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  1. Equality of Education and Citizenship: Challenges of European Integration.Andreas Follesdal - 2008 - Studies in Philosophy and Education 27 (5):335-354.
    What kind of equality among Europeans does equal citizenship require, especially regarding education? In particular, is there good reason to insist of equality of education among Europeans—and if so, equality of what? To what extent should the same knowledge base and citizenship norms be taught across state borders and religious and other normative divides? At least three philosophical issues merit attention: The requirements of multiple democratic citizenships beyond the nation state; how to respect diversity while securing such equality and inculcating (...)
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  • Religious Experience, Archetypes, and the Neurophysiology of Emotions.James P. Henry - 1986 - Zygon 21 (1):47-74.
  • Civilisation and Social Formation: A Dichotomy in the Quest for Social Systems.Jaroslav Krejci - 1987 - History of European Ideas 8 (3):349-360.
  • Time-Binding Communication: Transmission and Decadence of Tradition.Jonathan M. Smith - 2007 - Ethics, Place and Environment 10 (1):107 – 119.
    This article sketches a theory of time-binding communication, which is to say communication that unifies widely separated times much as space-binding communication unifies widely separated places. Drawing from the work of Harold Innis, it first describes the function and character of time-binding communication as a means to social continuity. Then, following Alasdair MacIntyre and Michael Oakshott, it explains the nature and necessary circumstances of this sort of time-binding communication, or tradition. It discusses the character, consequences, and causes of decadence - (...)
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  • The Justification and Selection of Scientific Theories.James T. Cushing - 1989 - Synthese 78 (1):1 - 24.
    This paper is a critique of a project, outlined by Laudan et al. (1986) recently in this journal, for empirically testing philosophical models of change in science by comparing them against the historical record of actual scientific practice. While the basic idea of testing such models of change in the arena of science is itself an appealing one, serious questions can be raised about the suitability of seeking confirmation or disconfirmation for large numbers of specific theses drawn from a massive (...)
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  • Leadership in the East and West: A Few Examples.Debangshu Chakraborty - 2003 - Journal of Human Values 9 (1):29-52.
    The author has attempted to explore historical evidence to seek insights into differences in temperament and ethos between the Eastern and the Western leadership styles. In the process a comparative study of eight personalities, comprising nation builders, businessmen, entrepreneurs and politicians, has been done. These leaders have been selected in terms of their social milieu, standing the test of time, having given a sense of direction to their organizations and their leadership qualities, instead of just skills. It has been observed (...)
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  • Conservatism, Creativity and Social Change: David Loye's Dialogical Perspective.Alfonso Montuori - 1997 - World Futures 49 (1):19-30.
    (1997). Conservatism, creativity and social change: David Loye's dialogical perspective. World Futures: Vol. 49, The Dialatic of Evolution: Essays in Honor of David Loye, pp. 19-30.
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  • A Brief History of History: Some Models of History and Lessons for Leadership and Management.Subhash Sharma - 2005 - Asian Journal of Management Cases 11 (2):123-137.
    Taking a managerial perspective, this article presents some models of history with a view to draw lessons for leadership and management of organizations and institutions. The suggested models include: evolution of human thought in terms of religions, science and spirituality and their convergence; transitions in society from kingdom–state to nation–state to corporates as state and beyond; creativity view of history; dignity struggle and liberation view of history; ‘fall of the fittest’ view of history; and the swastika analysis of history. The (...)
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  • Evolutionary Learning for a Post-Industrial Society: Knowledge, Creativity & Social Ecology.Alfonso Montuori - 1993 - World Futures 36 (2):181-202.
    (1993). Evolutionary learning for a post‐industrial society: Knowledge, creativity & social ecology. World Futures: Vol. 36, Evolutionary Consciousness, pp. 181-202.
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