In this conceptual paper we argue that, to date, principles of responsible management have not impacted practice as anticipated because of a disconnect between knowledge and practice. This disconnect means that an awareness of ethical concerns, by itself, does not help students take personal responsibility for their actions. We suggest that an abstract knowledge of principles has to be supplemented by an engaged understanding of the responsibility of managers and leaders to actively challenge irresponsible practices. We argue that a form (...) of moral reflexive practice drawing on an understanding of threshold concepts is central to responsible management, and provides a gateway to transformative learning. Our conceptual argument leads to implications for management and professional education. (shrink)

This paper seeks to contribute to the debate around sustainability by proposing the need for an ecocentric stance to sustainability that reflexively embeds humans in—rather than detached from—nature. We argue that this requires a different way of thinking about our relationship with our world, necessitating a engagement with the sociomaterial world in which we live. We develop the notion of ecocentrism by drawing on insights from sociomateriality studies, and show how radical-reflexivity enables us to appreciate our embeddedness and responsibility for (...) sustainability by bringing attention to the interrelationship between values, actions and our social and material world. We examine the implications of an ecocentric radically reflexive approach to sustainability for management education. (shrink)

The essays in this book mark the tercentenary of the birth of Bishop Joseph Butler, the leading Anglican theologian of the eighteenth century and also an important moral philosopher. They cover the full range of Butler's theological and philosophical writings--from his Christian apologetic against the deists to his discussion of the role of their historical context and suggestion of their relevance to contemporary religious and philosophical issues. At a time of renewed interest in Butler's thought, as well as in the (...) theological positions he was opposing, it is timely and appropriate that these detailed studies of Butler's thought should now be made available. (shrink)

In lieu of an abstract, here is a brief excerpt of the content:A Wittgensteinian Approach to Discerning the Meaning of Works of Art in the Practice of Critical and Contextual Studies in Secondary Art EducationLeslie Cunliffe (bio)In order to get clear about aesthetic words you have to describe ways of living.Wittgenstein, Lectures and Conversations on Aesthetics, Psychology and Religious Belief1Language is a labyrinth of paths. You approach from one side and know your way about; you approach the same place from (...) another side and no longer know your way about.Wittgenstein, Philosophical Investigations2IntroductionThis article explores a Wittgensteinian approach for dealing with the meaning of works of art in the practice of critical and contextual studies in art education. The article is aimed at developing a methodology for eleven to nineteen year olds, known in the UK as the secondary phase of education, but the approach could be generalized to other educational phases.Henry Finch3 interprets four references to meaning found in Ludwig Wittgenstein's philosophy of language as a quadrant that combines the horizontal axis of meaning as physiognomies (the experiential and visual) and meaning as constructions (concepts, uses, science, and mathematics), with a vertical axis of meaning as imperatives (rule following, obligations, and law) and meaning as custom (ceremonies, myths, and ritual).4 The quadrant represents Finch's understanding of Wittgenstein's views about how language serves a different but complementary role in the way human beings engage [End Page 65] with meaning in the world and their place in it.5 Such meanings are embedded in social practices, including first-person responses to a physiognomy, although these start off as biologically primed reactions.Michael Luntley argues that Wittgenstein's philosophy of language and the related remarks on perception should be understood as setting conditions for the possibilities of judgment in "seeing the world aright, in taking the right attitude to the world"6 rather than simply mapping the possibilities of meaning, as the former underscores the role of will7 in the way meaning is actively witnessed and ethically processed by an agent. Having the right view is still only a view, but for Wittgenstein this amounted to an immense ethical and philosophical project to see things accurately and in correct relationship to each other. Such perspectival stances result from an agent's capacity to selectively engage with meaning, with a more unitary understanding resulting from criss-crossing the same territory from different points of view. Wittgenstein's four references to meaning can be thought of as forming four different points on a compass that direct the "self-as-will engaged with that which is independent of will "8 in a quest to see things aright. By extension, such an approach could be used in art education to enable students to develop the dispositions to see works of art aright.Marcia Eaton describes the tension between epistemic and interpretative approaches to the meaning of works of art in this way: "In which direction should one go? In other words, how can judgments which seem so personal (relative, subjective, etc.) also play a role in interpersonal (absolute, objective, etc.) language games?"9 Michael Podro gives a similar description of the apparent tension between a context-bound analysis of works of art and their irreducible and autonomous qualities as like "constantly treading a tightrope."10 Ralph Smith highlights the difference "between having knowledge about art and personally experiencing its presence and power."11Ben Tilghman12 advocates a Wittgensteinian way of going beyond these twofold approaches for understanding and interpreting art by focusing on the role that ponderable and imponderable evidence play in achieving the right stance when attempting to condense the meaning of works of art. Following Wittgenstein, Tilghman argues that a judgment based on imponderable evidence can often be supported by ponderable evidence, a process that is always linked to the relative experience, knowledge, and wisdom of the person making the judgment. Wittgenstein's four references to meaning could be thought of as points on a compass for directing the will in fittingness when endeavoring to understand the role and relationship of ponderable and imponderable evidence in any attempt to see works of art aright. But before these ideas can be... (shrink)

This lecture presents the text of the speech about the continuity and change in the Wessex landscape delivered by the author at the 2008 Albert Reckitt Archaeological Lecture held at the British Academy. It describes the Wessex landscape as an area of chalkland situated in the centre of the chalk uplands of southern Britain, highlights the results of archaeological excavations in Wessex, and describes the principal types of settlement in the area.

Grammar is a word associated with the rules that govern language and its related pedagogy for articulating types of declarative knowledge. It can also refer to the organizational structure of practices and their related forms of knowledge, as described here by Ludwig Wittgenstein: “Essence is expressed in grammar.... Grammar tells us what kind of object anything is. (Theology as grammar.)”1 Wittgenstein’s remark about theology can be generalized to visual art, and, by extension, to the grammatical structure of art education. The (...) grammar of creative practices is described by George Steiner as the “articulate organisation of perception, reflection and experience, the nerve structure of consciousness when.. (shrink)

This paper examines the intellectual position of Charles Hall as presented in his one major work, The Effects of Civilisation on the People in European States, which was first published in 1805 along with a briefer pamphlet attacking Malthus. Hall's contributions to the development of `socialism' in general and theories of `exploitation' in particular are assessed in the context of the controversies of his time over the benefits of commercial society and economic modernization.

This paper discusses the compatibility of authority and autonomy. It makes a distinction between 'deference authority', and 'dialogic authority', which is proposed as an understanding of authority with three advantages over undifferentiated accounts. First, 'dialogic authority' is better able to reconcile autonomy with authority. Secondly, it provides conceptual space for accountability, space diminished or excluded by deference authority. Thirdly, it captures the experience of authority-subjects attempting to preserve autonomy.

In a few years around 1850, three little known Belgian writers put forward strikingly similar proposals on property regimes. Their prescriptions followed from a core belief that just property regimes should respect the natural right entitlement of each person to some share of material resources. Insofar as an unregulated market economy could not meet that criterion, the state should intervene to secure it. These proposals had little impact at the time, either intellectually or politically, and fell into obscurity. Nevertheless, they (...) can be seen as a contribution to a distinctively Belgian school of 'liberal socialism', which sought to develop an intermediate position between the extremes of liberalism and socialism. In this respect, the proposals strikingly anticipated present-day controversies over stakeholding, even if much of that history was unknown to current advocates of the idea until after they had put forward their own proposals. (shrink)

This paper examines the analysis of property regimes in the thought of the French philosopher, Francois Huet, as presented especially in his one major work on that subject, Le Regne Social du Christianisme . There, Huet developed his concern with social issues which began in the mid-1840s, when he was Professor of Philosophy at the University of Ghent. From 1846, he formed a study group of students now known as the ‘Huet Society’, which discussed social questions such as property rights (...) and inheritance, and considered various reform proposals in the works of Fourier, Proudhon, Saint-Simon and others. In the aftermath of the 1848 Revolutions, Huet resigned his Chair following an official campaign against his allegedly subversive views. From 1850 until his death in 1869, Huet lived in Paris where he concentrated on his studies, producing a large number of published works. Apart from Le Regne, those works were concerned principally with Catholic theology, at least until 1864 when Huet renounced his faith and sought to develop a version of pantheism. However, in La Science de l'esprit , which immediately preceded that renunciation, Huet restated at length and in virtually identical form the core argument of Le Regne. Even in one of his last works, La Revolution Religieuse , moreover, Huet expressed his continuing endorsement of its ‘fundamental idea’ of ‘a guarantee of property to all’, and argued that after fifteen years it was still in advance of current liberal critiques of property regimes. (shrink)

This article explores parallel tendencies in Ludwig Wittgenstein’s and Ernst Gombrich’s thinking that aimed to dissolve misconceptions about mind, culture, and art that emerged in modernity but that continue to influence current art education. Section one gives an overview of Wittgenstein’s and Gombrich’s therapeutic projects, which drew on perspicuity and genealogy to eliminate confusions in thinking, rather than advance new theories. The second section illustrates Wittgenstein’s and Gombrich’s curative response to modern misconceptions about mind and culture. The analysis is extended (...) in a thematic way to dissolve similar misconceptions that prevail in current art education. The aim of the article is to provide conditions for sustaining better practices of art education. (shrink)