Richard Posner and Legal Pragmatism
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Convention Theory: Is There a French School of Organizational Institutionalism?
CONVENTION THEORY : IS THERE A FRENCH SCHOOL OF ORGANIZATIONAL INSTITUTIONALISM? Thibault Daudigeos, Bertrand Valiorgue To cite this version: Thibault Daudigeos, Bertrand Valiorgue. CONVENTION THEORY : IS THERE A FRENCH SCHOOL OF ORGANIZATIONAL INSTITUTIONALISM?. 2010. hal-00512374 HAL Id: hal-00512374 http://hal.grenoble-em.com/hal-00512374 Preprint submitted on 30 Aug 2010 HAL is a multi-disciplinary open access L’archive ouverte pluridisciplinaire HAL, est archive for the deposit and dissemination of sci- destinée au dépôt et à la diffusion de documents entific research documents, whether they are pub- scientifiques de niveau recherche, publiés ou non, lished or not. The documents may come from émanant des établissements d’enseignement et de teaching and research institutions in France or recherche français ou étrangers, des laboratoires abroad, or from public or private research centers. publics ou privés. "CONVENTION THEORY": IS THERE A FRENCH SCHOOL OF ORGANIZATIONAL INSTITUTIONALISM? Thibault Daudigeos Grenoble Ecole de Management Chercheur Associé, Institut Français de Gouvernement des Entreprises [email protected] Bertrand Valiorgue ESC Clermont Chercheur Associé, Institut Français de Gouvernement des Entreprises [email protected] We thank the participants of the NIW2010 and AIMS 2010 workshops for their insightful comments. 1 "CONVENTION THEORY": IS THERE A FRENCH SCHOOL OF ORGANIZATIONAL INSTITUTIONALISM? ABSTRACT This paper highlights overlap and differences between Convention Theory and New Organizational Institutionalism and thus states the strong case for profitable dialog. It shows how the former can facilitate new institutional approaches. First, convention theory rounds off the model of institutionalized action by turning the spotlight to the role of evaluation in the coordination effort. -
At Least in Biophysical Novelties Amihud Gilead
The Twilight of Determinism: At Least in Biophysical Novelties Amihud Gilead Department of Philosophy, Eshkol Tower, University of Haifa, Haifa 3498838 Email: [email protected] Abstract. In the 1990s, Richard Lewontin referred to what appeared to be the twilight of determinism in biology. He pointed out that DNA determines only a little part of life phenomena, which are very complex. In fact, organisms determine the environment and vice versa in a nonlinear way. Very recently, biophysicists, Shimon Marom and Erez Braun, have demonstrated that controlled biophysical systems have shown a relative autonomy and flexibility in response which could not be predicted. Within the boundaries of some restraints, most of them genetic, this freedom from determinism is well maintained. Marom and Braun have challenged not only biophysical determinism but also reverse-engineering, naive reductionism, mechanism, and systems biology. Metaphysically possibly, anything actual is contingent.1 Of course, such a possibility is entirely excluded in Spinoza’s philosophy as well as in many philosophical views at present. Kant believed that anything phenomenal, namely, anything that is experimental or empirical, is inescapably subject to space, time, and categories (such as causality) which entail the undeniable validity of determinism. Both Kant and Laplace assumed that modern science, such as Newton’s physics, must rely upon such a deterministic view. According to Kant, free will is possible not in the phenomenal world, the empirical world in which we 1 This is an assumption of a full-blown metaphysics—panenmentalism—whose author is Amihud Gilead. See Gilead 1999, 2003, 2009 and 2011, including literary, psychological, and natural applications and examples —especially in chemistry —in Gilead 2009, 2010, 2013, 2014a–c, and 2015a–d. -
Jurisprudence--Philosophy Or Science Henry Rottschaefer
University of Minnesota Law School Scholarship Repository Minnesota Law Review 1927 Jurisprudence--Philosophy or Science Henry Rottschaefer Follow this and additional works at: https://scholarship.law.umn.edu/mlr Part of the Law Commons Recommended Citation Rottschaefer, Henry, "Jurisprudence--Philosophy or Science" (1927). Minnesota Law Review. 1465. https://scholarship.law.umn.edu/mlr/1465 This Article is brought to you for free and open access by the University of Minnesota Law School. It has been accepted for inclusion in Minnesota Law Review collection by an authorized administrator of the Scholarship Repository. For more information, please contact [email protected]. MINNESOTA LAW REVIEW Journal of the State Bar Association VOLUI%1E 11 MARCH, 1927 No. 4 JURISPRUDENCE- PHILOSOPHY OR SCIENCE By HENRY ROTTSCHAEFER* T WOULD perhaps be practically impossible to secure for any definition of the term Jurisprudence any very general accep- tance. It is doubtful whether there exists even any general agree- ment as to what subjects are within its scope. The problem of whether, and in what sense, it is to be considered philosophy or science, cannot, however, be discussed without adopting at least some tentative notion of its meaning that shall serve as the basis for the discussion. This can be more effectively done by a general description of the types of problem usually dealt with in treatises and courses on Jurisprudence than by framing a logically correct definition that secured accuracy and completeness by resort to a convenient vagueness. Investigation discloses its use to denote lines of inquiry having little in common other than a professed interest in general questions and problems concerning law and justice. -
What We Know About Growth Mindset from Scientific Research by Carissa Romero
What We Know About Growth Mindset from Scientific Research by carissa romero july 2015 Growth Mindset: What is It? A growth mindset is the belief that intelligence can be developed. Students with a growth mindset understand they can get smarter through hard work, the use of effective strategies, and help from others when needed. It is contrasted with a fixed mindset: the belief that intelligence is a fixed trait that is set in stone at birth. Why Does It Matter? about proving their ability or avoiding “looking dumb.” Students’ beliefs about intelligence have important This can lead students to avoid challenges and give up consequences for how they experience school when they struggle. But when students hold a growth and how they respond to setbacks and adversity. mindset, they may experience school as an exciting When students hold a fixed mindset, school can be place to grow, embracing challenges as opportunities a threatening place because they may be worried to develop mastery.1 FIXED MINDSET GROWTH MINDSET Belief that ability is a fixed trait that Belief that ability is malleable and can Definition cannot change be developed Effort is bad; if you’re smart, you Interpretation of effort Effort is good; it’s how you get better shouldn’t have to work hard What matters is looking smart, so you What matters is learning, so you can Motivation in school can prove your ability improve your ability Resilience; setback is a sign that you Behavioral response to Helplessness; setback is a sign that need to work harder or try academic setbacks you don’t have what it takes a new strategy Failure is the end of the story: time to Failure is the beginning of the story: time Meaning of failure give up to try again SOURCE: MASTER, A. -
Logical Fallacies Moorpark College Writing Center
Logical Fallacies Moorpark College Writing Center Ad hominem (Argument to the person): Attacking the person making the argument rather than the argument itself. We would take her position on child abuse more seriously if she weren’t so rude to the press. Ad populum appeal (appeal to the public): Draws on whatever people value such as nationality, religion, family. A vote for Joe Smith is a vote for the flag. Alleged certainty: Presents something as certain that is open to debate. Everyone knows that… Obviously, It is obvious that… Clearly, It is common knowledge that… Certainly, Ambiguity and equivocation: Statements that can be interpreted in more than one way. Q: Is she doing a good job? A: She is performing as expected. Appeal to fear: Uses scare tactics instead of legitimate evidence. Anyone who stages a protest against the government must be a terrorist; therefore, we must outlaw protests. Appeal to ignorance: Tries to make an incorrect argument based on the claim never having been proven false. Because no one has proven that food X does not cause cancer, we can assume that it is safe. Appeal to pity: Attempts to arouse sympathy rather than persuade with substantial evidence. He embezzled a million dollars, but his wife had just died and his child needed surgery. Begging the question/Circular Logic: Proof simply offers another version of the question itself. Wrestling is dangerous because it is unsafe. Card stacking: Ignores evidence from the one side while mounting evidence in favor of the other side. Users of hearty glue say that it works great! (What is missing: How many users? Great compared to what?) I should be allowed to go to the party because I did my math homework, I have a ride there and back, and it’s at my friend Jim’s house. -
David Lewis on Convention
David Lewis on Convention Ernie Lepore and Matthew Stone Center for Cognitive Science Rutgers University David Lewis’s landmark Convention starts its exploration of the notion of a convention with a brilliant insight: we need a distinctive social competence to solve coordination problems. Convention, for Lewis, is the canonical form that this social competence takes when it is grounded in agents’ knowledge and experience of one another’s self-consciously flexible behavior. Lewis meant for his theory to describe a wide range of cultural devices we use to act together effectively; but he was particularly concerned in applying this notion to make sense of our knowledge of meaning. In this chapter, we give an overview of Lewis’s theory of convention, and explore its implications for linguistic theory, and especially for problems at the interface of the semantics and pragmatics of natural language. In §1, we discuss Lewis’s understanding of coordination problems, emphasizing how coordination allows for a uniform characterization of practical activity and of signaling in communication. In §2, we introduce Lewis’s account of convention and show how he uses it to make sense of the idea that a linguistic expression can come to be associated with its meaning by a convention. Lewis’s account has come in for a lot of criticism, and we close in §3 by addressing some of the key difficulties in thinking of meaning as conventional in Lewis’s sense. The critical literature on Lewis’s account of convention is much wider than we can fully survey in this chapter, and so we recommend for a discussion of convention as a more general phenomenon Rescorla (2011). -
Conservatism and Pragmatism in Law, Politics and Ethics
TOWARDS PRAGMATIC CONSERVATISM: A REVIEW OF SETH VANNATTA’S CONSERVATISM AND PRAGMATISM IN LAW, POLITICS, AND ETHICS Allen Mendenhall* At some point all writers come across a book they wish they had written. Several such books line my bookcases; the latest of which is Seth Vannatta’s Conservativism and Pragmatism in Law, Politics, and Ethics.1 The two words conservatism and pragmatism circulate widely and with apparent ease, as if their import were immediately clear and uncontroversial. But if you press strangers for concise definitions, you will likely find that the signification of these words differs from person to person.2 Maybe it’s not just that people are unwilling to update their understanding of conservatism and pragmatism—maybe it’s that they cling passionately to their understanding (or misunderstanding), fearing that their operative paradigms and working notions of 20th century history and philosophy will collapse if conservatism and pragmatism differ from some developed expectation or ingrained supposition. I began to immerse myself in pragmatism in graduate school when I discovered that its central tenets aligned rather cleanly with those of Edmund Burke, David Hume, F. A. Hayek, Michael Oakeshott, and Russell Kirk, men widely considered to be on the right end of the political spectrum even if their ideas diverge in key areas.3 In fact, I came to believe that pragmatism reconciled these thinkers, that whatever their marked intellectual differences, these men believed certain things that could be synthesized and organized in terms of pragmatism.4 I reached this conclusion from the same premise adopted by Vannatta: “Conservatism and pragmatism[] . -
Ingenuity in Mathematics Ross Honsberger 10.1090/Nml/023
AMS / MAA ANNELI LAX NEW MATHEMATICAL LIBRARY VOL 23 Ingenuity in Mathematics Ross Honsberger 10.1090/nml/023 INGENUITY IN MATHEMAmCS NEW MATHEMATICAL LIBRARY PUBLISHED BY THEMATHEMATICAL ASSOCIATION OF AMERICA Editorial Committee Basil Gordon, Chairman (1975-76) Anneli Lax, Editor University of California, L.A. New York University Ivan Niven (1 975-77) University of Oregon M. M. Schiffer (1975-77) Stanford University The New Mathematical Library (NML) was begun in 1961 by the School Mathematics Study Group to make available to high school students short expository books on various topics not usually covered in the high school syllabus. In a decade the NML matured into a steadily growing series of some twenty titles of interest not only to the originally intended audience, but to college students and teachers at all levels. Previously published by Random House and L. W. Singer, the NML became a publication series of the Mathematical Association of America (MAA) in 1975. Under the auspices of the MAA the NML will continue to grow and will remain dedicated to its original and expanded purposes. INGENUITY IN MATHEMATICS by Ross Honsberger University of Waterloo, Canada 23 MATHEMATICAL ASSOCIATION OF AMERICA Illustrated by George H. Buehler Sixth Printing © Copyright 1970, by the Mathematical Association of America A11 rights reserved under International and Pan-American Copyright Conventions. Published in Washington by The Mathematical Association of America Library of Congress Catalog Card Number: 77-134351 Print ISBN 978-0-88385-623-9 Electronic ISBN 978-0-88385-938-4 Manufactured in the United States of America Note to the Reader his book is one of a series written by professional mathematicians Tin order to make some important mathematical ideas interesting and understandable to a large audience of high school students and laymen. -
Religiosity, Mindset, and Math Achievement
View metadata, citation and similar papers at core.ac.uk brought to you by CORE provided by DigitalCommons@CSP (Concordia University St. Paul) Concordia University St. Paul DigitalCommons@CSP Concordia University Portland Graduate CUP Ed.D. Dissertations Research 5-1-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland, [email protected] Follow this and additional works at: https://digitalcommons.csp.edu/cup_commons_grad_edd Part of the Education Commons Recommended Citation Luebke, K. (2019). Religiosity, Mindset, and Math Achievement (Thesis, Concordia University, St. Paul). Retrieved from https://digitalcommons.csp.edu/cup_commons_grad_edd/320 This Dissertation is brought to you for free and open access by the Concordia University Portland Graduate Research at DigitalCommons@CSP. It has been accepted for inclusion in CUP Ed.D. Dissertations by an authorized administrator of DigitalCommons@CSP. For more information, please contact [email protected]. Concordia University - Portland CU Commons Ed.D. Dissertations Graduate Theses & Dissertations 5-2019 Religiosity, Mindset, and Math Achievement Kathryn Luebke Concordia University - Portland Follow this and additional works at: https://commons.cu-portland.edu/edudissertations Part of the Education Commons CU Commons Citation Luebke, Kathryn, "Religiosity, Mindset, and Math Achievement" (2019). Ed.D. Dissertations. 305. https://commons.cu-portland.edu/edudissertations/305 This Open Access Dissertation is brought to you for free and open access by the Graduate Theses & Dissertations at CU Commons. It has been accepted for inclusion in Ed.D. Dissertations by an authorized administrator of CU Commons. For more information, please contact libraryadmin@cu- portland.edu. Concordia University–Portland College of Education Doctorate of Education Program WE, THE UNDERSIGNED MEMBERS OF THE DISSERTATION COMMITTEE CERTIFY THAT WE HAVE READ AND APPROVE THE DISSERTATION OF Kathryn Louise Luebke CANDIDATE FOR THE DEGREE OF DOCTOR OF EDUCATION Belle B. -
Guide on Article 9 of the European Convention on Human Rights
Guide on Article 9 of the European Convention on Human Rights Freedom of thought, Conscience and religion Updated on 30 April 2021 This Guide has been prepared by the Registry and does not bind the Court. Guide on Article 9 of the Convention – Freedom of thought, conscience and religion Publishers or organisations wishing to translate and/or reproduce all or part of this report in the form of a printed or electronic publication are invited to contact [email protected] for information on the authorisation procedure. If you wish to know which translations of the Case-Law Guides are currently under way, please see Pending translations. This Guide was originally drafted in French. It is updated regularly and, most recently, on 30 April 2021. It may be subject to editorial revision. The Case-Law Guides are available for downloading at www.echr.coe.int (Case-law – Case-law analysis – Case-law guides). For publication updates please follow the Court’s Twitter account at https://twitter.com/ECHR_CEDH. © Council of Europe/European Court of Human Rights, 2021 European Court of Human Rights 2/99 Last update: 30.04.2021 Guide on Article 9 of the Convention – Freedom of thought, conscience and religion Table of contents Note to readers .............................................................................................. 5 Introduction ................................................................................................... 6 I. General principles and applicability ........................................................... 8 A. The importance of Article 9 of the Convention in a democratic society and the locus standi of religious bodies ............................................................................................................ 8 B. Convictions protected under Article 9 ........................................................................................ 8 C. The right to hold a belief and the right to manifest it .............................................................. 11 D. -
Bias and Critical Thinking
BIAS AND CRITICAL THINKING Point: there is an alternative to • being “biased” (one-sided, closed-minded, etc.) • simply having an “opinion” (by which I mean a viewpoint that has subjective value only: “everyone has their own opinions”) • being neutral and not taking a position In thinking about bias, it is important to distinguish between four things: 1. a particular position taken on an issue 2. the source of that position (its support and basis) 3. the resistance or openness to other positions 4. the impact that position has on other positions and viewpoints taken by the person Too often, people confuse these four. One result is that people sometimes assume that taking any position on an issue (#1) is an indication of bias. If this were true, then the only way to avoid bias would be to not take a position but rather simply present what are considered to be facts. In this way one is supposedly “objective” and “neutral.” However, it is highly debatable whether one can really be objective and neutral or whether one can present objective facts in a completely neutral way. More importantly, there are two troublesome implications of such a viewpoint on bias: • the ideal would seem to be not taking a position (but to really deal with issues we have to take a position) • all positions are biased and therefore it is difficult if not impossible to judge one position superior to another. It is far better to reject the idea that taking any position always implies bias. Rather, bias is a function either of the source of that position, or the resistance one has to other positions, or the impact that position has on other positions and viewpoints taken. -
PRAGMATISM and ITS IMPLICATIONS: Pragmatism Is A
PRAGMATISM AND ITS IMPLICATIONS: Pragmatism is a philosophy that has had its chief development in the United States, and it bears many of the characteristics of life on the American continent.. It is connected chiefly with the names of William James (1842-1910) and John Dewey. It has appeared under various names, the most prominent being pragmatism, instrumentalism, and experimentalism. While it has had its main development in America, similar ideas have been set forth in England by Arthur Balfour and by F. C. S. Schiller, and in Germany by Hans Vaihingen. WHAT PRAGMATISM IS Pragmatism is an attitude, a method, and a philosophy which places emphasis upon the practical and the useful or upon that which has satisfactory consequences. The term pragmatism comes from a Greek word pragma, meaning "a thing done," a fact, that which is practical or matter-of-fact. Pragmatism uses the practical consequences of ideas and beliefs as a standard for determining their value and truth. William James defined pragmatism as "the attitude of looking away from first things, principles, 'categories,' supposed necessities; and of looking towards last things, fruits, consequences, facts." Pragmatism places greater emphasis upon method and attitude than upon a system of philosophical doctrine. It is the method of experimental inquiry carried into all realms of human experience. Pragmatism is the modern scientific method taken as the basis of a philosophy. Its affinity is with the biological and social sciences, however, rather than with the mathematical and physical sciences. The pragmatists are critical of the systems of philosophy as set forth in the past.