Educational struggles and political community in South Africa

Democracy is often said to rest on some form of deeper argument, some self-understanding amongst people as belonging to a common political community. This paper explores this issue in the situation of South Africa. The policies of Apartheid have left a legacy of a morally fractured society with little by way of a shared moral discourse, and the paper raises the question of whether the concepts of democracy and community which emerged out of educational struggles in South Africa might provide a basis for the development of a shared moral discourse. The answer provided in the paper is that, although such concepts cannot provide the basis for democracy at a national level, they do provide some hints of how schools might contribute to the emergence of a shared moral discourse, and, thus, the starting point for building a unified political community.     

Entitlement and achievement in education

The central claim of this paper is that the culture of entitlement in education is incoherent to the extent to which it rejects: concepts of educational achievement. It gives an account of some of the conceptual features of achievement and educational achievement, and argues that although educational and academic achievement are closely linked with each other they are distinct. It tries to show why academic practices are central in our conceptions of the value of educational achievement. In terms of the concept of epistemological access it argues that the agency of the learner is necessary to educational access, and, hence, educational achievement, but that the culture of entitlement in education has a strong tendency to deny this. The paper tries to show in what ways the culture of entitlement presupposes the concept of educational achievement.     

Commercial cognitive/memory systems: A case study

Commercial cognitive/memory systems are products that enhance human cognition and memory. Using one of our own product developments as a case study, we describe three phases of commercial systems development and evaluation. We review published examples of Phase One research, report two quasi-experimental investigations that are representative of successful Phase Two research, and provide some measures used to assess the product's success in the early stages of Phase Three. Finally, we discuss the use of theories and findings from basic research in cognitive psychology to develop products of value to individuals and society.     

Concept Redundancy and Rater Naivety in Organizational Research

The validity of five work commitment concepts is assessed via content analysis. The role of rater naivety (i.e., familiarity) with the concepts and measures used is also evaluated. Organizational commitment and Protestant work ethic were found to be least redundant. Naive raters demonstrated more redundancy than raters familiar with the concepts and measures. The implications of these findings for the study of work commitment and organizational research in general are discussed.     

A comparison of job performance and disciplinary records of smokers and nonsmokers

The authors compared job performance and receipt of disciplinary action among smoking and nonsmoking hotel employees using organizational records and observation. Although smokers and nonsmokers did not differ on 3 measures of discipline, there were significant differences on a guest relations performance dimension and a summated overall job performance measure. Smokers received higher ratings than did nonsmokers. Implications of these findings for the management of smoking behavior in the workplace are discussed.     

When Technologies Makes Good People Do Bad Things: Another Argument Against the Value-Neutrality of Technologies

Although many scientists and engineers insist that technologies are value-neutral, philosophers of technology have long argued that they are wrong. In this paper, I introduce a new argument against the claim that technologies are value-neutral. This argument complements and extends, rather than replaces, existing arguments against value-neutrality. I formulate the Value-Neutrality Thesis, roughly, as the claim that a technological innovation can have bad effects, on balance, only if its users have “vicious” or condemnable preferences. After sketching a microeconomic model for explaining or predicting a technology’s impact on individuals’ behavior, I argue that a particular technological innovation can create or exacerbate collective action problems, even in the absence of vicious preferences. Technologies do this by increasing the net utility of refusing to cooperate. I also argue that a particular technological innovation can induce short-sighted behavior because of humans’ tendency to discount future benefits too steeply. I suggest some possible extensions of my microeconomic model of technological impacts. These extensions would enable philosophers of technology to consider agents with mixed motives—i.e., agents who harbor some vicious preferences but also some aversion to acting on them—and to apply the model to questions about the professional responsibilities of engineers, scientists, and other inventors.     

Naturalized metaphilosophy

Traditional representations of philosophy have tended to prize the role of reason in the discipline. These accounts focus exclusively on ideas and arguments as animating forces in the field. But anecdotal evidence and more rigorous sociological studies suggest there is more going on in philosophy. In this article, we present two hypotheses about social factors in the field: that social factors influence the development of philosophy, and that status and reputation—and thus social influence—will tend to be awarded to philosophers who offer rationally compelling arguments for their views. In order to test these hypotheses, we need a more comprehensive grasp on the field than traditional representations afford. In particular, we need more substantial data about various social connections between philosophers. This investigation belongs to a naturalized metaphilosophy, an empirical study of the discipline itself, and it offers prospects for a fuller and more reliable understanding of philosophy.