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441.
Patrick Liborius 《The Journal of psychology》2017,151(3):299-320
The influence of leaders' character (e.g., integrity, humility/forgiveness) has rarely been examined in leadership research. The current investigation focused on the impact of integrity and humility/forgiveness on both followers' perceptions of leaders' worthiness of being followed (WBF) and stress. Results from a scenario experiment (n = 347) and a field study (n = 110) indicated that these aspects incrementally predict WBF above and beyond the impact of transformational leadership. Similar results were found concerning followers' stress with the exception of leader integrity in the field study. According to relative importance analyses, integrity and transformational leadership predict WBF equally well. The results have conceivable implications for human resources (personnel selection and development). Future research should examine additional outcome variables that are affected by certain leader characteristics as well as potential negative effects of the examined character aspects. 相似文献
442.
Bryan Frances 《Metaphilosophy》2017,48(1-2):47-57
This article argues, first, that there is plenty of agreement among philosophers on philosophically substantive claims, which fall into three categories: reasons for or against certain views, elementary truths regarding fundamental notions, and highly conditionalized claims. This agreement suggests that there is important philosophical progress. It then argues that although it's easy to list several potential kinds of philosophical progress, it is much harder to determine whether the potential is actual. Then the article attempts to articulate the truth that the deniers of philosophical progress are latching on to. Finally, it comments on the significance of the agreement and (potential) progress. 相似文献
443.
Bob Plant 《Metaphilosophy》2017,48(1-2):3-24
This article argues for four interrelated claims: (i) Metaphilosophy is not one sub‐discipline of philosophy, nor is it restricted to questions of methodology. Rather, metaphilosophical inquiry encompasses the general background conditions of philosophical practice. (ii) These background conditions are of various sorts, not only those routinely considered “philosophical” but also those considered biographical, historical, and sociological. Accordingly, we should be wary of the customary distinction between what is proper (internal) and merely contingent (external) to philosophy. (iii) “What is philosophy?” is best understood as a practical question concerning how members of different philosophical sub‐communities identify what is pertinent to their respective activities and self‐conceptions. (iv) Given (i)–(iii), understanding what philosophy is requires us to take more seriously the social‐institutional dimension of contemporary philosophical practice. 相似文献
444.
Timothy Paul Cronan Roger McHaney David E. Douglas Jeffrey K. Mullins 《Ethics & behavior》2017,27(2):89-105
This article focuses on the use of a technology-based intervention to change academic integrity (AI) knowledge and attitudes. Using a sample of more than 5,000 freshman students drawn from two major midwestern universities in the United States over a 3-year period, an online intervention was used to determine whether AI knowledge and attitudes could be changed. Based the results of this study, AI knowledge and attitudes can be improved using an online intervention. These results contribute to a better understanding of the AI climate on campus and suggest that technology-based interventions can be used to enhance knowledge and change attitudes toward AI on campus. 相似文献
445.
Alexis Brooke Redding 《Ethics & behavior》2017,27(2):155-172
This article argues that document analysis can add a more nuanced understanding of student ethical reasoning and enhance current approaches to cheating research. To demonstrate the benefits of this approach, I examine the cheating epidemic at Stuyvesant High School through editorials in their school newspaper. Stuyvesant is known for academically talented students focused on elite college admission. My findings suggest that the influence of achievement culture on cheating is more complex than what was captured by the school’s internal cheating survey or in traditional cheating research. Further, contrary to existing expectations, students do not collaborate purely to boost their own academic performance. In a system they define as unfair and rigged, they collaborate even when it puts them at an academic disadvantage. The finding that there is a sense of communal rebellion against their achievement-oriented context demonstrates the efficacy of document analysis as a complementary approach for understanding student cheating. 相似文献
446.
Hugh Middleton 《欧洲心理治疗、咨询与健康杂志》2017,19(3):252-266
Much of what are understood as ‘mental health difficulties’ reflects shortcomings in the ability to develop and sustain healthy relationships. Many of those embarking upon life as someone with a psychiatric diagnosis are people whose difficulties can be traced to adolescence, or even earlier in life. Unsatisfactory relational experiences during childhood are acknowledged contributors to subsequent psychological vulnerability. Numerous studies identify associations between other forms of relational disturbance, and the onset and maintenance of psychological difficulties. Some eighty years’ psychotherapy research has repeatedly suggested that the quality of therapeutic relationship is a major determinant of outcome. Sophisticated analyses of large databases now confirm this beyond doubt. All concur that social exclusion and stigma are the most disabling consequences of living as someone with a psychiatric diagnosis. None of these facts are disputed but there is continuing resistance to broad acknowledgement of their implications. This has many parallels with other examples of paradigm shift, as so clearly outlined by Thomas Kuhn. Uncertainties about the value of medical psychiatry and growing recognition of the role relationships play in the genesis and relief of mental health difficulties suggest that psychiatry can be seen in similar terms. This paper develops that thesis. 相似文献
447.
Mark Couch 《Philosophical Psychology》2018,31(3):419-430
448.
Victoria Lorrimar 《Zygon》2020,55(3):812-823
Reeves condemns the recruitment of scientific methods by representative theologians to lend credibility to their theological claims. His treatment of Nancey Murphy's use of Lakatosian research programme methodology is focused on here, and his proposal that science and religion scholars might act as “historians of the present” to advance the field is explored. The “credibility strategy” is set in historical context with an exploration of some of the science and religion field's original commitments and goals, particularly in terms of the emphasis on rationalism and corresponding neglect of the imagination, and the value of more creative input in promoting better dialogue between science and religion is highlighted. 相似文献
449.
Josh Reeves 《Zygon》2020,55(3):824-836
Debates about methodology have been central to the emergence of the “field of science of religion.” Two questions that have motivated scholars in that field over the past half century: “is it theoretically justifiable to bring scientific and religious beliefs into dialogue?” and “can theology be rational in the same way as science?” This article responds to commentary on Against Methodology: Recent Debates on Rationality and Theology, a book which critically examines three major methodologists of recent years: Nancey Murphy, Alister McGrath, and J. Wentzel van Huyssteen. Themes raised in the commentary include the status of realism and truth in science, the unity of science, the adequacy of the term “critical realism,” proper ways of seeking legitimacy for an academic discipline, and new directions for the field of science and religion. 相似文献
450.
This paper examines whether scientific reasoning skills predict people's susceptibility to epistemically suspect beliefs and cognitive biases. We used the recently developed Scientific Reasoning Scale (SRS) because it measures the ability to read and evaluate scientific evidence. Alongside the SRS, 317 participants aged 18–30 years completed measures of thinking dispositions and cognitive ability to ascertain whether the SRS contributes specifically to susceptibility to epistemically suspect beliefs and cognitive biases. Scientific reasoning correlated positively with dispositions towards analytic thinking and cognitive ability and negatively with dogmatism, epistemically suspect beliefs, and susceptibility to cognitive biases. Most importantly, it emerged as a significant predictor, contributing to susceptibility to both cognitive biases and epistemically suspect beliefs over and above the other cognitive predictors. These results provide the first empirical evidence that scientific reasoning ability is an important factor in protecting against epistemically suspect beliefs and in aiding better decision making among the non-scientific population. 相似文献