Heidegger à la Wittgenstein or ‘coping’ with Professor Dreyfus

This is a critique of the interpretation of Heidegger's Being and Time that has been proposed by Hubert Dreyfus. Through an assimilation of much of Heidegger's thought to that of Wittgenstein, Dreyfus treats human being (Dasein) as being principally defined by its embeddedness in ‘shared social practices’ and claims that the mode of comportment he calls ‘coping’ is the source of the intelligibility of our world which he also identifies with being as such. Against this, I argue that unless it is brought into much closer contact with Heidegger's ontological account of the kind of entity Dasein is, ‘coping’ remains an ontic concept that cannot perform the function Dreyfus assigns to it. The thesis that Dasein is distinguished by the fact that it is self‐interpreting is also examined and found wanting for much the same reasons; and Dreyfus's conception of the larger design of Being and Time is shown to be seriously flawed by his failure to do justice to Heidegger's central theme ‐being as presence. In a final section, Heidegger's account of Das Man is reviewed as is Dreyfus's thesis that this anonymous modality of social existence is the master concept for understanding Dasein. This paradoxical magnification of the role of Das Man within human being is shown to fail because it does not distinguish between skills and social norms, and misses the fact that Das Man is a deformation of our social being (Mitsein), not its highest achievement as Dreyfus apparently supposed it to be.     

A Professor’s Moral Thinking at the Abstract Level Versus The Professor’s Moral Thinking in the Real Life Situation (Consistency Problem)

We conducted an on-line survey to investigate the professor’s idea of “morality” and then to compare their moral thinking at the abstract level with their moral thinking in the real life situations by sampling 257 professors from the University of Novi Sad. We constructed questionnaire based on related theoretical ethical concepts. Our results show (after we performed exploratory factor analysis) that the professor’s idea of “morality” consists of the three moral thinking patterns which are simultaneously activated during the process of their abstract moral thinking. We have identified these patterns in the following manner: deontological, formal and subjective pattern. In addition, our results show that of the three, the subjective pattern is more activated than the other two during their process of the moral thinking at the abstract level. We also discovered that there is a statistically significant difference between professor’s moral thinking patterns activation level at the abstract level and their moral thinking patterns activation level in the real life situation.     

Exploration of Predictors of Teaching Effectiveness: The Professor’s Perspective

This research is an exploratory investigation of what attributions college professors place upon the cause of teaching effectiveness and success. Student evaluations of teaching are used as a proxy for teaching effectiveness. The study is supported by Attribution Theory in that perceptions and attributions of causality affect motivation and success. The research evaluates data that supported Attribution Theory. The data was collected using Qualtrics through a web-based survey. Partial least squares structural equation modeling was used to evaluate the survey data, with interesting conclusions. The most interesting difference was that between the perceptions of causal attribution of tenured and non-tenured professors. The data show that tenured professors attribute teaching effectiveness to factors outside their control such as characteristics of the students and the institution, while non-tenured professors do not attribute teaching effectiveness to external factors. The implications of this study are support for Attribution Theory in the college teaching context, and may be useful for university administration in motivating professors for effective teaching. Future research includes deductive study to further explore the scope and boundary conditions of Attribution Theory in college teaching.     

What Is Architecture About?: Interview with Jan Henriksson,Professor of Architecture

Jan Henriksson, Professor of Architecture at the Royal Institute of Technology in Stockholm and member of the project-group of the issue ''Psychoanalysis Meets Art and Architecture'', elaborates in this interview on different perspectives and ideas about architecture, which for him essentially is a contradictory and open concept with no a priori. Architecture belongs to the field of moral laws or ethics. The instrumental part deals with building and buildings. The working process includes research, penetration and interpretation of which the latter is the most interesting and powerful, not seldom connected with existential questions. The training of the students includes not only the instrumental part but still more important is the training of their critical thinking, to enable them to gain the insight that that which is the truth, looks like the truth no longer is the truth. To be given a lot of freedom during the training helps the students to find an inner compass, an inner bearing which will be decisive in their work. Conflicts are seen as vitalizing and the alternation between order and chaos as fertilizing for creative thinking and acting to take place. The need to express ourselves takes us all somewhere. For Jan Henriksson it is all about processes where different parts interrelate; that is the heart of the matter. The need for architects today to express themselves in words is increasing, to look behind things and to think and reflect about their own work and that of other architects.     

On the Importance of Getting it Right: A Response to Professor Götz

Studies in Philosophy and Education -     

Johann Christian August Heinroth (1773–1843): The First Professor of Psychiatry as a Psychotherapist

Heinroth is known as the first professor of psychiatry. His chair was established 200?years ago on the 21st of October 1811. His major importance for the history of psychotherapy has not yet been acknowledged. Heinroth regarded restriction as well as activation as fundamental remedies for mental illnesses. Restriction meant making a voluntary decision to live a life based on religious faith and to abstain from earthly satisfaction. Within his specific psychotherapeutical module??the ??direct-psychic?? method??he utilized the patient??s mental powers??mood, mind and will, but also his spirituality. His therapeutic approach additionally contained elements of cognitive, behavioral and conversational therapy.     

The “Ethical” Professor and the Undergraduate Student: Current Perceptions of Moral Behavior among Business School Faculty

A survey of 830 faculty members at 89 AASCB-accredited business schools throughout the United States was conducted in Fall 2002 to develop a snapshot of perceptions of ethical and unethical conduct with regard to undergraduate business instruction across a wide range of business disciplines. These behaviors fell into such categories as course content, evaluation of students, educational environment, disrespectful behavior, research and publication issues, financial and material transactions, social relationships with students, and sexual relationships with students and other faculty. Of the 55 behaviors, two were almost universally perceived to be unethical. Eight behaviors were controversial in that there was wide variance on whether the behavior was perceived to be unethical. In addition, females' ethical perceptions differed significantly from males on three behaviors; older participants differed from younger participants on seven behaviors; participants at research-oriented institutions differed from participants at teaching-oriented institutions on one behavior; and tenured, untenured tenure-track, and untenured non-tenure-track participants differed on three behaviors. The findings of this study and the detailed comments of the respondents provide a starting point for discussing more systematic means to consider ethical issues within collegiate schools of business.