Our aim is to analyze the position of the leader in relation to the ethical dimension of truth-telling within the organization under his/her control. Based on Michel Foucault’s study of truth-telling, we demonstrate that the role of the leader toward the corporation and the imperative of organizational performance place the leader in an ambiguous position: he/she is obliged to take the lead in “telling the truth” internally and externally, but also to bear the consequences of this “truth-telling” for the organization (...) and for himself/herself. In this process of construction and implementing the truth, the leader is organizer and figurehead of the corporation’s truth-telling practices: determining the frontiers between truth that can be said and that which should remain hidden, both inside and outside the corporation; establishing a dialogue based on truth ; guaranteeing that the rules of truth-telling are respected; and offering a truth which is compatible with the firm’s economic and ethical interest. Invested with the authority—the office—of managing truth within the corporation, the leader can be considered to be the “Chief Truth Officer.” From this perspective, we demonstrate that this role requires specific skills, like courage and practical wisdom. (shrink)

Plato’s Apology of Socrates contains a spirited account of Socrates’ relationship with the city of Athens and its citizens. As Socrates stands on trial for corrupting the youth, surprisingly, he does not defend the substance and the methods of his teaching. Instead, he simply denies that he is a teacher. Many scholars have contended that, in having Socrates deny he is a teacher, Plato is primarily interested in distinguishing him from the sophists. In this article, I argue that, given the (...) historic educational transformation in Socrates’ and Plato’s lifetimes, Socrates’ denial is far more complex and far reaching than the Socrates-versus-the-sophists distinction indicates. Socrates suggests that Athenians have failed to recognize that there were various types among the new educators of fifth century Athens: orators, sophists, natural philosophers and, perhaps, a philosopher like Socrates. Further, the traditional education, which the Athenians believed was threatened by the new educators, was itself fractured. Ultimately, rather than offering a straightforward distinction between philosophizing and teaching, Socrates and the sophists, Plato treats the question of teaching aporectically in Apology; that is, after pointing to various alternatives for understanding the nature of teaching, Plato concludes the work without offering a clear resolution to that question. (shrink)

This article examines the role of emotion experience in both rational action and self-knowledge. A key distinction is made between emotion experiences of which we are unaware, and those of which we are aware. The former motivate action and color our view of the world, but they do not do so in a rational way, and their nonreflective nature obscures self-understanding. The article provides arguments and evidence to support the view that emotion experiences contribute to rational action only if one (...) is appropriately aware of them (because only then does one have the capacity to inhibit one's emotional reactions). Furthermore, it is argued that awareness of emotion increases self-knowledge because it is a source of information about our biases. (shrink)