidegger’s thinking and the Chinese Daoist ecological understanding to explicate the philosophical significance of this ‘co-being with’ for moral education. Second, it unpacks the discursive embodiments of this ethical–ecological co-being with in connection with the construction of moral subjects in the post-2001 and 2016 textbooks. Through rigorous textual analysis, this paper finds that the post-2001 textbook discourses embody an instrumental trope and a subject vs object binary style of reasoning, which possibly makes egoistic rather than ethical children. The 2016 textbook discourses, especially those on the theme of co-being with, however, constrain the above instrumentality and envision cultivating ethical children. This paper argues this theorized co-being with provides some implications for moral education in China and the world, meanwhile raising some pedagogical challenges as well. (shrink)

Young children judge that violations of ordinary, causal constraints are impossible. Yet children’s religious beliefs typically include the assumption that such violations can occur via divine agency in the form of miracles. We conducted two studies to examine this potential conflict. In Study 1, we invited 5- and 6-year-old Colombian children attending either a secular or a religious school to judge what is and is not possible. Children made their judgments either following a minimal prompt or following a reminder of (...) God’s extraordinary powers. Irrespective of their education, and whether or not they had been reminded of God’s extraordinary powers, children systematically judged violations of ordinary, causal constraints to be impossible. In Study 2, we asked if more extensive reminders of God’s special powers would prompt religious children to say that the impossible can happen. Five- and 6-year-old Colombian children attending either a secular or a religious school were presented with narratives in which the protagonist desired an ordinarily impossible outcome. In half the stories, the protagonist prayed to God for the desired outcome. Irrespective of education and of whether the protagonist prayed, children systematically concluded that the desired outcome would not occur and justified that conclusion by reference to ordinary causal constraints. Nevertheless, in a minority of their replies children did assert that violations of ordinary causality are possible. Overall, irrespective of their religious education, young children judge that events rarely deviate from their natural course; only occasionally do they acknowledge exceptions. (shrink)

This chapter distinguishes between two concepts of moral responsibility. We are responsible for our actions in the first sense only when those actions reflect our identities as moral agents, i.e. when they are attributable to us. We are responsible in the second sense when it is appropriate for others to enforce certain expectations and demands on those actions, i.e. to hold us accountable for them. This distinction allows for an account of moral responsibility for implicit bias, defended here, on which (...) people may lack attributability for actions caused by implicit bias but are still accountable for them. What this amounts to is leaving aside appraisal-based forms of moral criticism such as blame and punishment in favor of non-appraising forms of accountability. This account not only does more justice to our moral experience and agency, but will also lead to more effective practices for combating the harms of implicit bias. (shrink)

Through statistical analysis of datasets describing single cell shape following systematic gene depletion, we have found that the morphological landscapes explored by cells are composed of a small number of attractor states. We propose that the topology of these landscapes is in large part determined by cell‐intrinsic factors, such as biophysical constraints on cytoskeletal organization, and reflects different stable signaling and/or transcriptional states. Cell‐extrinsic factors act to determine how cells explore these landscapes, and the topology of the landscapes themselves. Informational (...) stimuli primarily drive transitions between stable states by engaging signaling networks, while mechanical stimuli tune, or even radically alter, the topology of these landscapes. As environments fluctuate, the topology of morphological landscapes explored by cells dynamically adapts to these fluctuations. Finally we hypothesize how complex cellular and tissue morphologies can be generated from a limited number of simple cell shapes. (shrink)

Agamben’s potentiality, and Chinese dao, entail experiencing movement on being. This article presents our experiments with these movements in the context of pedagogy, putting at stake our mode of existence in thinking. We examine Agamben’s potentiality as an aporetic experience in pedagogy. We find echoes of dao movement in a controversial pedagogical event in China. Interlacing potentiality and dao with our experience of pedagogical thinking, each makes the other intelligible. We show that reasonings of pedagogy in the USA and China (...) repeat the very paradoxes and exclusions they seek to overcome. We also gesture towards a way that, suspending and holding pedagogical reasoning in being empty, welcomes what cannot be learned or taught. This way also offers an example for comparative education. (shrink)

The best way to protect information is never to release it. Yet even the earliest definition of security recognizes availability as a necessary quality. In this work, we seek to quantify the value of information disclosure for web resource evaluation and discovery. Communal evaluation tools help users share ratings on websites, music, and other online resources. This approach assumes that experiences are self-similar, so that a site one person visits is likely to have been evaluated and thus visited by others. (...) Collaborative search tools aim for discovery as opposed to evaluation. Therefore, they assume participants in a collaborative network have large sets of non-overlapping sites so that an increase in network size corresponds to an increase in web coverage. We quantify the value of information sharing for these closely related but sometimes distinct functions. In this paper, we analyzed a dataset that includes eight weeks of browsing history of 1084 college students that live in the same dormitory. Our experiments showed that for discovery, more sharing monotonically improves results; for evaluation, however, there are decreasing marginal returns for each participant added to the network. The subject population was selected for its homogeneity in order to mimic a collaborative network. (shrink)

What responsibility do individuals bear for structural injustice? Iris Marion Young has offered the most fully developed account to date, the Social Connections Model. She argues that we all bear responsibility because we each causally contribute to structural processes that produce injustice. My aim in this article is to motivate and defend an alternative account that improves on Young’s model by addressing five fundamental challenges faced by any such theory. The core idea of what I call the “Role-Ideal Model” is (...) that we are each responsible for structural injustice through and in virtue of our social roles, i.e. our roles as parents, colleagues, employers, citizens, etc., because roles are the site where structure meets agency. In short, the Role-Ideal Model explains how individual action contributes to structural change, justifies demands for action from each particular agent, specifies what kinds of acts should be undertaken, moderates between demanding too much and too little of individual agents, and provides an account of the critical responses appropriate for holding individuals accountable for structural injustice. (shrink)

Moral agency is limited, imperfect, and structurally constrained. This is evident in the many ways we all unwittingly participate in widespread injustice through our everyday actions, which I call ‘structural wrongs’. To do justice to these facts, I argue that we should distinguish between summative and formative moral criticism. While summative criticism functions to conclusively assess an agent's performance relative to some benchmark, formative criticism aims only to improve performance in an ongoing way. I show that the negative sanctions associated (...) with summative responses are only justifiably imposed under certain conditions when persons exercise their agency wrongly — conditions that do not always hold for structural wrongs. Yet even in such cases we can still use formative responses, which are warranted whenever agents fall short of moral ideals. Expanding our repertoire of moral criticism to include both summative and formative responses enables us to better appreciate both the powers and limitations of our agency, and the complexity of moral life. (shrink)

The remarkable growth in interest in aesthetic gardens in the late Ming period has been recognized in Chinese garden culture studies. The materialist historical approach contributes to revealing the importance of gardens’ economic functions in the shift of garden culture, but is inadequate in explaining the successive burgeoning of small plain gardens in the 17th century. This article integrates the aesthetic and materialist perspectives and situates the cultural transition in the concrete social and cultural context in the late Ming period. (...) Beginning with describing a taste change and an expansion in the number of gardens, this article focuses on the small plain garden phenomenon by exploring the unique role that the arts (e.g., poetry and painting) played. A series of artistic criteria were established in the late Ming period. The application of these aesthetic rules to gardens enabled more people to own gardens. This is process that economic requirements for owning gardens were lowered, giving way to the aesthetic appreciation and exploration of literati individuals’ artistic talents. Gardens thus became more widely accessible and provided enhanced pleasure to the middle and lower class families. The conclusion is that the ‘major shift’ in garden culture was closely associated with the change of garden owners’ aesthetic tastes, in addition to the economic conditions in the Jiangnan area. In the increased popularity of gardens, the arts played a significant role. (shrink)

This anthology investigates how Searle’s philosophy and Chinese philosophy can jointly contribute to the common philosophical enterprise and shows how such comparative methodology of constructive engagement is important in philosophical inquiry.

Although previous research has examined the effectiveness of various levels of punitive reactions to misconduct, researchers have given leader leniency relatively inadequate attention. Prior studies consistently suggest the beneficial effects of reacting less punitively toward misconduct. The current research challenges this notion by delineating a mixed effect of leader leniency on subordinate psychological and behavioral reactions. Building on social exchange theory (i.e., reciprocity norm and rank equilibration norm) and motive attribution literature, the authors argue that when subordinates hold high levels (...) of instrumental motive attribution, leader leniency relates positively to subordinate psychological entitlement, which in turn leads to workplace deviance. In contrast, when subordinates develop high levels of value-expressive motive attribution, leader leniency is positively associated with their felt obligation toward leaders, which positively influences their subsequent organizational citizenship behavior. The results of a field study, a scenario experiment, and a recall experiment conducted to test these hypotheses confirm the double-edged effects of leader leniency. These findings have important implications for theory and practice. (shrink)