Workplace spirituality research has sidestepped religion by focusing on the function of belief rather than its substance. Although establishing a unified foundation for research, the functional approach cannot shed light on issues of workplace pluralism, individual or institutional faith-work integration, or the institutional roles of religion in economic activity. To remedy this, we revisit definitions of spirituality and argue for the place of a belief-based approach to workplace religion. Additionally, we describe the construction of a 15-item measure of workplace religion (...) informed by Judaism and Christianity – the Faith at Work Scale (FWS). A stratified random sample (n = 234) of managers and professionals assisted in refining the FWS which exhibits a single factor structure (Eigenvalue = 8.88; variance accounted for = 59.22%) that is internally consistent (Cronbach’s α = 0.77) and demonstrates convergent validity with the Faith Maturity Scale (r = 0.81, p > 0.0001). The scale shows lower skew and kurtosis with Mainline and Catholic adherents than with Mormons and Evangelicals. Validation of the scale among Jewish and diverse Christian adherants would extend research in workplace religion. (shrink)

We provide a conceptual framework and a case study of how an organization links its mission and espoused values with its operating practices. Conceptually, we locate this mission integration theme within Simons’ management accounting and control framework, and then adapt Schatzki’s site ontology of social practice to develop general research expectations for case studies of espoused values/practice linkages. Empirically, we apply the conceptual framework to a case study of linkages among an actual company’s espoused values, human resource practices, and financial (...) management during its 40-plus year history. The concluding section summarizes the study and discusses its implications, limitations, and opportunities for future research. (shrink)

Entrepreneurship is a critical need in society, and an entrepreneur's life can be a life wonderfully lived. However, most of the literature examining entrepreneurship takes an overly narrow financial viewpoint when examining entrepreneurship and entrepreneurial success. Our paper surveys the current entrepreneurial literature on what constitutes successful entrepreneurship. We then engage key conceptual ideas within the Catholic social tradition to analyze what we see as an undeveloped notion of success. We then move to construct a richer notion of success through (...) the framework of virtue. (shrink)

As with any proposal for institutional reform, and especially one that has gained so much ground in such a short amount of time, this paper asks whether diversity, equity, and inclusion (DEI) movement is good for corporations. Are businesses stronger with DEI practices and ideas or weaker? We believe that the DEI movement is asking the right questions: How do we create more just and equitable institutions? The challenge, however, is whether this movement is giving the right answers to such (...) questions. The main premise of our paper is that without deeper principles than DEI itself, these qualities of corporate life will be misunderstood, misused, and disordered in our increasingly fragmented and politicized culture. We propose in this essay that “subsidiarity” serves as one of those deeper principles that can order and enrich our understanding of DEI. It serves as a gift principle that begins to reveal the deepest nature of our work, namely, that our work allows us to exercise our gifts in serving others. (shrink)

For the past thirty years or so we have witnessed the greatest period—at least for France—in the history of thinking about literature; I want first of all to stress this point, adding, however, that despite this fact problems of fundamental significance still seem to me to have been poorly raised.Among these is the problem of how to read a work. And yet, it is not as though reading has not been the object of continual attention, from the American fascination after (...) the war with “close reading” to the work of the deconstructionists: a revolution has taken place that has made reading the very center of its concern. Indeed, today, we think we can recognize in the structure of a text, in the relation between its words, a reality that is much more reliable and tangible than the meaning that runs along the surface, or than the author’s intention, or even than the author’s very being, the idea of which has been rendered problematical to the point of dissolution by the ambiguities inherent in his simplest utterances. It is not the writer who is real, it is his language—which is neither true nor false, signifying only itself. What is more, it is infinite; its forms and effects are disseminated everywhere in a book without ever being able to be totalized: and because of this, reading has a more clearly creative function than ever before—that is, of course, if readers make themselves attentive to all the levels in the depths of the text and bring them as much as they can into the various networks of their analyses. Reading has become a responsibility, a contribution, equal in its way to writing, and moreover it has now become an end in itself, since those who read need not judge themselves more real, more present in their relation to themselves, than the writer. And so, from this point of view, it would seem difficult to say that the problem of reading has been neglected by contemporary criticism. Yves Bonnefoy is professor of comparative poetics at the Collège de France in Paris. He is the author of five books of poetry, including the recent Ce qui fut sans lumière . Bonnefoy is also a distinguished translator of English poets, such as Donne and Shakespeare, Keats and Yeats. His books of criticism include Rimbaud par lui-même ; Rome 1630: l’horizon du premier baroque ; Le Nuage rouge ; L’Improbable et autres essays ; La Verité de parole . He is the editor of the Dictionnaire des Mythologies et des Religions des sociétés traditionelles et du monde antique and of the forthcoming Dictionnaire des poétiques. He received the French Prix Goncourt for poetry in 1987 and the Bennett Award in 1988. John Naughton is associate professor of romance literatures at Colgate University. He is the author of a critical study of Yves Bonnefoy called The Poetics of Yves Bonnefoy and the editor of a volume of Bonnefoy’s essays in translation entitled The Act and the Place of Poetry . His translation of Bonnefoy’s Ce qui fut sons lumière and his book on Louis-René des Forêts will appear in 1991. (shrink)

One of the questions that Heidegger presents in his paper, ‘Plato’s Doctrine on Truth’, is the distortion as he sees it of paideia—that is the loss of the essential elements in education. This loss is characterised according to Heidegger, by a misconception of Plato’s concept of teaching and learning. By undertaking an historical examination, Heidegger provides a means to rectify this loss. With reference to past, present and future philosophical perspectives of teaching and learning as particular spaces, an attempt is (...) made in this paper to examine Heidegger’s reading of paideia within the context of online learning. This, for many contemporary writers on education, is an encounter with new literacies, new knowledge and the adoption of an online environment that challenges the hegemonic order of the institution as the purveyors of knowledge. Teachers within this new environment are, however still constituted as experts and their knowledge is seen as ultimately inviolate. Heidegger in his re-interpretation of Plato sees the teacher as leading the students to where they might make themselves intelligible within the space of their being. This alignment forms an acceptance and a challenge to the metaphysical concepts of uniformity of being and place that limits the potential of knowledge as something that is fixed and complete. The experience of the social web or Web 2.0 has seen a shift in learning premised upon dialogue, exchange and constantly shifting horizons. Within this context, the teacher is recast as a craftsman, creating learning opportunity within dialogic exchange. The heightened sense of involvement that is revealed in this context lays the ground for a future visioning of education where emergence is seen as essential, unlike a re-working of authorisation to learn that inhibits student and teacher alike in new attempts at revitalising education. (shrink)

Festschrift volume to K. Ramakrishna Rao, Indian psychologist, philosopher and educationist; contributed articles.

The paper examines the problematic understanding of “risk” in entrepreneurial literature that locates courage in either the loss orgain of having or in the difficulty and hardship of the doing. We argue in this paper that what is lost in this vernacular view of courage is a deeper notion of the subjective dimension of work and the social need of society. Grounded within the Catholic social and moral tradition, we find a richer notion of courage, which in part corrects and (...) rounds out the insufficient description of the vernacular understanding of courage in entrepreneurship. What we also find in this account of the virtues and subjective dimension of work is greater explanatory power of what happens to the entrepreneur in the work that he or she does. The end result of this analysis is a more spiritual, ethical and social understanding of entrepreneurship. (shrink)

The paper examines the problematic understanding of “risk” in entrepreneurial literature that locates courage in either the loss orgain of having or in the difficulty and hardship of the doing. We argue in this paper that what is lost in this vernacular view of courage is a deeper notion of the subjective dimension of work and the social need of society. Grounded within the Catholic social and moral tradition, we find a richer notion of courage, which in part corrects and (...) rounds out the insufficient description of the vernacular understanding of courage in entrepreneurship. What we also find in this account of the virtues and subjective dimension of work is greater explanatory power of what happens to the entrepreneur in the work that he or she does. The end result of this analysis is a more spiritual, ethical and social understanding of entrepreneurship. (shrink)

This article draws upon 100 years of writings which are referred to as the Catholic Social Tradition (CST). Using this tradition as a guide, the nature of work is explored along with the principles and virtues which vitalize the deepest dimension of work — how it affects the dignity of the human person. It develops five operational ethical principles which can be applied to questions of workplace ethics. Organizational policies and programs that seem consistent with CST are also discussed.

This paper is an insighful critique of the shareholder and stakeholder models of organizational purpose. The authors emphasize that both these models fail to serve as an adequate basis for explaining the purpose of an organization and are unable to capture a fuller meaning of living in an organizational community. The paper thus endeavours to introduce into the mainstream of discussion a third model, based on the idea of the common good which draws inspiration from the communitarian Catholic tradition. The (...) first part of this paper traces the idea of common good as it relates to organizations. The second part engages the common good tradition with the shareholder and stake holder models. The paper goes on to describe common good within the organization through three propositions: fundamentality, excellence and integration. The authors reiterate, however, that the idea of the common good does not provide a micro-blueprint for managers, but rather an orientation or moral compass that directs organizational activity towards human development. (shrink)

What is interest and how has it been conceptualized and studied? -- What explains the power of interest? : Why are students who have an interest for content more likely to continue to reengage and develop more conceptual sophistication? -- What is known about assessing existing interest? How do new interests develop? How can the phase of a person's interest be identified and measured? -- What is the relation between the development of interest and other motivational variables? -- Is it (...) a paradox that interest declines as subject matter gets more developed? What is "interest driven learning"? Does it matter if interests are taken up in rather than out of school? How different is an interest in one versus another subject matter, or domain? -- What we can now say about interest, its generation and development? What are the implications of knowing that interest can be developed? What could further research help us to understand? (shrink)

A great deal of music making that occurs amongst young people in our communities has its origins in self initiated out-of-school activity. This making reflects the social setting where the musical work is produced, including the manner in which the music is developed and how the musical activity is evaluated by the students. Recognising the origin of where the work is made is taken in this paper as an analogue of the thing (Heidegger, 1949). The thing in Heidegger, is not (...) seen as just an object, de-contextualised and removed from the artist or where the thing was made, but is seen as the embodiment of a shared experience of making and meaning. Following Heidegger’s discussion of the thing this paper considers the difficulty teachers face in evaluating the made musical object developed out-of-school. An instance is provided of 'Joe' devising electronic dance music within a virtual online community. (shrink)

If we don't get Sunday right, we won't get Monday--or any day of the workweek--right. The divided life is a temptation so built into our society, we may not even recognize it. Yet most of us fall prey to it. We either undervalue work, resenting it as simply a job, or we overvalue it as an identity-defining career. Michael Naughton, drawing on his background in both business and theology, proposes that the key to finding balance is another important human (...) activity: leisure. In light of leisure--not mere amusement, but time for family, silence, prayer, and above all, worship--work becomes a space where men and women can find deep fulfilment. Naughton provides real-world examples of how businesses can promote authentic human flourishment and innovation through practices and policies that support leisure. In Getting Work Right Michael Naughton will change how you work--and rest." --Publisher's description. (shrink)

This volume has been brought together to generate new ideas and provoke discussion about what constitutes arts education in the twenty-first century, both within the institution and beyond. Art, Artists and Pedagogy is intended for educators who teach the arts from early childhood to tertiary level, artists working in the community, or those studying arts in education from undergraduate to Masters or PhD level.

It is common in early childhood education, for student teachers to be asked to reflect on incidents or scenarios that occur while on practicum and relate their reflections to theory. This process of identification and corroboration, demonstrates the student’s familiarity with the dominant developmental narratives within which ECE is situated. The pressure on students to conform to prescribed theory and the local narratives of the practicum context can, however, make it difficult for them to question both the texts they are (...) asked to apply in their teaching, as well as the practice they are observing and seeking to engage. In Bakhtinian theory, ‘voice’ is promoted through a community of learning, and a critical engagement creating new knowledge and subsequent practice. This theme of developing a critical voice for ECE students is the subject matter of this paper, with reference to practicum experience and Bakhtin’s essay, “Epic and Novel: Towards a Methodology for the Study of the Novel.”. (shrink)

This authoritative volume, written by two well-known psychologist-philosophers, presents a model of the person and its implications for psychological theory and practice. Professors Ramakrishna Rao and Anand Paranjpe draw the contours of Indian psychology, describe the methods of study, explain crucial concepts, and discuss the central ideas and their application, illustrating them with insightful case studies and judicious reviews of available research data and existing scholarly literature. The main theme is organized around the thesis that psychology is the study of (...) the person and that the person is a unique composite of body, mind and consciousness. The goal of the person is self-realization. Self-realization consists in the realization of one's true self as distinct from the manifest ego and it is facilitated by cultivating consciousness. Cultivating consciousness leads to a kind of psycho-spiritual symbiosis resulting in personal transformation, altruistic value orientation and flowering of the hidden human potential. (shrink)

Thomas Kuhn's The Structure of Scientific Revolutions has sold more than one million copies since its publication in 1962, is one of the most cited academic books of all time, and continues to be read and studied today. This volume of new essays evaluates the significance of Kuhn's classic book in its changing historical context, including its initial reception and its lasting effects. The essays explore the range of ideas which Kuhn made popular with his influential philosophy of science, including (...) paradigms, normal science, paradigm changes, scientific revolutions, and incommensurability; and they also look at less-studied themes in his work, including scientific measurement, science education, and science textbooks. Drawing on the latest scholarship as well as unpublished material in the Thomas Kuhn Archives at MIT, this volume offers a comprehensive way into Kuhn's philosophy and demonstrates the continuing relevance of his ideas for our understanding of science. (shrink)

Изложено понимание рассуждения как метода рационального познания, рассмотрены его разновидности: аргументативные, интерпретативные, прогностические, квалификационные и вычислительные. Для аспирантов и соискателей.

Many of our most important goals require months or even years of effort to achieve, and some never get achieved at all. As social psychologists have lately emphasized, success in pursuing such goals requires the capacity for perseverance, or "grit." Philosophers have had little to say about grit, however, insofar as it differs from more familiar notions of willpower or continence. This leaves us ill-equipped to assess the social and moral implications of promoting grit. We propose that grit has an (...) important epistemic component, in that failures of perseverance are often caused by a significant loss of confidence that one will succeed if one continues to try. Correspondingly, successful exercises of grit often involve a kind of epistemic resilience in the face of failure, injury, rejection, and other setbacks that constitute genuine evidence that success is not forthcoming. Given this, we discuss whether and to what extent displays of grit can be epistemically as well as practically rational. We conclude that they can be (although many are not), and that the rationality of grit will depend partly on features of the context the agent normally finds herself in. In particular, grit-friendly norms of deliberation might be irrational to use in contexts of severe material scarcity or oppression. (shrink)

In Nicolaus Cusanus on Faith and the Intellect: A Case Study in 15th-Century Fides-Ratio Controversy, K.M. Ziebart presents an account of the Cusan epistemology as a fascinating late-medieval attempt to definitively harmonize faith and reason.