Recent reviews show a rapid increase in the corporate social responsibility communication literature. However, while mapping the literature and the field of CSR communication, they do not fully capture the evolutionary character of this emerging interdisciplinary endeavour. This paper seeks to fill this gap by presenting a follow-up study of the CSR communication literature from a dynamic perspective, which focuses on micro-discursive changes in the field. A bibliometric approach and frame theory are used to examine continuities in the development of (...) field ‘frames’ in three consecutive periods between 2002 and 2016. The article highlights the growing fragmentation of the CSR communication field over time and the existence of 11 distinct frames during the field’s emergence, whereby the two most prominent in the three time periods are the reporting and business case frames. Regardless, they are subjected to discursive changes as well. For example, they become split into stakeholder-focused, business case and institutionalisation frame and contested by the constitutive logic, respectively. The paper argues that interdisciplinary fields like CSR communication can rarely exist without contestation. It also shows that micro-framing processes such as fragmentation, merging and extension visibly shape the identified field frames and the overall discursive dynamic of the CSR communication field while investigating their value for sustaining the field’s polyphonic state and further development. The study findings suggest that additional cross-fertilisation processes between the CSR communication literature and sustainability and digital communication research hold the potential to influence the next stage of the field’s discursive evolution. (shrink)

The open future view is the common-sense view that there is an ontological difference between the past, the present, and the future in the sense that the past and the present are real, whereas the future is not yet a part of reality. In this paper we develop a theory in which the open future view is consistently combined with special relativity. Technically, the heart of our contribution is a logical conservativity result showing that, although the open future view is (...) not definable inside the causal geometry of Minkowski space-time, it can be conservatively added to it. (shrink)

This article explores the influence of the Catholic church on educational policy, more specifically on sex education, in Croatia. It explores tensions between secular and religious discourses regarding the introduction of a sex education programme supported by the Catholic church into Croatian schools. The presence of the Catholic doctrine in the educational system provided the basis for the introduction of sex education with a religious framework, namely the GROZD sex education programme. The GROZD programme triggered a public discussion that soon (...) became a polarization between liberal and traditional discourses. In the discussion, the traditional/catholic value system was used as a justification for the introduction of a sex education programme that was seen by opponents as harmful. (shrink)

Apology An apology is the act of declaring one’s regret, remorse, or sorrow for having insulted, failed, injured, harmed or wronged another. Some apologies are interpersonal (between individuals, that is, between friends, family members, colleagues, lovers, neighbours, or strangers). Other apologies are collective (by one group to another group or by a group to an […].

The paper aims to elucidate the elementary premises of Ludwig Wittgenstein’s Philosophical Investigations based on the principle of “language games” through the prism of intertextuality within which his book leads an active dialogue with other texts, by its content belonging to the field of philosophy of language. Wittgenstein’s theory in which examined are the questions of the essence of language, philosophy and meaning, intertwines with the most relevant linguistic movements and theories – especially when the problem of specific perspective on (...) the world is considered, the comparison of language and chess game, as well as the thinking about the inner language, a relation between language and thinking and deep and surface structures. Wittgenstein is being linked to Humboldt, then with the founder of general linguistics de Saussure, Vygotsky and his work Thinking and Speech, and Chomsky’s generative-transformative theory. Since Wittgenstein’s philosophy as a specific paradigm had a response in literature, Julio Cortázar’s Hopscotch, being a representative of postmodern novel, will be used as a form of language review and illustration of the described philosophical game. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...) and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

Islamic philosophy; Sufism; Morocco; history.

1960-ih i 1970-ih godina odbačeno je viđenje znanosti kao neutralne i bez utjecaja klase, rase, roda, nacionalnosti i politike. Neki od pokreta, koji su usmjereni na društvenu upotrebu znanosti, prepoznali su znanost kao produženu ruku kapitalističkog poretka i sredstvo eksploatacije te je proglasili suučesnicom u podčinjavanju žena, manjina i nerazvijenih zemalja. Jedan od tih pokreta je feministički. Do pojave ovih kritika znanost je bila shvaćena kao objektivna i vrijednosno neutralna.1970-ih godina suvremena feministička teorija podastrijela je kritički teorijski koncept roda predstavljen (...) kao način razlikovanja društvene konstrukcije maskulinosti i femininosti od bioloških kategorija muškog i ženskog. Polazeći od toga i usvojivši socijalni konstruktivizam, feministkinje su artikulirale feminističku teoriju stajališta koja pokušava konstruirati znanje iz perspektive života žena. Navedeni su bitni momenti zbog kojih je nepristranost u znanosti dosad bila onemogućena. Ključna postavka epistemologije stajališta sadrži tezu da epistemologija neutralnog, nezainteresiranoga promatrača svijeta treba biti zamijenjena epistemologijom senzibilnom na sve specifičnosti socijalnoga konteksta, a u slučaju feminističke inačice ove teorije drži se da način na koji žene doživljavaju društveni život daje jedinstveni uvid u način funkcioniranja društva, a stajalište žena, ili feminizma, manje je pristrano i iskrivljeno, za što se navode brojni razlozi.The view of science as neutral and not subject to the influence of class, race, gendernationality and politics, was largely rejected during the 1960s and 1970s. Certainmovements that focused on the social use of science had recognized science as a vehicleof the capitalist movement and as a means of exploitation, pronouncing sciencean extended accomplice to the subordination of women, minorities, and underdevelopedcountries. One of these movements is the feminist movement. Prior tothe criticism of these movements, science was thought of as objective and valueneutral.Modern feminist theory in the 1970s submitted a critical and theoretical concept ofgender presented as a way of differentiating between the social construction of mas-culinity and femininity and the biological categories of male and female. Using thisconcept as a starting point and incorporating social constructivism, the feministshave articulated the feminist standpoint theory which attempts to construct knowledgefrom the perspective of women’s lives. They stated key moments that have preventedthe impartiality of science. The key concept of the standpoint epistemologyincorporates the thesis that there exists a need to replace the epistemology of theneutral, disinterested observer of the world with the epistemology sensitive to allspecificities of the social context. The feminist version of the theory states that theway women experience social life gives them a unique view to the way the societyfunctions, and that the women’s, or feminist’s standpoint is less biased and distorted,for which they offer a number of arguments. (shrink)

This multi-faceted collection of women's perspectives on the renaissance in philosophical practices provides an international overview on the professional practice of philosophical counseling as rooted in the ancient philosophical discipline of life and its essential difference from modern mainstream philosophy.

The emerging area of network biology is seeking to provide insights into organizational principles of life. However, despite significant collaborative efforts, there is still typically a weak link between biological and computational scientists and a lack of understanding of the research issues across the disciplines. This results in the use of simple computational techniques of limited potential that are incapable of explaining these complex data. Hence, the danger is that the community might begin to view the topological properties of network (...) data as mere statistics, rather than rich sources of biological information. A further danger is that such views might result in the imposition of scientific doctrines, such as scale-free-centric (on the modeling side) and genome-centric (on the biological side) opinions onto this area. Here, we take a graph-theoretic perspective on protein-protein interaction networks and present a high-level overview of the area, commenting on possible challenges ahead. (shrink)

Knowledge, theory of; philosophy, modern.

This edited collection responds to the contemporary need for deeper analysis and rethinking of the relation between education and emancipation in a world beset by social, digital, educational and ecological crises. Among the diverse interdisciplinary perspectives explored are: rethinking the Anthropocene in the time of environmental emergency, the concept of relational thinking as emancipatory practice and a more encompassing concept of relational pedagogy that includes questions about the environment and digitalisation, the notion of indoctrination from the perspective of political education, (...) reconnecting with the body as a form of emancipatory education and how schools reproduce socio-cultural ideologies in synergy with material and visual culture. The book chapters also consider the role of social media, postcolonialism and feminism in understanding emancipatory education and a historical reception of John Dewey’s ideas in other than Western contexts. This volume will be of interest to those seeking well-known as well as further and novel acquaintance with the philosophical and critical issues surrounding different forms and ideas of emancipation and/or/through education, including related practical propositions and examples. Educators, scholars in education, social justice, philosophy, sociology and curriculum developers will find this collection valuable in contemplating, practising and theorising the futures of emancipatory education across contexts and themes. (shrink)

We propose a new relational direction in higher education that acknowledges external and internal images as integrated in thinking and learning. We expand educational theory and practice that commonly rely on discrete conceptual developments that exclude images. Our argument epistemologically relies on certain semiotic views that consider the role of iconic signs and iconicity (meaning making by the virtue of similarity) as significant in relation to knowledge and learning. The analogical and imaginative work required to discover similarity between external pictures (...) and any educational concept is a form of iconic mind work that opens a space for transformational thinking and creative solutions. The novelty of our argument lies in the schematic philosophy of mind by C.S. Peirce, and specifically, an adaptation of Peirce’s triadic sign diagram for learning, exemplified via an ‘inquiry graphic’ sign and reflective method. This outlook seeks connections in diversity, arguing for an education that acknowledges and teaches intrinsic human relatedness to other humans, beings and things in the environment, thus challenging any notions of anthropocentrism and superiority. It calls for a reaction in international higher education to acknowledge the iconicity of concepts and thinking and embrace integrated image-concept signs for deep and critical teaching-learning, towards a modest educational contribution to counteracting social and environmental crises. (shrink)

The enslavement of Africans did strike the young, hopeful and radical Romantic poets of nineteenth-century England as the most blatant example of human oppression and the clearest example of humans being deprived of liberty. Although their poetry refers to and draws on the imagery of African slavery, the major poetic figures of the Romantic Movement in England rarely spoke directly against the slave trade and colonial slavery. Thus the issue of slavery, the transatlantic trade, and Britain's role in it, though (...) well established in the nineteenth-century historical context, remained a subject only partially explored by the English Romantic poets, who were, at the time, more preoccupied with British domestic policy and the enslavement of their own nation. (shrink)

Istraživanje daje uvid u glavne dimenzije i aspekte roditeljskog ponašanja roditelja djece s poremećajem iz spektra autizma s obzirom na prisutnost/neprisutnost nepoželjnih ponašanja djece, temeljem samoprocjene. Istraživanje je provedeno na uzorku od N=121 roditelja djece s PSA iz Dalmacije. Rezultati su ukazali na prisutnost restriktivne kontrole i kažnjavanja kada su prisutna nepoželjna ponašanja, dok roditelji čija djeca nemaju nepoželjna ponašanja pokazuju više autonomije za svoje dijete, imaju veće roditeljsko znanje i primjenjuju induktivno rezoniranje. U raspravi se ističe značaj osobnih karakteristika (...) roditelja i partnerstva, kvalitete podrške te znanstveno utemeljenih intervencija i roditeljskog znanja za roditeljsko ponašanje. Predlažu se smjernice za učinkovite intervencije na nepoželjna ponašanja djeteta te poželjne odrednice roditeljskog ponašanja. Također, navode se ograničenja provedenog istraživanja i prijedlozi za buduća istraživanja. The research provides insight into the main dimensions and aspects of behavior of parents of children with autism spectrum disorder with regard to the presence/absence of challenging behavior patterns in children, according to the parents’ self-assessment. The research was conducted on a sample of N=121 parents of children with autism spectrum disorder from the Croatian region of Dalmatia. The results indicate the presence of such parental behaviors as restrictive control and punishment when challenging behaviours are present. On the other hand, the parents whose children do not exhibit challenging behaviors give their child more autonomy, have greater parental knowledge and apply inductive reasoning. The discussion section of the paper emphasizes the importance of parents’ personal characteristics and partnerships, the quality of support, scientifically based interventions, and parental knowledge for parental behavior. Guidelines for empowering parents on effective interventions in cases of challenging behaviors, desirable determinants and aspects of parental behavior, work on personal growth and the quality of relationships are proposed along with suggestions for future research as well as limitations of the conducted research. (shrink)

The research provides insight into the main dimensions and aspects of behavior of parents of children with autism spectrum disorder with regard to the presence/absence of challenging behavior patterns in children, according to the parents’ self-assessment. The research was conducted on a sample of N=121 parents of children with autism spectrum disorder from the Croatian region of Dalmatia. The results indicate the presence of such parental behaviors as restrictive control and punishment when challenging behaviours are present. On the other hand, (...) the parents whose children do not exhibit challenging behaviors give their child more autonomy, have greater parental knowledge and apply inductive reasoning. The discussion section of the paper emphasizes the importance of parents’ personal characteristics and partnerships, the quality of support, scientifically based interventions, and parental knowledge for parental behavior. Guidelines for empowering parents on effective interventions in cases of challenging behaviors, desirable determinants and aspects of parental behavior, work on personal growth and the quality of relationships are proposed along with suggestions for future research as well as limitations of the conducted research. (shrink)

Na tragu pitanja o tome što znači biti plesni pedagog, cilj ovoga rada bio je ispitati neke odrednice profesije plesnog pedagoga te prikazati način na koji plesni pedagozi progovaraju o onom ‘pedagoškom’ u svojoj profesiji. Primjenom kvalitativnog istraživanja te metodom dubinskog intervjua s plesnim pedagozima koji djeluju u različitim područjima odgojno-obrazovnog i umjetničkog rada, nastojalo se je opisati i analizirati područje njihova rada, odgojnog djelovanja te odgojne vrijednosti koje oni u svome radu afirmiraju. Temeljem kvalitativne analize podataka i primjenom interpretativne (...) fenomenološke analize u bogatom empirijskom narativu identificirano je pet tema: poimanje plesa kao dimenzije umjetničkog i odgojnog djelovanja, odrednice pedagoškog rada, značenje pedagoške uloge, transformacija umjetničke prakse u pedagošku praksu i posebnost odgojno-obrazovne metode. Rezultati istraživanja govore o tome kako plesni pedagozi doživljavaju i tumače svoj pedagoški rad – prije svega kao odgojni rad u kojemu se događa spoj umjetnosti i pedagogije pri čemu je naglašeno njihovo pedagoško umijeće kao neraskidivi dio profesionalnog habitusa plesnog pedagoga. Following the question of what it means to be a dance pedagogue, the aim of this paper was to examine some determinants of the profession of dance pedagogue and to establish the meaning and understanding of the way dance pedagogues speak about the ‘pedagogical’ in their profession. By applying qualitative research and the method of in-depth interviews with dance pedagogues who work in different fields of education and art, we tried to describe and analyse the area of their work, their educational activities, and values they promote in their work. As a result of the qualitative analysis and the interpretative phenomenological analysis of the rich narratives, we have identified five topics: the notion of dance as a dimension of artistic and educational activity; the determinants of pedagogical work; the meaning of pedagogical role; the transformation of artistic practice into pedagogical practice; the distinguishing characteristic of the educational method. The results point to the conclusion that dance pedagogues see their work as a primarily educational work that combines art and pedagogy. The pedagogical knowledge of the dance pedagogues is an inseparable part of their professional habitus. (shrink)

Following the question of what it means to be a dance pedagogue, the aim of this paper was to examine some determinants of the profession of dance pedagogue and to establish the meaning and understanding of the way dance pedagogues speak about the ‘pedagogical’ in their profession. By applying qualitative research and the method of in-depth interviews with dance pedagogues who work in different fields of education and art, we tried to describe and analyse the area of their work, their (...) educational activities, and values they promote in their work. As a result of the qualitative analysis and the interpretative phenomenological analysis of the rich narratives, we have identified five topics: the notion of dance as a dimension of artistic and educational activity; the determinants of pedagogical work; the meaning of pedagogical role; the transformation of artistic practice into pedagogical practice; the distinguishing characteristic of the educational method. The results point to the conclusion that dance pedagogues see their work as a primarily educational work that combines art and pedagogy. The pedagogical knowledge of the dance pedagogues is an inseparable part of their professional habitus. (shrink)

The present volume is dedicated to the Wei Jin and Southern and Northern Dynasties (220â "589 AD), which is generally regarded as one of the most fascinating phases in Chinese history. The collection opens new theoretical and methodological pathways in sinological studies, bringing to the forefront a new idea of intercultural encounters based upon a culture of recognition. It highlights the significance of transition in the making of Chinese culture and history, revises prevailing historical approaches in the study and research (...) of China and develops and enhances existing theories or methodologies in this specific area of research. The wide diversity of contributions to the present volume reflects the multifaceted potential for creativity and renewal of this period. The focus is upon the interaction of ideas, researches and perspectives concerning a broad scope of relevant and significant issues in contemporary sinology. In order to understand this diversity, a wide range of cultural, theoretical and historical aspects are considered. The book reveals a new image of the period, thereby undermining the absolute authority and putative objectivity of common historical sources and interpretations. It shows that this was a period rich with political, economic, cultural and theoretical achievements that would prove decisive for the future development of Chinese culture and society. (shrink)