The problem this essay addresses is the IS‐OUGHT problem as it is related to science, economics and ethics. The problem is especially provocative in ethics, for though ethics…
Abstract
The problem this essay addresses is the IS‐OUGHT problem as it is related to science, economics and ethics. The problem is especially provocative in ethics, for though ethics would seem to concern the OUGHT most directly, not a few thinkers have despaired of ever finding a way to ground ethics in an IS of some sort. Parallel to this is the dual challenge confronting economics: to ground economics is the IS, in reality, and at the same time warrant and ground economically prescriptive statements, that is, to justify OUGHT statements in economics.
The critical dimension and the one that can unify knowledge through systemic interrelationships, is unification of the purely a priori with the purely a posteriori parts of total…
Abstract
The critical dimension and the one that can unify knowledge through systemic interrelationships, is unification of the purely a priori with the purely a posteriori parts of total reality into a congruous whole. This is a circular cause and effect interrelationship between premises. The emerging kind of world view may also be substantively called the epistemic‐ontic circular causation and continuity model of unified reality. The essence of this order is to ground philosophy of science in both the natural and social sciences, in a perpetually interactive and integrative mould of deriving, evolving and enhancing or revising change. Knowledge is then defined as the output of every such interaction. Interaction arises first from purely epistemological roots to form ontological reality. This is the passage from the a priori to the a posteriori realms in the traditions of Kant and Heidegger. Conversely, the passage from the a posteriori to a priori reality is the approach to knowledge in the natural sciences proferred by Cartesian meditations, David Hume, A.N. Whitehead and Bertrand Russell, as examples. Yet the continuity and renewal of knowledge by interaction and integration of these two premises are not rooted in the philosophy of western science. Husserl tried for it through his critique of western civilization and philosophical methods in the Crisis of Western Civilization. The unified field theory of Relativity‐Quantum physics is being tried for. A theory of everything has been imagined. Yet after all is done, scientific research program remains in a limbo. Unification of knowledge appears to be methodologically impossible in occidental philosophy of science.
Sustainability has become an important catch‐word in several fields that has stimulated an important body of work on a wide variety of topics ranging from economic development and…
Abstract
Sustainability has become an important catch‐word in several fields that has stimulated an important body of work on a wide variety of topics ranging from economic development and agricultural production to social equity and biodiversity. Few generalizations can be made about such a diverse body of work. However, one can say with some confidence that this reflection has come about in large part from a sense that certain activities constitute a threat to human well‐being through the destruction of the necessary conditions of human survival. This fact has contributed to a rampant pessimism regarding prospects for the future and a rethinking of the meaning of sustainability in the fields noted above. However, acknowledging that sustainability is a rich concept in current thinking about economy, environment, and ecology does not mean that it is clearly understood. Indeed, the opposite is true. For example, John Pezzey, in a recent World Bank study, identified twenty‐seven definitions of sustainability. Even a summary survey of the work about sustainability shows that the term is a multidimensional concept that comprises of a number of interrelated elements, including ecological, environmental, economic, technological, social, cultural, ethical, and political dimensions.
In his review of 30 years of research in Prospect Theory, Barberis (2013) notes that support for Prospect Theory had come mainly from the laboratory. In this paper, I write about…
Abstract
In his review of 30 years of research in Prospect Theory, Barberis (2013) notes that support for Prospect Theory had come mainly from the laboratory. In this paper, I write about a recurring phenomenon in real life that is consistent with Prospect Theory predictions in decision-making loss domain. The 60 cases noted in this paper are associated with specific risk seekers that had cost more than $140 billion (an average of $2.33 billion per case). Given space consider– ations, I provide synopses for 14 cases. A few of these cases have been discussed in the extant literature in connection with internal control, but were not considered from the perspective of Prospect Theory. It is striking that these cases are costly, all participants are young men, and almost all had followed the gambler’s martingale strategy – i.e., double down. While these cases are informative about risk-seeking behavior, they are not sufficiently systematic to be subjected to stylized archival research methods.
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Micha Popper and Ofra Mayseless
We know a great deal today about the impact of transformational leaders, their actions, typical behaviors and their ways of influencing others (Bass, 1985, 1999a, b; Bass &…
Abstract
We know a great deal today about the impact of transformational leaders, their actions, typical behaviors and their ways of influencing others (Bass, 1985, 1999a, b; Bass & Avolio, 1990). However, we know relatively little about the psychological substructure, the internal world of these leaders, namely who they are and how they developed this way. These aspects were raised earlier in Bass’s early work (Bass, 1985) but have received little attention so far (Bass, 1998; Judge & Bono, 2000). We argue that the internal world of a transformational leader is characterized by a motivation to lead, leadership self-efficacy, motivation and capacity to relate to others in a pro-social way, optimism and openness to new experiences and viewpoints of others. We further argue that the origins of the ability and motivation to be a transformational leader lie in childhood experiences, and that the development of this ability and motivation can be understood and conceptualized by means of major developmental theories such as attachment theory (Bowlby, 1969, 1973, 1977, 1988). On the basis of these theories, we suggest a researchable conceptual framework for characterization of the internal world and the development of transformational leaders.
Steven I. Chien, H. Joseph Wen, Ching‐Jung Ting and Jing Qu
Work‐zone delay is very costly to the movement of goods and people. It is increasingly problematic for logistics management if the travel time or delay information cannot be…
Abstract
Work‐zone delay is very costly to the movement of goods and people. It is increasingly problematic for logistics management if the travel time or delay information cannot be estimated in an accurate way. This paper describes a study to investigate the effects of work zones, enhance computer‐based capability to estimate the associated work‐zone delays, assess the interrelationship of significant factors that affect work‐zone delays and develop a user‐friendly tool to assist transportation operations and logistics planning. A computerized information system, called lane‐occupancy‐delay estimation system (LODES), is developed to assess work‐zone delays that may affect short‐ or long‐term logistic activities. The results from trials and their implications are discussed and, finally, areas of further research are proposed.
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To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.
Abstract
Purpose
To examine how vocabulary instruction can lead toward students connecting the known to the familiar with the unknown.
Design/methodology/approach
Theoretical advances in vocabulary acquisition and utility are discussed in relation to word reading and knowledge formation. Extending theory requires pedagogical planning and reinforcement to promote skill learning first toward preparing students to have the capacity to acquire vocabulary across the content areas and in turn, understand and apply that knowledge toward problem solving.
Findings
Students must be scaffolded toward connecting what they know with that which is familiar and eventually with the unknown; only then can we extend learning beyond our guidance and supervision. Students must be taught how and when to use vocabulary acquisition strategies so they are prepared to overcome difficulties associated with word meanings in independent reading.
Practical implications
It is timely for rich, varied, and complete vocabulary instruction to serve as the basis for learning across the curriculum. Words are the predecessors of tomorrow’s learning and we must consider how to best provide instruction for students who overuse sight words, text shorthand more than they write formally, and even substitute inappropriate language based upon a lack of vocabulary knowledge and ability to articulate their feelings.
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It is often helpful to describe something by first stating what it is not. Dictionary of American Regional English (DARE) is not a dictionary of Americanisms, nor is it a…
Abstract
It is often helpful to describe something by first stating what it is not. Dictionary of American Regional English (DARE) is not a dictionary of Americanisms, nor is it a dictionary of slang; DARE differs from those reference tools in features and purpose.
To explain the processes involved in rewriting one’s way of understanding phenomenon.
Abstract
Purpose
To explain the processes involved in rewriting one’s way of understanding phenomenon.
Design/methodology/approach
A model for characterizing cognitive conceptions of learning and unlearning is described through a historical, current, and forward thinking approach to understanding content. Ideas for the reorganization of information are proposed alongside application-oriented means of implementing learn over theory in classrooms.
Findings
For cognitive development to ensue, we must capitalize on students’ existing knowledge and ways of knowing the world through chance plus selection, piggy-backing, affective boosting/field facilitation, imitation, learning support systems, bias, LC learning, use of spare mental capacity, and the need for coherent self-concept.
Practical implications
Through effective facilitation of their learning, students can hone their skills, recognize their efforts toward their successes, write and rewrite their existing schematic frameworks, develop and maintain positive self-concepts, and advance their systems for understanding their worlds and how to progress to subsequent levels of attainment independently.