Situating Rhetorical Politics in Heidegger's Protopractical Ontology 1923–25: The French Occupy the Ruhr

Abstract

¹ 1 I am grateful to audiences at the University of California, Riverside, the Joint Session of the Aristotelian Society and Mind Association at the University of East Anglia, and at Dalhousie University for helpful questions. Sincere thanks go to two anonymous referees and the editors of this Journal. For written comments, detailed discussion and encouragement, I am particularly grateful to Duncan MacIntosh, Susan Sherwin, Richmond Campbell, Lorraine Code, Steven Burns, Guy Longworth, Gary Watson, Margaret Chapman and Guy Blanchard. This paper makes a preliminary case for a central and radical claim. I begin with Bernard Williams’ seldom-faced argument that integrity cannot be a moral virtue because it lacks two key ingredients of moral virtues, namely a characteristic thought and motivation. Whereas, for example, generosity involves the thought that another could use assistance, and the motivation to actually give assistance, integrity lacks these two things essential to morally excellent responses. I show that several maneuvers aimed at avoiding Williams’ challenge fail and that others are likely to remain unpersuasive. The paper concludes by offering an argument to the best explanation: Williams’ important insight is best explained by the supposition that integrity is an epistemic virtue, and an epistemic virtue of a practical sort.     

The Integrity Objection,Reloaded

Abstract

Bernard Williams’ integrity objection poses a significant challenge to utilitarianism, which has largely been answered by utilitarians. This paper recasts the integrity objection to show that utilitarian agents could be committed to producing the overall best states of affairs and yet not positively act to bring them about. I introduce the ‘Moral Pinch Hitter’ – someone who performs actions at the bequest of another agent – to demonstrate that utilitarianism cannot distinguish between cases in which an agent maximizes utility by positively acting in response to her duty, and cases in which an agent fails morally by relying upon someone else to perform the obligatory act. The inability to distinguish among these cases establishes a new, reloaded integrity objection to utilitarianism: utilitarianism cannot explain why it would be wrong to have someone else make difficult moral decisions, and to act on those decisions, for me.     

The effects of self-monitoring on the procedural integrity of a behavioral intervention for young children with developmental disabilities

The effects of self-monitoring on the procedural integrity of token economy implementation by 3 staff in a special education classroom were evaluated. The subsequent changes in academic readiness behaviors of 2 students with low-incidence disabilities were measured. Multiple baselines across staff and students showed that procedural integrity increased when staff used monitoring checklists, and students' academic readiness behavior also increased. Results are discussed with respect to the use of self-monitoring and the importance of procedural integrity in public school settings.     

John Beebe in conversation with Beverley Zabriskie

John Beebe speaks with Beverley Zabriskie about the central motifs of his life and depth psychological experience, and how these informed his choice of vocation as psychiatrist, Jungian analyst, educator and author. Dr. Beebe narrates how he moved beyond the fate assigned the son of a needy mother and abandoning father. He illustrates how the role his family expected him to fill constellated archetypal motifs--the magical or divine curative child, the whiz kid--from which he had then to disidentify for the sake of becoming an individual with a personal voice and capacity to express his own true values. He tells of his differentiation and search for completion through the perspective of Jung's psychological types theory. He also reflects on the evolution of Jungian analytic theory and practice generally, his editorship of the JAP and the San Francisco Jung Institute Library Journal, his confrontation with analytic homophobia, and the emerging quality of professional and personal relationships in relation to ethics and to love. He assesses Jung's courage and integrity as displayed through the release of Jung's Red Book, and his own quest for an organic and psychological moral stance expressed in his benchmark book, Integrity in Depth.     

Confronting misconduct in science in the 1980s and 1990s: What has and has not been accomplished?

In 1985, after nearly a decade of inconclusive professional response to public concern about misconduct in research, Congress passed legislation requiring action. Subsequent to this legislation, federal agencies and research universities adopted policies for responding to allegations of misconduct in research. Conferences, sessions at professional meetings, and special publications were organized. New educational initiatives were begun, many in response to a 1989 National Institutes of Health/ Alcohol, Drug Abuse, and Mental Health Administration requirement to include ethics instruction in training grants. Notwithstanding a few key unresolved issues, such as the lack of a uniform federal definition of misconduct in research, the years since 1985 have witnessed a marked change in the professional response to misconduct in research. This paper evaluates the change since 1985 from the perspective of three key goals: 1) confronting misconduct, 2) promoting integrity and 3) ensuring integrity. While significant progress has been made in achieving the first two goals, the third remains largely unaddressed. The latter is due to the fact that researchers have not been interested in studying the integrity of their own profession. It is therefore suggested that studies are needed of routine or normal research practices and their impact on integrity for use in making decisions about research conduct policy. An earlier version of this paper was presented at the symposium entitled “Misconduct in Science: A Decade of Progress or Merely Years of Controversy” held during the Annual Meeting of the American Association for the Advancement of Science, Philadelphia, Pennsylvania, 13 February, 1998.     

College Students’ Perceptions of and Responses to Cheating at Traditional,Modified, and Non-Honor System Institutions

To address growing concerns about academic integrity, college students (n?=?758) at honor system and non-honor system institutions were presented with eight scenarios to determine the influence of an honor system on their perceptions of and responses to academic dishonesty. Main effects for honor code status emerged. Students from traditional honor system schools considered the behaviors to be more dishonest, and were more likely to respond that they would report the incident when compared to students attending modified and non-honor system institutions. Findings suggest traditional honor systems, with specific rules and regulations in place, are more effective at cultivating academic integrity among students; modified honor systems may not be as effective as previous research suggests.     

风险偏好、信息完整性对职业决策信息加工的影响

本研究旨在探讨个体风险偏好如何影响信息加工过程;同时呈现信息的完整性是否影响个体信息加工过程。以31名正在求职的大学生为被试,探讨了他们在信息板上进行职业决策的信息加工过程。结果显示：(1) 低风险偏好者比高风险偏好者更关注与概率相关的线索;(2) 当信息不完整时,个体在决策中增加了对概率相关线索的关注;(3) 信息完整性对个体决策信息加工过程并未产生显著的影响。     

Assessment and treatment of automatically reinforced self‐induced emesis

Frequent emesis can cause substantial deleterious effects to a child's health and environment. We conducted a functional analysis of a 3‐year‐old girl's self‐induced emesis and confirmed that emesis was maintained by automatic reinforcement. In a reversal design, we evaluated the efficacy of implementing response blocking at 100% and 50% treatment integrity levels on both attempts and successful production of emesis. One hundred percent blocking, but not 50% blocking, was successful in reducing attempts and emesis below baseline levels.     

THE VIBRANT CHALLENGES OF CLINICALLY EFFECTIVE PSYCHOANALYTIC MINDEDNESS

In addressing the central challenges of developing and maintaining the analyst's psychoanalytic mindedness, this paper focuses on two particularly challenging core components of clinical effectiveness not so easily developed despite the rigors of the tripartite training model. The first is the analyst's receptivity to unconscious communication, which entails the analyst's curiosity, acceptance of human nature, doubt, restraint, narcissistic balance, and integrity. A brief clinical vignette illustrates this. The second factor is recognizing and managing the inherent disappointments and narcissistic challenges in working psychoanalytically. The author maintains that the ability to lose and subsequently recover one's analytic mind entails discipline, courage, and faith that only experience can provide.     

Academic Cheating in Disliked Classes

Academic dishonesty occurs at alarming rates in higher education. In the present study, we examined predictors of academic cheating behaviors, and beliefs in the acceptability of cheating, in disliked courses at two large universities, using structural equation modeling. Perceived mastery and extrinsic goal structures were related to beliefs about cheating but not cheating behaviors. Beliefs in the acceptability of cheating were more likely to be endorsed in math and science courses. College students were more likely to cheat and to believe in the acceptability of cheating when they reported a high need for sensation.