European universities must face the challenge of diversity and design inclusive practices to address it as part of their social responsibility. However, not all universities are doing the same in terms of diversity practices, so it is important to gather the perceptions of the protagonists. To this end, we have analysed university faculty's perceptions using a mixed model with a concurrent methodological strategy, including an ad hoc questionnaire validated with 880 educators, as well as 17 semi‐structured interviews. The triangulation of these two instruments allowed us to analyse three key dimensions associated with the idea of attention to diversity in the university: diversity concept or culture, policies and programmes of the institution, and inclusive educational practices. The conclusion is that faculty members are positively predisposed to get involved in the process of attention to diversity in all three dimensions, especially in the design of inclusive teaching practices such as the UDL (universal design for learning), although they do point out that it is important to systematise diversity policies in research, innovation, and teaching to keep promoting the social commitment and responsibility of higher education institutions.
Rural youth is a specific social group of the population aged 14-35 years (Ukrainian legislation) living in rural areas. Young people from rural areas are the main human resource that would provide the development of agriculture in the period of food and environmental global crises. Important for development of the agricultural sector of Ukraine, the production of environmentally safe and quality food and save the most valuable resource Ukrainian − fertile soil depends on the moral and professional qualities of rural youth. In addition, rural youth is guardian of national traditions, culture and spirituality. Therefore, education conscious, responsible attitude to rural youth: the environment; agricultural labor; their village or region, the people is one of the most important challenges of our time. The problem of moral responsibility education of rural youth has not been developed enough yet.The purpose of the article is pedagogical training conditions substantiation of moral responsibility of rural youth.One of the important characteristics of rural youth is that they wish to live and work in rural areas. This characteristic feature and the specific rural areas incorporated in identifying and substantiation pedagogical conditions of formation of moral responsibility. In view of the above, the pedagogical conditions of formation of moral responsibility, primarily include: 1) motivation of rural youth to morally responsible behavior, it provides a range of needs updating (played by civic duty, harmonious coexistence with nature, maintaining their health, professional self-construction of family affiliation, subject to legal and moral norms, etc. 2) consideration of the forms, methods and means of forming of moral responsibility sociocultural specificity of rural development. We take into account the undeniable fact - the village has a specific hierarchy of values, interpersonal relations, material culture, business and economic basis of life, school life, culture and spiritual beliefs, a system of self-governance and so on. 3) formation of moral responsibility in the team, using all educational opportunities organized community (joint activities, formal and informal interpersonal contacts, values members of socially significant purpose and common labor for its achievement, public opinion, responsible relationships of dependence, governments, educational effect of parallel action); 4) transfer of rural youth knowledge about moral responsibility, this follows from the basic educational principle of the unity of consciousness and behavior when knowledge, attitudes adopted by scientific information about the moral norm or rule, types of moral responsibility and the concepts that are associated with them - nature, personal health, family, profession right, law, custom, tradition, patriotism, - define moral and responsible behavior; 5) formation of of moral responsibility in the work, it imposes on the subject, the subject-media reform activities, responsible for its result; 6) formation of moral beliefs based on noosferogeneza, philosophical and ideological system that focuses on human activity and an important priority of our time - the preservation of life on Earth.Thus, we have identified six pedagogical conditions, and to ensure efficiency which determines the formation of of moral responsibility rural youth.
This article investigates the theoretical and practical aspects of tax morale among households in European Union countries. The attitude of households on tax payment is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household-level data received from the World Values Survey and the European Values Study. Weak tax morale among European Union households is mainly determined by the perception of corruption, disrespect to one's own country and parliament. Additionally, a household's tax morale depends on age, gender, religiousness, level of income and education. Based on the findings of this article, a more precise policy guidance is presented.
This article investigates the theoretical and practical aspects of tax morale among households in European Union countries. The attitude of households on tax payment is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household-level data received from the World Values Survey and the European Values Study. Weak tax morale among European Union households is mainly determined by the perception of corruption, disrespect to one's own country and parliament. Additionally, a household's tax morale depends on age, gender, religiousness, level of income and education. Based on the findings of this article, a more precise policy guidance is presented.
This article investigates the theoretical and practical aspects of tax morale among households in European Union countries. The attitude of households on tax payment is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household-level data received from the World Values Survey and the European Values Study. Weak tax morale among European Union households is mainly determined by the perception of corruption, disrespect to one's own country and parliament. Additionally, a household's tax morale depends on age, gender, religiousness, level of income and education. Based on the findings of this article, a more precise policy guidance is presented.
This article investigates the theoretical and practical aspects of tax morale among households in European Union countries. The attitude of households on tax payment is assessed quantitatively by employing a dichotomous logit-probit regression analysis. The research is based on household-level data received from the World Values Survey and the European Values Study. Weak tax morale among European Union households is mainly determined by the perception of corruption, disrespect to one's own country and parliament. Additionally, a household's tax morale depends on age, gender, religiousness, level of income and education. Based on the findings of this article, a more precise policy guidance is presented.
Observations about British politics are here derived from a study of relations between ideology & policy in the debate concerning comprehensive schools in Britain (1944-70). The issues of consensus, adaptability, influence of professionalism on ideology & policy, ideological change, & the Labour & Conservative party images are treated. An inevitable connection between ideology & politics is demonstrated. Particularly in education, arguments prevail in which centrality is given to moral prescriptions, because of the close relation between fundamentals bearing on education & the overall ideological orientation. Both parties dislike fundamental principles, just as they avoid creating a long-lasting gap between policies & ideologies. On emergence of a gap, each party hastened to close it; if possible by adapting policies to ideologies. The consensus which prevailed at short periods was a result of pragmatic considerations & was limited to the policy level. AA.
Currently, politicians, university representatives, scholars and leading NGOs share a strong belief in the ability of educational systems to generate positive attitudes to sustainable development (SD) among citizens, with the idea of Education for Sustainable Development (ESD) as perhaps the most apparent expression of this conviction. The aim of this paper is to investigate whether ESD might have the intended effects on teacher education students. More specifically, we account for the results from a panel study on the effects of a course on SD held in autumn 2010 at the University of Gothenburg (n = 323) on teacher education students. The surveys consisted of questions about the students' concerns about various issues, including issues related to SD, and their attitudes towards SD and views of moral obligations to contributing to SD. The study included a control group (n = 97) consisting of students from the teacher-training programme at University West, which had not and did not include ESD. We find positive effects of ESD on almost all attitudes and perceptions, including e.g., personal responsibility in relation to SD and willingness to contribute to SD, while there is no noticeable effect in the control group. We conclude the paper by discussing the implications of our results for the idea of ESD in teacher training programmes at Swedish higher education institutions.
Tax morale is defined as the intrinsic motivation to pay taxes, and is closely related to tax compliance. Determinants of tax morale need to be investigated for a more comprehensive understanding of tax compliance. In this paper, determinants of tax morale in Turkey and Spain are analysed on the basis of World Values Survey data. Firstly, descriptive statistics of the variables used in the models are provided. Since tax morale is an ordered categorical dependent variable, ordered probit models are estimated separately for Turkey and Spain to derive the relations between tax morale and relevant variables. Marginal effects are computed since the coefficients of the models cannot be interpreted because of the nonlinearity of the estimated models. The marginal effects related to the top level of tax morale category are presented. The independent variables are combined by demographic factors, employment categories, economic status of the respondents and social capital variables. The findings from the estimated model suggest that social capital variables and some of the demographic factors have important effects on tax morale in Turkey. Confidence variables have positive effects; if taxpayers feel confidence in political entities they are willing to pay taxes. Religion and national pride affect tax morale positively. On the other hand, the results are different for Spain; social capital variables do not have effects on tax morale. Specifically, confidence variables are found to be statistically insignificant. Age, education level and the income level have significant effects on tax morale in Spain.
Most comparisons of Thomas Hobbes and Baruch Spinoza focus on the difference in understanding of natural right. We argue that Hobbes also places more weight on a rudimentary and exclusive education of the public by the state. We show that the difference is related to deeper disagreements over the prospect of Enlightenment. Hobbes is more sanguine than Spinoza about using the state to make people rational. Spinoza considers misguided an overemphasis on publicly educating everyone out of superstition—public education is important, but modes of superstition may remain and must be offset by institutions and a civil religion. The differences are confirmed by Spinoza's interest in the philosopher who stands apart and whose flourishing may be protected, but not simply brought about, by rudimentary public education. Spinoza's openness to a wisdom-loving elite in a democracy also sets up an interesting parallel with Thomas Jefferson's own commitment to the natural aristocracy needed to sustain republicanism. In demonstrating the 17th century philosopher's skepticism toward using the state exclusively to promote rationality, even as he recognizes the importance of a sovereign pedagogical role and the protection of philosophy, we move to suggest that Spinoza is relevant to contemporary debates about public education and may reinvigorate moral and political discourse in a liberal democracy.
The main objective of this article is to demonstrate why despite the growing interest in justifying AI's trustworthiness, one can argue for AI's reliability. By analyzing why trustworthiness ethics in Nickel's sense provides some wellgrounded hints for rethinking the rational, affective and normative accounts of trust in respect to AI, I examine some concerns about the trustworthiness of Savulescu and Maslen's model of moral AI as an adviser. Specifically, I tackle one of its exemplifications regarding Klincewicz's hypothetical scenario of John which is refracted through the lens of the HLEG's fifth requirement of trustworthy artificial intelligence (TAI), namely, that of Diversity, non-discrimination and fairness.
What is day-to-day life like for people with profound intellectual and multiple disabilities who live in group homes? How do they express their desires and wishes? How do care workers think about them and treat them? Do they have basic rights to activities most of us take for granted: activities like sociability, sexuality, and moral affirmation? Narrowed Lives is an illuminating portrait of what life is like in Finnish group homes where adults who have profound intellectual and multiple disabilities live their lives. Based upon ethnographic data, it documents how care workers strive to guarantee individuality and dignity against a backdrop of scarce resources and misguided policies. This book argues that the lives of people with profound disabilities need not be determined by their impairments. It calls for a re-evaluation of disability policy so that its underlying conviction of people with profound intellectual and multiple disabilities as equally valuable fellow humans would materialise in practice. This novel and accessible book combines ethnography and philosophy, and will be of interest to researchers and students in disability studies, special education and philosophy, as well as parents, professionals and policy makers. Endorsements from Readers For people with profound intellectual and multiple impairments, what is a good life? Who is responsible for trying to ensure that such a life is possible? This sobering, no-nonsense book about individual people who live in Finnish care homes is a timely and vital contribution to thinking about both the possibilities and the limitations of care, empathy and moral engagement. — Don Kulick, Distinguished University Professor of Anthropology, Uppsala University This important book boldly challenges many pervasive and harmful assumptions about people with profound disabilities. Through powerful illustrations of how the external world can constrain, limit, and deny the worth of disabled persons, the authors confront difficult but essential questions that must be asked in order to combat ableism and enable flourishing. By combining philosophical analysis with in-depth research into lived experience and relationships, this book is a call to critically reconsider how meaning is assigned, and how moral values are embodied in everyday practices. Narrowed Lives boldly asserts that the varied and complex lives of people with profound disabilities need not be narrow at all. — Licia Carlson, Professor of Philosophy, Providence College Provocative… this book provides answers to questions of the human that unconsciously abound in any conception of intellectual disability and, crucially, urges all researchers to consider the lives of people with intellectual disabilities. — Dan Goodley, Professor of Disability Studies and Education, University of Sheffield
