Reflective capacity is integral to core healthcare professional practice competencies. Reflection plays a central role in teacher education as reflecting on teaching behaviours with critical analysis can potentially improve teaching practice. The humanities including narrative and the visual arts can serve as a valuable tool for fostering reflection. We conducted a multinational faculty development workshop aiming to enhance reflective capacity in medical educators by using a combination of abstract paintings and narratives. Twenty-three family physicians or physicians-in-training from 10 (...) countries participated in the workshop. Qualitative assessment of the workshop showed that the combined use of art and narrative was well received and perceived as contributing to the reflective exercise. Participants generally felt that viewing abstract paintings had facilitated a valuable mood transformation and prepared them emotionally for the reflective writing. Our analysis found that the following themes emerged from participants’ responses: narratives from different countries are similar; the use of art helped access feelings; viewing abstract paintings facilitated next steps; writing reflective narratives promoted examination of educational challenges, compassion for self and other, and building an action plan; and sharing of narrative was helpful for fostering active listening and appreciating multiple perspectives. Future research might include comparing outcomes for a group participating in arts–narrative-based workshops with those of a control group using only reflective narrative or in combination with figurative art, and implementing a combination of qualitative and quantitative methods of assessment. (shrink)

The Interprofessional Center for Experiential Learning and Simulation (iCELS) at the University of Massachusetts Chan Medical School utilizes an expansive model to integrate equity, diversity, inclusion, and belonging (EDIB) into faculty development for simulation-based education (SBE). In our Team Faculty Development (TFD) model, we expand traditional faculty definitions to include all members contributing to simulation-based education, promoting diverse perspectives. By embedding EDIB principles throughout simulation processes, iCELS aims to counteract hierarchical structures in healthcare and enhance (...) authentic learning.The Center’s Core Belief, drafted by our team members, underpins all activities; asserting respect, valuing lived experience, welcoming diversity, and reinforcing our commitment to improved outcomes for all. This belief shapes strategy and operations, guiding case development, simulation, and practice.Efforts to integrate EDIB encompass revising tools and processes to support inclusion, identify biases, and foster a collaborative environment; partnering with other campus and community organizations, including research teams; and encouraging continuous 360° feedback and engagement from all team members. By sharing experiences and methodologies, iCELS aims to inspire global collaboration and advance the field of medical simulation.This work details the Center’s ideology, tools, programs, and partnerships, emphasizing the importance of inclusive TFD and the ongoing nature of this work. (shrink)

The construction of faculty profession in China is the key prerequisite for training high-quality innovative faculty and paying attention to the development of faculty. The development of faculty in China is particularly concerned with the construction of university faculty ethics. Chinese government has always attached great importance to the construction of faculty’s ethics in colleges and universities. Since the 19th National Congress of CPC, Chinese government has put the importance of faculty (...) development in a prominent position. Chinese government focuses on the construction of faculty’s morality and faculty’s ethics in higher education system with Chinese characteristics. In recent years, China has successively carried out a series of practical regulations and carried out a couple of activities, such as faculty morality construction, to continue to deepen faculty’s ideological and political idea and belief. (shrink)

India’s sacred texts provide deep insights into people management, with the Triguna theory offering a culturally rooted framework to understand workplace personality and behaviour. In Indian higher education, non-teaching duties are as vital as teaching for faculty development; yet, aligning these roles with faculty’s natural strengths is often overlooked, leading to dissatisfaction and anxiety. Despite their importance, this issue remains under-researched. This study develops a competency mapping matrix based on the Triguna theory to align non-teaching roles with (...) inherent faculty traits. Non-teaching tasks were grouped into six clusters, and seven personality types were defined using the Triguna framework, linked to specific competencies. The study adopted a qualitative exploratory design involving input from 15 faculty members across Indian higher education institutions. Participants were purposively selected from public and private universities, with 8–25 years of teaching experience and active involvement in administrative and committee roles. Non-teaching roles were clustered through thematic grouping based on the nature of work and competency requirements. The clustering was independently reviewed by academic experts, and discrepancies were resolved through consensus to enhance face validity. An adapted version of the Questionnaire Measure of Sahya (Manickam, 2014, Journal of Psychological Researches, 58[2], 75–83) was used to identify dominant Guna traits, with items reworded for faculty context and reviewed for contextual clarity. The resulting Guna-based competency mapping matrix offers a practical, culturally relevant method for allocating non-teaching duties, offering a culturally grounded framework that may support improved role alignment and faculty engagement. (shrink)

To follow the legacy of Dr. B.R. Ambedkar, a RUSA Sponsored One-Day Facutly Development Programme on “Dr. B.R. Ambedkar, Indian Constitution and Indian Society” organised by the Department of Philosophy and P.G. Department of Public Administation held on 20th January, 2016 was a creative and fruitful effort to bring together the scholars and academicians from several disciplines to participate in the deliberations related to the conceptual understanding and insights of the philosophy of Dr. B.R. Ambedkar.

This study was aimed at constructing and validating a measurement to assess students’ responses to faculty incivility. A mixed-method approach was implemented. A qualitative method was used to analyze responses to FI as described by college students. The results foregrounded four categories—exit, voice, loyalty, and neglect—in line with the theoretical EVLN model for describing reactions to stressful conditions. The students’ descriptions were formulated as short items. Following the qualitative results, a quantitative method was used to validate the developed EVLN (...) questionnaire and to assess the relationships between student characteristic variables, experiences of FI, and the four EVLN responses. Data were gathered from 744 undergraduate college students, yet only those who experienced FI to some extent were selected to assess reactions to FI. According to the structural equation modeling results, FI was positively linked solely to the exit response. In addition, the findings indicated that merely the active FI subfactor was linked to the exit factor. Interpretation of these results, their congruence within the context of the theoretical frameworks, limitations, and practical implications are discussed. (shrink)

Recent research has demonstrated that business students have more tolerant attitudes toward cheating (Roig and Ballew, 1994), tend to believe they need unethical beliefs in order to complete their degrees (Lane and Schaupp, 1989), and are more likely to cheat than non-business students (Baird, 1980; McCabe and Trevino, 1995). Given the importance of this issue, this paper discusses the responsibilities of faculty members in dealing with collegiate cheating. A student development perspective (Kibler, 1993; Sanford, 1966) is used to (...) articulate these responsibilities. Three other perspectives are discussed with respect to each viewpoint's limitations to students' development. In addition, based on empirical, theoretical, and experimental information, strategies for managing classroom cheating are offered within the framework of the student development perspective. Special attention is paid to issues relevant to business students and faculty throughout the paper. (shrink)

Business and Society students and faculty concem themselves with such controversial, volatile and contentious matters as business ethics, CSR, ecological concems, business-govemment-society-pressure group interaction and so forth. Each of these involve risk, fear, power, corruption, wise compromise and other considerations which require courageous analysis and decision-making far in excess of normal operational matters such as price setting, warehouse logistics and so on. Is the training provided for Business and Society students adequately complete?This workshop session will not address itself to (...) the teaching adequacy of the content or the knowledge base of Business and Society courses. Rather it will be focused exclusively on providing a forum for addressing a teaching challenge in this important area (I will argue) of courage development.In an earlier paper I looked at the need for training in courageous behavior in the case of marketing students. Subsequent reflection has indicated perhaps even a greater need among Business and Society students. Other faculty most probably have had similar observations. The breadth of this topic area (and the experiences of teaching staff) are so extensive and varied that the array of 'courage development' examples and thoughts coming together in a working meeting would be fascinating.The workshop session will be a structured forum for sharing these thoughts and experiences. I propose to use a framework from the research findings by specialists in fear, bravery and courage. The main areas to be included, for example, would be self-reliance, optimism, control, commitment, concretisatlon, required helpfulness, modelling and 'battle condition' realism. It is probable that attendees will extend these categories, and certainly will flesh out the existing contributions (which are predominantly from clinical and military social-psychology). The field is ripe for debate, for class experimentation, and for research specific to the Business and Society contexts. (shrink)

Amid increasing demands from students and the public, universities have recently reinvigorated their efforts to increase the number of faculty from underrepresented populations. Although a myriad of piecemeal programs targeting individual recruitment and development have been piloted at several institutions, overall growth in faculty diversity remains almost negligible and highly localized. To bring about genuine change, we hypothesize a consortia approach that links individuals to hiring opportunities within a state university system might be more effective. Here we (...) present a case study describing the progress of the NSF-funded Alliances for Graduate Education and the Professoriate PROMISE Academy Alliance, a consortium within the University System of Maryland collaborating to develop, implement, self-study, evaluate, and disseminate a unique postdoc-to-faculty conversion model in the biomedical sciences. The initiative centers on diversifying faculty across five institutions in the USM, including teaching-focused institutions, comprehensive universities, research institutions, and professional schools. Components of this approach include enhanced recruiting and hiring practices to attract outstanding postdoctoral scholars from underrepresented backgrounds, multi-institutional networking and professional development, and facilitated processes to transition postdocs into tenure-track positions at their postdoctoral institution or another institution in the state system. This model is distinct from more deficit-based approaches because it goes beyond focusing on building the individual’s skills to enter the professoriate. This program restructures the traditionally short-term nature of postdoctoral employment and incorporates a pathway to a tenure-track professorship at the same institution or within the same statewide system where the postdoc is trained. This multi-institutional model leverages collaboration and distinct institutional strengths to create cross-institutional support, advocacy, and policy. Importantly, it uses a decentralized financial structure that makes this approach distinctly replicable. Recognizing the immediate need for more collaborative approaches to diversify faculty and a lack of literature about such approaches, this case study describes the development of, and potential benefits of, a state university system, as well as the qualitative lessons learned from self-study, internal evaluation, external evaluation, and NSF site visits. The AGEP PROMISE Academy can serve as a model for replication at other university systems hoping to diversify their faculty. (shrink)

The articles in this issue of the journal support the claim that consciousness is a circumstantially cultivated faculty of the self. This is contrary to a widespread assumption held by numerous scholars, researchers, and religious doctrines that consciousness is a self‐sustaining unoriginated faculty given to the subject and which at all times is subjectively experienced with wholeness. The articles in this issue counter the belief that consciousness exists in a state of independence from societal, personal, and historical circumstances.

It has recently been argued that the recovery of America’s cities is linked to the development of a sustainable economic base derived from the inherent competitive advantages of individual distressed urban areas rather than social expenditures to solve symptomatic problems related to lack of economic opportunity for city residents (Porter, 1995). It may also be the case that universities, particularly those located in close proximity to the inner city, might offer a source of expertise to inner city residents in (...) the identification of the unique, sustainable competitive advantages of each distressed urban area. However, many times the creation of competitive advantage is a complex process requiring a multidisciplinary approach. This paper reports the results a collaboration between faculty members and students in the schools of business, engineering and law at George Washington University with a start-up inner city garment and apparel training program—SiNGA—which intends to move individuals from welfare dependence to inner city garment and apparel entrepreneurs. (shrink)

The concept of faculty played an important role in Kant and his idealist successors. In Kant’s critical work this concept served a twofold methodological purpose that lies at the heart of his transcendental method. On the one hand it was frequently used to delineate humans’ own epistemic capacities _from within_ as conditions of the possibility of these very capacities. (Examples are the faculties of sensibility and understanding, that is, Kant’s “two stems of knowledge.”) On the other hand, faculties proved (...) useful in delineating our epistemic capacities _from outside_, by introducing contrastive capacities we do not and cannot have for principled reasons (cases in point are intellectual intuition and intuitive understanding). In one form or another, all of the German idealists took up one of these contrasting capacities and put it to a quite different, positive use. The second part of the chapter is dedicated to sketching this development, focusing largely on Fichte. (shrink)

While theorizing about mental faculties had been in decline throughout the nineteenth and early twentieth century, cognitivism and classical science brought back questions about the architecture of mind. Within this framework, Jerry Fodor developed a functionalist approach to what he called the “modularity of the mind.” While he believes that cognitive science can only explain the lower faculties of the mind, evolutionary psychology seizes on the notion of modularity and transforms it into the radical claim that the mind is modular (...) all the way up. By comparison, recent approaches that take cognition to be embodied and situated have renewed the radical criticism of faculties or modules that was dominant from the nineteenth century onward. The concept of module is a naturalized successor of the traditional concept of faculty, as this chapter shows, and the debate about modules is centrally a debate about the possibility of naturalizing the mind. (shrink)

With respect to the topic of “powers and abilities,” most readers will associate David Hume with his multi-pronged critique of traditional attempts to make robust explanatory use of those notions in a philosophical or scientific context. But Hume’s own philosophy is also structured around the attribution to human beings of a variety of basic faculties or mental powers – such as the reason and the imagination, or the various powers involved in Hume’s account of im- pressions of reflection and the (...) passions. Indeed, there is a clear case to be made that, despite his deflationary account of our concept of power, Hume continues to treat certain basic powers or faculties as forming the explanatory bedrock for his new “science of man”. In this essay, I will discuss how this apparent conflict between the “critical” (if not outright skeptical) and “constructive” aspects of Hume’s discussion of powers and abilities is best resolved – with special attention to the question of how this illuminates Hume’s place in the development of early modern conceptions of the proper method for philosophy. (shrink)

The research presented in this paper used a case study approach to concentrate on the critical thinking preparation and skill sets of professors who, in turn, were expected to develop those same skills in their students. The authors interviewed community college instructors from both academic and work force disciplines. In general, the results of the study supported the researchers’ hypothesis that the ability to teach critical thinking was not necessarily intrinsic to a teaching professional. The authors of this study would (...) like to suggest the following as a means of strengthening critical thinking expertise in faculty:1. Analyze current levels of critical thinking skills among faculty.2. Plan opportunities to bolster personal critical thinking knowledge within faculty ranks and develop a common critical thinking language among faculty.3. Assist faculty where necessary to develop new instructional models to strengthen critical thinking within their classrooms and critical thinking assessment instruments. (shrink)

At various universities across the country, philosophers are organizing faculty development workshops for non-philosophy faculty members who want to incorporate critical thinking about ethical and social justice issues into their courses. The demand for such programs is reasonably strong. In part this is due to the increasing pressure from professional associations (e.g., those of nursing and accounting) for the inclusion of ethics in the curriculum. In part, however, it is simply due to the recognition by faculty (...) members across the university that an adequate education must include some reflection on ethical issues. In this article we discuss some of the reasons for philosophers to become involved, describe a faculty development program that we are running, and offer some advice about how to succeed in such endeavors. (shrink)

This paper explores faculty well‐being in nursing education as a moral and political issue, emphasizing a humane ethics of academic care that confronts institutional harm, moral distress, and inequality. Despite nursing's commitments to compassion, equity, and justice, many educators face excessive workloads, racial exclusion, and moral conflicts, leading to burnout and moral injury. Current wellness approaches individualize distress and hide institutional responsibility. Drawing on critical, decolonial, and ethical traditions, the paper challenges resilience‐based discourses, framing faculty well‐being as a (...) collective moral obligation rooted in governance and power. It synthesizes decolonial scholarship, moral resilience, transformational leadership, and human rights, grounded in ethical principles and ESG standards. Using examples from faculty development and institutional practice, it introduces the Becoming HUMANE Framework as a lens, not a model, to understand healing, rights, resilience, accountability, belonging, and empowerment as essential to ethical academic environments. Nurse educators are positioned as tempered radicals whose reflective resistance turns moral distress into collective agency and accountability. Reframing well‐being as a moral and political issue reveals the limits of individual resilience and advocates for humane academic systems. Nursing education must address institutional conditions affecting educator well‐being to uphold its moral commitments. (shrink)

Introduction: With the advent of digital technology and the unprecedented challenges posed by the COVID-19 pandemic, online instruction has become a vital component of contemporary pedagogy. How faculty perceive online teaching and their satisfaction levels are essential for effective online instruction. This study investigates the satisfaction level among faculty members and their perceptions regarding online teaching in Oman’s healthcare education context.Methodology: A cross-sectional survey design was used. One hundred and ten healthcare faculty members, representing a 70% response (...) rate selected through convenience sampling, responded to the Online Instructor Satisfaction Measure (OISM) questionnaire and perception scale developed by the investigators used for the study. Descriptive statistics was used to explain the categorical variables, while Karl Pearson’s correlation was used to explain the relationship between faculty perception and satisfaction with online teaching. Furthermore, t-tests and ANOVA were computed to establish any significant differences in satisfaction levels and perceptions based on demographic profiles.Results: The OCHS faculty had moderate satisfactory scores (M = 3.12, SD = 0.470) and favorable perceptions (M = 3.24, SD = 0.538) toward online teaching. Faculty were more satisfied with the “affordance” component of the OISM and least satisfied with “institutional support.” Faculty perceived that ongoing training, preparing teaching materials before teaching, and ensuring a reliable internet connection are crucial for successful online teaching. Further, a statistically significant positive correlation (p < 0.001) was observed between faculty members’ perception and their level of satisfaction with online teaching.Conclusion: Faculty at OCHS with positive perceptions of online teaching will likely be more satisfied. This indicates that positive experiences with online teaching can enhance their level of satisfaction. So, the institutional support to enhance their level of satisfaction should be meticulously planned. (shrink)

The need for academic integrity education is clear, and this has been well documented; however, much of the literature focuses on the importance of educating students. Faculty hold a significant role in integrating academic integrity in course delivery, but they may not be attuned to academic integrity expectations and the benefits an academic integrity framework provides from a teaching and learning perspective. Faculty in vocational and polytechnic institutions typically come from industry and may have no previous teaching experience. (...) These subject matter experts can be allies and champions for promoting and maintaining academic integrity by connecting the values of academic integrity to the values of their profession. Educating and empowering vocational and polytechnic faculty ensures a wide reach for integrity values and should be top of mind.One optimal way to build rich academic integrity awareness at an institutional level is to educate faculty via a micro-credential. This chapter explores one Canadian polytechnic’s academic integrity micro-credential framework and examines what precipitated its initiation and what drives its focus. A “sneak peek” into each of the five courses (An Overview of Academic Integrity: Building a Culture of Integrity; The Awkward Conversation: Barriers to Reporting Academic Misconduct & Talking to Students; An Inherent Conflict? Academic Integrity and Technology; Identifying Plagiarism & Maintaining Academic Honesty; and Contract Cheating in Higher Education) and their general themes are explored.Lastly comes a gentle nudge to vocational and polytechnic institutions to consider developing and delivering faculty education on academic integrity, leveraging a model most suitable for them. While this model for faculty education in academic integrity is delivered within a Canadian college/polytechnic context, the benefits, observations, and recommendations are relevant in all contexts since academic integrity education has no borders. (shrink)

This study aims to identify student attitudes to and perceptions of the topical phenomenon of plagiarism at the Faculty of Regional Development and International Studies at Mendel University in Brno, Czech Republic. The paper includes a theoretical framework describing plagiarism, academic ethics and provides a different perspective on plagiarism by many authors. Furthermore, the article presents a semi-structured questionnaire conducted in July 2018 with a sample of 235 respondents. The questionnaire was used in this research to explore students’ (...) personal experiences, recommendations and other information relating to their attitudes to and perceptions of plagiarism. The results indicate that FRDIS students were familiar with the concept of plagiarism but not always able to clearly identify the correct answers. The recommendation for the Faculty, based on the data analysis, is to hold a tutorial on all the important aspects of plagiarism, such as citations, referencing, and common mistakes. This paper concludes that plagiarism can only be eliminated if it is tackled at the prevention phase, not merely through the use of warnings and threats. (shrink)

Based on the motor theory of language, which asserts an evolution from gestures along several stages to today's speech and language, we suggest that speech ontogeny may partly reflect speech phylogeny, in that perception of prosodic contours is an intermediary stage between a manual communication system and a fully developed language faculty.

Research misconduct in academia is a global concern, typically attributed to individual moral failure or deliberate intent to deceive. However, growing evidence suggests that structural, cultural, and emotional pressures play a significant role in shaping unethical academic practices, especially in non-Western higher education systems. This study explores how Indonesian academics engage with, rationalize, and adapt to research and publication misconduct under such constraints. Employing a phenomenological approach grounded in Merton’s theory of unintended consequences and Weick’s sensemaking theory, in-depth interviews were (...) conducted with 34 faculty members across various institutions. Findings reveal that misconduct frequently functions as a coping strategy rather than a conscious violation, driven by performative academic cultures, status-based authorship hierarchies that reward seniority over contribution, market-oriented pressures to publish for income or promotion, and chronic emotional fatigue stemming from metric overload and lack of institutional support. Participants justified practices such as ghost authorship, data fabrication, and commodified publishing through shared narratives and peer group normalization. The study calls for reform initiatives anchored in Indonesian scholarly values and emphasizes the importance of mentoring, faculty development, and a shift toward formative rather than punitive approaches to research integrity. (shrink)

In Warrant and Proper Function Plantinga argues that his natural view of warrant is best understood within a supernatural ontology. A central reason why anaturalistic ontology cannot accommodate his version of natural epistemology is that it cannot explain the reliability of cognitive functions. He presents argumentsfor the following two conclusions: (1) that naturalism is probably false; and (2) that naturalism is irrational. He considers the latter to be his main argument. Theobjective of this paper is to refute Plantinga’s arguments for (...) the conclusion that naturalism is irrational. I will demonstrate that given naturalistic evolution, we havereason to believe that it is likely that we would develop reliable cognitive theoretical faculties. As a result, a naturalist has sufficient epistemic ground to maintain the reasonableness of the view that her theoretical cognitive faculties are reliable and her theoretical beliefs true. It is, therefore, not irrational to be a naturalist. (shrink)

The recommendations, during the past 20 years, to improve PhD scientific training and graduate school success, have focused on the significance of mentoring. It is well established that PhD students with mentors have significantly more success in graduate school as demonstrated by publishing papers before they graduate and by making presentations. Have faculty and academic institutions embraced the mentoring role? This study explores the views of 3,500 scientists who have primary responsibilities to educate PhD and MD/PhD students. Faculty (...) members report they are more likely to prefer being viewed as advisors (54 %) than mentors (38 %). Through an examination of perceptions about specific responsibilities of advisors and mentors, faculty members provide a description of their culture and the expectations they have about themselves and others. One would expect that because mentoring requires additional time and involvement that faculty would report differences between advising and mentoring. However, faculty members perceive few differences between advisors and mentors. We examine the implications of these findings. Future scientists need to be confident their education includes the opportunity to acquire the best possible research skills. To develop advisors who have the ability to provide this training, the process begins by defining role expectations and responsibilities and preparing advisors to interact with doctoral students in ways comparable to mentors. We expect faculty members to know how to teach and how to mentor; yet, we rarely discuss how to develop and shape the necessary skills of advisors so, that they more closely resemble those of mentors. (shrink)

Faculty plagiarism and fraud are widely documented occurrences but little analysis has been conducted. This article addresses the question of why faculty plagiarism and fraud occurs and suggests approaches on how to develop an environment where faculty misconduct is socially inappropriate. The authors review relevant literature, primarily in business ethics and student cheating, developing action steps that could be applied to higher education. Based upon research in these areas, the authors posit some actions that would be appropriate (...) in higher education and suggest topics for continued study. (shrink)

Name der Zeitschrift: Kant-Studien Jahrgang: 105 Heft: 3 Seiten: 394-405.

In the United States National Science Foundation and the National Institutes of Health have mandated training STEM doctoral students in the ethical and responsible conduct of research to improve doctoral students' ethical decision-making skills; however, little is known about the process and factors that STEM faculty and graduate students use in their decision-making. This exploratory case study examined how four triads of chemistry faculty and their doctoral students recruited from three research universities in the eastern United States engaged (...) in ethical decision-making on issues of authorship, assignment of credit, and plagiarism. A mixed-methods approach involving the administration of an online survey consisting of three open-ended case studies followed by a think-aloud interview was utilized. Participants were found to use analogical reasoning and base their decision-making on a common core set of considerations including fundamental principles, social contracts, consequences, and discussion with an advisor, often using prior personal experiences as sources. Co-authorship did not appear to impact the doctoral students' ethical decision-making. Gender may play a role in graduate students' decision-making; female doctoral students appeared to be less likely to consider prior experiences when evaluating the vignettes. Graduate students' lack of knowledge of the core issues in the responsible conduct of research, coupled with their lack of research experience, and inability to identify the core considerations may lead them to make bad judgments in specific situations. Our findings help explain the minimal impact that the current responsible conduct of research training methods has had on graduate students' ethical decision-making and should lead to the development of more effective approaches. (shrink)

The paper gives an overview of the main stages of the development of «The Siberian Journal of Philosophy». It is shown how the journal is permanently linked with the history of the Philosophy Faculty of Novosibirsk State University. The role of Academician Yu. L. Ershov in the development of professional philosophical education at NSU is revealed and explained. The Summer Philosophical Schools held by the Faculty and the Siberian Philosophical Seminar’s are noted as a main factors (...) that formed the philosophical community around the NSU. Today, the journal acts as an organizer of interaction within the professional community and represents the face of the university in the media space of Russian philosophy. The author believes that for twenty years the journal has earned authority and has become a notable phenomenon in the life of the philosophical community not only in Siberia, but throughout the country. (shrink)

This chapter argues that the view that conceptual competence is part of linguistic competence is not undermined by the well-known dissociation of cognitive impairment and linguistic impairment. In light of the evidence from brain impairment and the proposal that the structure rules of thought are similar to those of the language, the chapter proposes that there is little or nothing to the language faculty. A critical view is taken of Chomsky’s apparently very different views of thought and its relation (...) to language, and of some puzzling claims he makes against linguistic conventions and in favor of an interest in idiolects. These criticisms lead to the conclusion that the primary concern in linguistics should be with linguistic expressions that share meanings in idiolects. These views are developed by contrasting them with Rey’s antirealism about linguistic entities. (shrink)

The harmonious free play of the imagination and understanding is at the heart of Kant’s account of beauty in the Critique of the Power of Judgement, but interpreters have long struggled to determine what Kant means when he claims the faculties are in a state of free play. In this article, I develop an interpretation of the free play of the faculties in terms of the freedom of attention. By appealing to the different way that we attend to objects in (...) aesthetic experience, we can explain how the faculties are free, even when the subject already possesses a concept of the object and is bound to the determinate form of the object in perception. (shrink)

Faculty resistance to Writing Across the Curriculum (WAC) is an issue that has been recognized by WAC program directors and practitioners for decades, yet it remains unresolved. Perhaps the problem is not resistance per se, but how we interpret and react to it. Faculty resistance is typically viewed as an impediment to the pedagogical change WAC programs hope to achieve. Moreover, the label of "resistance" is often used without further examination of the underlying causes. Based on research and (...) experience as doctoral Writing Fellows in the Borough of Manhattan Community College WAC Program, we argue that so-called resistances are often justified concerns in regard to implementing WAC under given institutional, disciplinary, departmental, and personal constraints. We also suggest that if we listen and respond to these concerns, they become means to facilitate faculty engagement with WAC. By working through their concerns and adapting WAC to their context, faculty can take ownership of WAC and further develop the practice. Thus, what at first appears to be an impediment to deep-rooted pedagogical change ”resistance” can be used to encourage faculty to make WAC their own. (shrink)

The Belgian polymath Lambert Adolphe Jacques Quetelet pioneered social statistics. Applying his training in mathematics to the physical and psychological dimensions of individuals, he identified the 'average man' as characterised by the mean values of measured variables that follow a normal distribution. He believed that comparing the features of individuals against this average would allow scientists to better explore the processes that determine normal and abnormal qualities. Quetelet's methods influenced many, among them Florence Nightingale, and his simple measure for classifying (...) a person's weight, dividing it by the square of their height, is widely known as the body mass index. First published in French in 1835 and reissued here in the 1842 English translation, this is his most influential work and includes a new preface that succinctly states his aim to be 'the analysis of normal man through his actions and of intellectual man through his productions'. (shrink)

The role of nursing faculty members in charge of ethics education is important. Although all nursing students receive the same bioethics education, their experiences differ, related to ethical qualification, which depends on the personal socialization process. This Korean study aimed to provide nursing faculty members with the basic data to help them develop as bioethics experts and provide nursing students with knowledge to improve their ethical decision-making abilities. We used a survey design to assess recognition of bioethical issues (...) and ethical qualification in nursing students and faculty members. A total of 1225 undergraduate students and 140 faculty members participated in this study. The results revealed that nursing students and nursing faculty members generally understood the seriousness of various bioethical issues and both considered the most serious issue to concern abortion. Ethical behavior can be improved by education, and accordingly, nursing ethics should be a mandatory subject, rather than an elective one. (shrink)

Purpose Intellectual honesty and integrity are the cornerstones of conducting any form of research. Over the last few years, scholars have shown great concerns over questionable research practices (QRPs) in academia. This study aims to investigate the questionable research practices amongst faculty members of medical and dental colleges in Pakistan. Method A descriptive multi-institutional online survey was conducted from June-August 2022. Based on previous studies assessing research misconduct, 43 questionable research practices in four domains: Data collection & storage, Data (...) analysis, Study reporting and Collaboration & authorship were identified and investigated. Descriptive (Frequencies, Percentages, Mean, SD) and Inferential (chi square) statistics were calculated. Results A total of 654 faculty members responded. Every respondent reported committing at least one QRP in their career. The most common QRPs included deliberately failing to mention funding, publishing program evaluation data not meant for research purposes or approved by an ethical body, inappropriately storing identifiable information and non-disclosure of any conflicts. There was significant association of age, gender and academic rank with QRPs in ‘Data collection and storage’ and ‘Data Analysis’ domains. Conclusion Medical and dental faculty members participating in this study are involved in a range of questionable research practices (QRPs) in Pakistan. Their confession might have contributed to the faculty developing self-awareness and reinforcing academic integrity. There is a need for reviewing policies and practices to improve research culture. Future research should explore the factors resulting in such practices. (shrink)

This paper compares and contrasts Mencius's moral philosophy with recent development in cognitive science regarding mental capacity to understand moral rules and principles. Several cognitive scientists argue that the human mind has innate cognitive and emotive foundations of morality. In this paper, Mencius's moral theory is interpreted from the perspective of faculty psychology and cognitive modularity, a theoretical hypothesis in cognitive science in which the mind is understood as a system of specialized mental components. Specifically, Mencius's Four Beginnings (...) (the basic human emotions that serve as the foundations of morality) are interpreted as vertical faculties, comparable to Scottish philosopher Thomas Reid's moral faculties. (shrink)

Since there are so few controls over detecting and preventing faculty misconduct, one of the most common ways in which it is discovered is through student reports. Given the importance of student reports in bringing to light faculty’s ethical lapses, this paper seeks to understand what factors influence students’ likelihood to report faculty misconduct. We develop an empirical model that integrates the decision process of the Prosocial Organizational Behavior Model with insights from the emotional perspective on whistleblowing. (...) Specifically, we use an experimental survey to examine how students’ perceived unfairness of the faculty misconduct, feelings of anger, and the students’ self-interest in the situation in conjunction with situational “cues for inaction” lead to the intention to blow the whistle. Overall, the results from our structural model partially support our theoretical model. Interestingly, these findings demonstrate that, in the case of faculty member misconduct, anger and perceptions of unfairness play a greater role than the more rational cost-benefit process of the POB model. These results could aid in development of ethics education for students and could also inform the development of university policies that encourage students to come forward when faced with faculty misconduct. (shrink)

This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence (...) in education, and its implementation is a vital important prerequisite to achieve sustainable competitive advantage in higher educational institutions. The study followed a systematic exploratory descriptive methodology through review of the theoretical literature, and the adoption of the experience of the Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as a model for its unique experience in the field of excellence in education. The study results showed that the most important are: There is a strong correlation between the level of exercising excellence strategies in education and the achievement of higher educational institutions to the sustainable competitive advantage. The results include a general required number of important sub results on the subject of the model - Faculty of Engineering and Information Technology at Al-Azhar University in Gaza as follows: - The student considered the academic focus of the operation in the development process of the workers’ skills, particularly academics at the university helps to distinguish students and increase the employment rate after graduation. - The existence of consistency in development efforts and quality improvement for all three levels (student, employee, and the university), and this contributes to the Faculty excellence. - The Faculty has been able to achieve competitive advantages by offering excellent services without harming the efficiency, and this alone is a great success because improving service properties requires great investments, which negatively affect the continued institutional development. The study also reached a set of recommendations as follows: - The need to exercise excellence strategies in education, excellence reward at the national level, and those higher educational institutions follow the criteria for measuring the competitive advantages of its institutions always. - There is a need to increase efforts to implement programs of excellence, the allocation of adequate time, reward outstanding efforts as well. There is a necessity for each faculty to achieve competitive advantage and sustainability, using the general philosophies of competitive advantage, but with a different strategically content from what is in the private commercial sector, it reflects the Faculties mission and objectives, depending on making improvements and excellence in processes that ensure the safety of its outputs. As well as the need to find a balance between the work of teaching and research work of the faculty members, this has important implications regarding the criteria used in the process of excellence evaluation. The study recommended the adoption of strategies for excellence in education on a national public policy level mainly in the processes of change in higher education institutions. The need to support the existence of a common understanding of the efforts of excellence to create a general culture that appreciates excellence in faculties and universities. This underlines the need for transparent, fair rewards systems, to encourage innovation in education. The need to conduct a comprehensive surveys on the graduates of faculties and universities including the areas of employment and skills, because that will give accurate indications of the graduates and will help to establish a link to a more precise about the relationship of excellence strategies with the competitive advantages. (shrink)

Merleau-Ponty's «Phenomenology of Perception» suggests perception to be the primary level of the giveness of the world. Perception appears as always an incomplete synthesis of the plural, bringing together bodily and material aspects. Such the simplest interpretation of perception as rendering a contact within the dyad «body-world» is a preliminary axiom for explaining the rest of the process of noematic sense formation. At the same time, Merleau-Ponty’s theoretical intuitions clearly presuppose more, and perception is also thought of as the final (...) point where sense is already given by some way. Thus, in Phenomenology, the second interpretation of perception presumes it to be sense-giving accompanied by the tacit cogito. Merleau-Ponty suggests that these interpretations are compatible with each other, but the transition between them seems really problematic. In the research author shos that the limit of the initial synthesis of perception - some sense of the perceived (exemplyfing meanings as «this horse», «the green density that rushed towards me») - is unattainable from within perception itself and by its means. Perception is itself mediated by other faculties, such as memory, reflection, and imagination. Argumentation for this thesis is carried out in several ways; the relations in the perception/imagination pair show us the most characteristic case, where Merleau-Ponty, judging by later works, himself comes close to recognizing the limitations of the hypothesis of «the world of perception», to the need for a phenomenological development of the topic of faculties. Based on the application of the phenomenological method and the analysis of the conceptual constructions of Merleau-Ponty, we can conclude the following: «the world of perception» does not exist, but the phenomenology of faculties is demanded. (shrink)

This paper defends the view that the Faculty of Language is compositional, i.e., that it computes the meaning of complex expressions from the meanings of their immediate constituents and their structure. I fargue that compositionality and other competing constraints on the way in which the Faculty of Language computes the meanings of complex expressions should be understood as hypotheses about innate constraints of the Faculty of Language. I then argue that, unlike compositionality, most of the currently available (...) non-compositional constraints predict incorrect patterns of early linguistic development. This supports the view that the Faculty of Language is com- positional. More generally, this paper presents a way of framing the compositionality debate (by focusing on its implications for language acquisition) that can lead to its even- tual resolution, so it will hopefully also interest theorists who disagree with its main conclusion. (shrink)

In Africa, homosexuality is routinely understood as a form of immoral behaviour. This has great implications for the physical and psychological well-being of homosexuals in Africa. One of the reasons why homosexuals are sometimes understood to be behaving immorally is because it is believed that same-sex relations are unnatural. I think that this conception of unnatural is grounded on the perverted faculty argument, although this is not often expressed in such terms. In this article, I will develop a concept (...) of natural grounded on the concept of Ukama. I will show that despite Ukama implying a functional conception of nature, just like in the perverted faculty argument, it does not imply that homosexuality is immoral. (shrink)

Based on social contagion theory, this study examines the mediating role of formalization of organizational structure between organizational identification and faculty conformity. It also analyzes the moderating role of conflict management style between organizational identification and faculty conformity, and formalization of organizational structure and faculty conformity in universities in Hunan province, China. Convenience sampling was employed to select the subjects, and 1,024 Chinese faculty members including teaching staff and administrative staff were surveyed online with the questionnaire (...) consist of organizational identification scale, organizational formalization scale, conflict management style scale, and faculty conformity scale. 1,000 valid respondents were collected and SPSS was used to analyze the data through descriptive analysis, analysis of variance, correlation analysis, and hierarchical multiple regression. The results showed that faculty members’ organizational identification had a positive effect on faculty conformity; formalization of organizational structure partially mediated the relationship between organizational identification and faculty conformity; and conflict management style positively moderated the relationship between organizational identification and faculty conformity and between formalization of organizational structure and faculty conformity. University administrators are often the initiators of conformity as they are responsible for formulating internal regulations. Therefore, they must monitor and coordinate workplace conflicts, resolve and guide faculty conformity, promote individual faculty members’ self-improvement, and foster steady organizational development. (shrink)

Over the past 50 years the diversity of higher education faculty in the mathematical, physical, computer, and engineering sciences has advanced very little at 4-year universities in the United States. This is despite laws and policies such as affirmative action, interventions by universities, and enormous financial investment by federal agencies to diversify science, technology, mathematics, and engineering career pathways into academia. Data comparing the fraction of underrepresented minority postdoctoral scholars to the fraction of faculty at these institutions offer (...) a straightforward empirical explanation for this state of affairs. URM postdoc appointments lag significantly behind progress in terms of both undergraduate and Ph.D.-level STEM student populations. Indeed, URM postdoc appointments lag well-behind faculty diversity itself in the MPCES fields, most of which draw their faculty heavily from the postdoctoral ranks, particularly at research-intensive universities. Thus, a sea-change in how postdocs are recruited, how their careers are developed, and how they are identified as potential faculty is required in order to diversify the nation’s faculty, and particularly the R1 MPCES professoriate. Our research shows that both Ph.D. students and postdocs benefit from intentional structure at various levels of their respective “apprentice” experiences, a factor that we believe has been neglected. Several key structural approaches are highly effective in these regards: A collaborative approach in which leading research universities collectively identify outstanding URM candidates; Faculty engagement in recruiting and supporting these postdocs; Inter-institutional exchange programs to heighten the visibility and broaden the professional experiences of these postdocs; Community-building activities that create a sense of belonging and encourage continuing in academia for each cohort; and Continuing research based on outcomes and new experimental approaches. The California Alliance, consisting of UC Berkeley, UCLA, Caltech, and Stanford, has been engaged in such a program for almost a decade now, with most of the California Alliance URM postdocs now in tenure track positions or on the path toward careers as faculty at research intensive institutions. If this approach was brought to scale by involving the top 25 or so URM Ph.D.-producing R1 institutions in the MPCES fields, about 40% of the national URM postdoctoral population in these fields could be affected. Although this impact would fall short of bringing URM MPCES faculty ranks up to full representation of the United States population as a whole, it would vastly improve the outlook for URM students and their aspirations to take on leadership roles as scientists and engineers. (shrink)