A paradigmatic aspect of a paradigmatic kind of right is that the rights holder is the only one who can alienate it. When individuals waive rights, the normative source of that waiving is normally taken to be the individual herself. This moral feature?immunity?is usually in the background of discussions about rights. We bring it into the foreground here, with specific attention to a recent U.S. Supreme Court decision, Kentucky v. King (2011), concerning search and seizure rights. An entailment of the (...) Court's decision is that, at least in some cases, a right can be removed by the intentional actions of the very party against whom the right supposedly protects the rights holder. We argue that the Court's decision is mistaken. The police officers in the case were not morally permitted, and should not be legally permitted, to intentionally create the very circumstances that result in the removal of an individual's right against forced, warrantless search and seizure. (shrink)

Accounting ethics failures have seized headlines and cost investors billions of dollars. Improvement of the ethical reasoning and behavior of accountants has become a key concern for the accounting profession and for higher education in accounting. Researchers have asked a number of questions, including what type of accounting ethics education intervention would be most effective for accounting students. Some researchers have proposed virtue ethics as an appropriate moral framework for accounting. This research tested whether Smithian virtue ethics training, based on (...) Adam Smith’s “The Theory of Moral Sentiments”, is effective in improving accounting student’s cognitive moral development. This research used a pre-test, treatment, post-test, quasi-experimental design utilizing the Defining Issues Test 2 instrument to measure students’ CMD. Analysis of DIT-2 gain scores did show a significant improvement in subjects’ personal interest scores and a significant improvement in an overall measure of CMD, the DIT N2 index, whereas their DIT-2 post-conventional scores did not improve significantly. This research supports the proposition that the concepts contained in Smithian virtue ethics can contribute to an effective accounting ethics education intervention. However, further research is required to determine what concepts should be included to improve accounting students’ post-conventional moral reasoning. (shrink)

Based on a series of lectures delivered in 1840, Thomas Carlyle’s_ On Heroes, Hero-Worship, and the Heroic in History_ considers the creation of heroes and the ways they exert heroic leadership. From the divine and prophetic to the poetic to the religious to the political, Carlyle investigates the mysterious qualities that elevate humans to cultural significance. By situating the text in the context of six essays by distinguished scholars that reevaluate both Carlyle’s work and his ideas, David Sorensen and Brent (...) Kinser argue that Carlyle's concept of heroism stresses the hero’s spiritual dimension. In Carlyle’s engagement with various heroic personalities, he dislodges religiosity from religion, myth from history, and truth from “quackery” as he describes the wondrous ways in which these “flowing light-fountains” unlock the heroic potential of ordinary human beings. (shrink)

Drawing inspiration from the ethical pluralism of G. E. Moore's Principia Ethica, I contend that one empty world can be morally better than another. By ?empty? I mean that it is devoid of concrete entities (things that have a position in space or time). These worlds have no thickets or thimbles, no thinkers, no thoughts. Infinitely many of these worlds have laws of nature, abstract entities, and perhaps, space and time. These non-concrete differences are enough to make some of them (...) better than others. 1I thank Walter Sinnott-Armstrong, John Carroll, and Gideon Rosen for their comments and suggestions. (shrink)

Roy Sorenson offers a unique exploration of an ancient problem: vagueness. Did Buddha become a fat man in one second? Is there a tallest short giraffe? According to Sorenson's epistemicist approach, the answers are yes! Although vagueness abounds in the way the world is divided, Sorenson argues that the divisions are sharp; yet we often do not know where they are. Written in Sorenson'e usual inventive and amusing style, this book offers original insight on language and logic, the way world (...) is, and our understanding of it. (shrink)

PurposeThe deployment and strategic use of e‐business, from basic e‐mail utilization to total enterprise integration, involves the commitment of financial and technical resources. The resources have to be financed. The purpose of this paper is to ascertain the views of trade promotion organizations, donors, export associations and banks on e‐business financing in Ghana's non‐traditional export sector, with the view to making policy contributions to the e‐business financing phenomenon in a developing economy context.Design/methodology/approachThe research design is qualitative since this is an (...) exploratory study and deep preliminary insights were sought about a hitherto under‐researched information systems topic from a developing country perspective. Officials from the trade promotion; export association, donor and financial communities were interviewed to generate insights to help understand the phenomenon under investigation.FindingsSome banks find it difficult financing e‐business in NTE firms because it is considered a new area with relatively higher risks and uncertainties. Banks would rather grant small loans to a few select small and medium enterprise exporters in an attempt to limit their default risk. The trade promotion organization is helping with up‐skilling for the improvement in e‐competencies in Ghana's NTE sector. The export product association in collaboration with the donor interviewed is in the throes of designing e‐business interventions in Ghana's NTE sector after recently completing an e‐readiness survey in the same sector.Originality/valueThis paper presents a modest contribution to the export firm‐electronic business literature from a resource‐centered perspective, in a DE context. Studies on e‐business financing in DEs are virtually non‐existent and the policy prescriptions could apply with minor modifications to other related contexts in respect of e‐business financing. (shrink)

This article attempts to explore some current theoretical problems within the field of postcolonial studies. In particular, I address Ato Quayson's recent complaint that postcolonial theorists generally have failed to ‘provide a persuasive account of literature and history simultaneously’, a problem which I link to what I see as the field's theoretical obsession with the concept of ‘representation’; I argue that the field's disciplinary ambition to represent, authoritatively, the postcolonial per se necessarily but also problematically circumscribes and limits its relation (...) to discourses of historical representation and literary representation. On an aesthetic level, this problematic is expressed through postcolonial studies’ troubled relationship with literary realism as an aesthetic form. In a wider perspective, I connect the field's disparagement of literary realism with Lazarus's notion of the ‘postcolonial unconscious’, i.e. postcolonial studies’ failure to grasp and address some of the deeper global-political contradictions. (shrink)

Mostraremos que o tratamento dado por Sorensen à vaguidade e ao sorites não deve ser classificado como epistemicista. Além disso, tentaremos mostrar que as aproximações que Sorensen tenta fazer entre o paradoxo sorítico e os paradoxos do não-não e do prefácio não são bem-sucedidas.

In his book “Seeing Dark Things” (2008), Roy Sorensen provides many wonderfully ingenious arguments for many surprising, counter-intuitive claims. One such claim in particular is that when we a silhouetted object – i.e. an opaque object lit entirely from behind – we literally see its back-side – i.e. we see the full expanse of the surface facing away from us that is blocking the incoming light. Sorensen himself admits that this seems a tough pill to swallow, later characterising it as (...) “the most controversial thesis of the book” (2011, p199). -/- I will argue against Sorensen’s controversial thesis and in favour of what seems to me to be a much more natural and commonsensical alternative: when we see a silhouetted object, what we see is its edge and only its edge – so we do not see its entire back-side. (shrink)

This book adds to the growing literature on thought experiments. There are numerous examples drawn from the sciences and philosophy. The principle claim is that thought experiments are a limiting case of real experiments. It is a moderate empiricist view, in contrast to, e.g., the Platonism of Brown or the strict empiricism of Norton. Highly recommended.

Can merely thinking about an imaginary situation provide evidence for how the world actually is--or how it ought to be? In this lively book, Roy A. Sorensen addresses this question with an analysis of a wide variety of thought experiments ranging from aesthetics to zoology. Presenting the first general theory of thought experiment, he sets it within an evolutionary framework and integrates recent advances in experimental psychology and the history of science, with special emphasis on Ernst Mach and Thomas Kuhn. (...) Sorensen explores what thought experiments are, how they work, and what their virtues and vices are. In his view, philosophy differs from science in degree, but not in kind. For this reason, he claims, it is possible to understand philosophical thought experiments by concentrating on their resemblance to scientific relatives. Sorensen assesses the hazards of thought experiments and grants that there are interesting ways in which the method leads us astray, but attacks most scepticism about thought experiments as arbitrary. He maintains that they should be used--as they generally are--as part of a diversified portfolio of techniques, creating a network of cross-checks that make for impressive reliability. (shrink)

You face two buttons. Pushing one will destroy Greensboro. Pushing the other will save it. There is no way for you to know which button saves and which destroys. What ought you to do? Answer: You ought to make the correct guess and push the button that saves Greensboro. Second question: Do you have an obligation to push the correct button?

THE PURPOSE OF THIS ARTICLE IS TO SHOW HOW HUME’S SCEPTICISM ABOUT MIRACLES GENERATES "EPISTEMOLOGICAL" SCEPTICISM ABOUT TIME TRAVEL. SO THE PRIMARY QUESTION RAISED HERE IS "CAN ONE KNOW THAT TIME TRAVEL HAS OCCURED?" RATHER THAN "CAN TIME TRAVEL OCCUR?" I ARGUE THAT ATTEMPTS TO SHOW THE EXISTENCE OF TIME TRAVEL WOULD FACE THE SAME METHODOLOGICAL PROBLEMS AS THE ONES CONFRONTING ATTEMPTS TO DEMONSTRATE THE EXISTENCE OF PARANORMAL EVENTS. SINCE HUMEAN SCEPTICISM EXTENDS TO THE STUDY OF PARANORMAL EVENTS (PARAPSYCHOLOGY), HUMEANS (...) ARE COMMITTED TO SCEPTICISM ABOUT THE STUDY OF TIME TRAVEL ("PARAHISTORY"). (shrink)

Do not pass by my epitaph, Wayfarer, but when you have stopped, hear and learn, then depart. There is no boat, To carry you to Hades, No ferryman Charon, No judge Aeacus, No Dog Cerberus. All of us below have become bones and ashes. Truly, I have nothing more to tell you. So depart, wayfarer, Lest dead though I am I seem to you to be a teller of vain tales.

Seizing the opportunity to apply what they had learned, the students declared a cheating competition. Outspoken participants (future lawyers, politicians, and captains of industry) bragged about their ruses. But to their chagrin, an ethics student prevailed.

Big Ideas for Little Kids includes everything a teacher, a parent, or a college student needs to teach philosophy to elementary school children from picture books. Written in a clear and accessible style, the book explains why it is important to allow young children access to philosophy during primary-school education. Wartenberg also gives advice on how to construct a "learner-centered" classroom, in which children discuss philosophical issues with one another as they respond to open-ended questions by saying whether they agree (...) or disagree with what others have said. (shrink)

If a spinning sphere casts a shadow, does the shadow also spin? This riddle is the point of departure for an investigation into the nature of shadow movement. A general theory of motion will encompass all moving things, not just physical objects. Ultimately, I argue that round shadows do indeed spin. Shadows are followers of the objects that cast them. Parts of the shadow correspond to parts of the leader, so motion of the caster's parts accounts for motions of the (...) shadow's parts. I conclude with a discussion of how the dynamic aspects of shadows impose subtle constraints on other puzzles about shadows. (shrink)

Verisimilitude has the potential to deepen the understanding of mathematical progress, the principle of charity, and the psychology of regret. One obstacle is the widely held belief that two statements can vary in truthlikeness only if they vary in what they entail. This obstacle is removed with four types of counterexamples. The first concerns necessarily coextensive measurements that differ only with respect to their units (specifically length, area, and volume). The second class ofcounterexamples is composed of mathematical falsehoods. The third (...) class features inconsistent scientific theories. The fourth class of cases features statements that are instructive but meaningless. (shrink)

The vanishing point is a representational gap that organizes the visual field. Study of this singularity revolutionized art in the fifteenth century. Further reflection on the vanishing point invites the conjecture that the self is an absence. This paper opens with perceptual peculiarities of the vanishing point and closes with the metaphysics of personal identity.

Introducing Dialogic Pedagogy presents some of the ideas of Russian philosopher Mikhail Bakhtin concerning dialogism in a way that will engage and inspire those studying early childhood education. By translating the growing body of dialogic scholarship into a practical application of teaching and learning with very young children, this book provides readers with alternative ways of examining, engaging and reflecting on practice in the early years to provoke new ways of understanding and enacting pedagogy. This text combines important theoretical ideas (...) with a practical application to support practitioners who are keen to promote creativity and agency through ethical self-other relations. It provides unique insights into the amazing world of the youngest child, and offers enriched understandings of the profound impact of adults in their journey of becoming (or bildung). Key points covered include: Investigating dialogic philosophy and its application to early childhood education, with an emphasis on notions of justice, democracy, ethics and answerability Considering the relationship between dialogism and pedagogical approaches Theorising a range of approaches to relevant early childhood practice, as pedagogy This accessible and readable guide offers sound theoretical principles with practical suggestions for early years' settings. The book is supplemented by an extensive online video resource website that will bring these revolutionary ideas to life.. (shrink)

Social studies of science and technology are dominated by action and macro approaches. This has led to a neglect of institutions and institutional arrangements at the meso level, which are important, in particular to the student of technology. The transfer of concepts and methods from social studies of science to technology studies has conserved this lack of concern with the meso level. This article suggests a more critical evaluation of this transfer, along with a review of the now popular assumption (...) of a high degree of similarity between science and technology. Two case studies show how meso-level considerations are important to an understanding of the nature of technological innovation and illustrate the lack of similarity between scientific and technological development. (shrink)