The model of the successful manager was based on the 1950's family. Thus career demands assumed the presence of a spouse at home to handle family responsibilities. This study seeks to determine whether women and men in alternate family structures will be able to succeed in managerial careers. Data were analyzed from two MBA alumni cohorts: one older cohort with three waves of data collected over a thirteen-year period and a second younger cohort with data collected in the most recent (...) wave. A typology of family structure was utilized to categorize the managers into one of twelve family structures based on marital status, parental status, and spousal employment status. The post-traditional family where both parents are employed was found to be most prevalent for both men and women. A small percent of the MBAs were in the traditional family where the father is employed and the mother is not employed. Family structure in early career appears to be stable over the thirteen-year study period. Analyses reveal that for men, those in traditional families are most rewarded in their careers in terms of income and salary progression. Women had no family structure that achieved career success comparable to traditional family men. Despite increased acknowledgement of the varied family structures of managers and the adoption of family friendly policies by companies, rewards are not distributed equally. This has implications for managers, organizations, and society. (shrink)
What is hermeneutics? -- The suffering stranger and the hermeneutics of trust -- Sandor Ferenczi : the analyst of last resort and the hermeneutics of trauma -- Frieda Fromm-Reichmann : incommunicable loneliness -- D.W. Winnicott : humanitarian without sentimentality -- Heinz Kohut : glimpsing the hidden suffering -- Bernard Brandchaft : liberating the incarcerated spirit.
This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.
In an epistemology of contextualism, how robust does consensus need to be for critique to be practically effective? In ‘Relativism and the Critical Potential of Philosophy of Education’ Frieda Heyting proposes a form of contextualism, but her argument raises a number of problems. The kinds of criteria that her version of contextualism will furnish provide, at best, the potential only for an immanent form of critique from within a particular practice, and the possibility that practitioners alone will adopt a (...) general stance of critique. By their nature, the criteria that Heyting endorses will be too transient and ephemeral to assist in any larger project that might be aimed at making effective criticism of the status quo. Further problems are exposed to do with the conditions needed to make critique effective when Heyting's normative argument is situated in the Realpolitik of contemporary education. Drawing on the work of Charles Sanders Peirce, and in a manner intended to be complementary to Heyting's normative argument, the paper offers some suggestions regarding the role that doubt might play in justifying criticisms of the status quo. (shrink)
Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to (...) Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level. (shrink)