A fundamental discussion in lower-level undergraduate neuroscience and psychology courses is Descartes’s “radical” or “mind-body” dualism. According to Descartes, our thinking mind, the res cogitans, is separate from the body as physical matter or substance, the res extensa. Since the transmission of sensory stimuli from the body to the mind is a physical capacity shared with animals, it can be confused, misled, or uncertain (e.g., bodily senses imply that ice and water are different substances). True certainty thus arises from within (...) the mind and its capacity to doubt physical stimuli. Since this doubting mind is a thinking thing that is distinct from bodily stimuli, truth and certainty are reached through the doubting mind as cogito ergo sum, or the certainty of itself as it thinks: hence Descartes’s famous maxim, I think, therefore I am. However, in the last century of Western philosophy, with nervous system investigation, and with recent advances in neuroscience, the potential avenues to explore student’s understanding of the epistemology and effects of Cartesian mind-body dualism has expanded. This article further explores this expansion, highlighting pedagogical practices and tools instructors can use to enhance a psychology student’s understanding of Cartesian dualistic epistemology, in order to think more critically about its implicit assumptions and effects on learning. It does so in two ways: first, by offering instructors an alternative philosophical perspective to dualistic thinking: a mind-body holism that is antithetical to the assumed binaries of dualistic epistemology. Second, it supplements this philosophical argument with a practical component: simple mind-body illusions that instructors may use to demonstrate contrary epistemologies to students. Combining these short philosophical and neuroscience arguments thereby acts as a pedagogical tool to open new conceptual spaces within which learning may occur. (shrink)

The main goal of this paper is to exhibit the role of the concept of human nature for the ethical orientation of organizational life. Therefore, after presenting some definitions of the concepts of human nature, which depict the complexity of these phenomena, some models of the concepts of human nature are described. Furthermore, the setting of the concepts of human nature in the organizational life is discussed. Those concepts can be perceived as a deep-structure of the organizational life, having an (...) impact not only on the individual behaviour of employees and managers (like sensibility for human emotions, pro-social engagement, communication style), but also affecting their moral competence and influencing whole organizational culture – image of the organization, preferred management strategies and the way of perceiving justice. Those elements play crucial role in ethical attitude of the organization because all those variables support the efficacy of ethical rules and most of them are part of ethical code and corporate ethical code. Therefore, it is necessary for an organization to consider implicit and explicit concepts of human nature on which the organizational culture is based and support those concepts, which enables the ethical conduct of the organization and being alert especially to the consequences of materialistic/egoistic and competitive concepts of human nature. The theses discussed in the paper are supported by some empirical research studies conducted in this field. (shrink)