Rousseau and Marx: On Human Fulfillment

2018 ◽  
pp. 268-275
Author(s):  
Jerrold Seigel
Keyword(s):  
1968 ◽  
Vol 2 (1) ◽  
pp. 21-21
Author(s):  
William Stewart
Keyword(s):  

2018 ◽  
Vol 4 (1) ◽  
pp. 3-9
Author(s):  
Emmanuel Adenuga ◽  
Tola Oduyale

Human security safeguards the vital core of all human lives from critical pervasive threats, in a way that is consistent with long-term human fulfillment despite the increased level of unemployment and insecurity in the country. Entrepreneurial education as a tool promotes skills that enable individual to be self-employed and self-reliant which influences the vital core of human lives such as food, economy and social stability. This study was carried out to examine the perceived imperative influence of entrepreneurial education on human security. A descriptive survey research design of the ex-post facto type utilizing a self-structured Likert type questionnaire entitled Questionnaire on Entrepreneurial Education and Human Security (QEEHS) with a reliability index of 0.75 was used to elicit appropriate response from the study population. A stratified random sampling technique was used to group the research location into five groups while four hundred (400) respondents were selected randomly from each group to make two thousand (2000) respondents as sample size. The data obtained were analyzed using the inferential statistics of multiple regression at 0.05 alpha level while the two negative hypotheses formulated were rejected. This revealed that entrepreneurial education imperative index (food, economic and social stability) are significant factors perceived to influence human security. It was recommended amongst others that government should have more locations and centers for skill acquisition to complement school-based entrepreneurial education. Individual and voluntary organization should complement government effort in this line to further help masses to be self-employed.


Many intellectuals describe Paul Robeson as one of the nation’s greatest musicians, scholars, actors, athletes, and activists of the 20th century. Born on 9 April 1898, in Princeton, New Jersey, Robeson was the youngest of five children born to William Drew Robeson, a runway enslaved African American who went on to graduate from Lincoln University, a historical black college located in Pennsylvania, and Maria Louisa Bustill, a biracial Quaker who was also from Pennsylvania and came from a family of abolitionists. Without question, Robeson’s fame as an athlete on the football field, on the theater stage, in the concert hall, in films, as an activist, and as a leader for social change and justice has been documented in a variety of ways. His being blacklisted and the seizure of his passport by the US government for his anti-colonialism stance and articulation for certain forms of socialism during the 1940s and 1950s has also received much attention from scholars. But most folks do not know about his humble beginnings. For instance, in 1910 the Robeson family moved to Somerville, New Jersey, a relatively large town located between Westfield and Princeton, New Jersey. This is where Paul’s father, Reverend William Drew Robeson, served as pastor of the St. Thomas AME Zion Church until his untimely death in 1918. As a youngster, Paul was a very bright student who attended a local all-Black elementary school, where he graduated at the head of the class. Upon his graduation, his father, although very proud of him, seemed to not show any great enthusiasm. Many years later Robeson recalled, “I guess . . . it was only what he expected of me,” and that he “was never satisfied with a school mark of 95 when 100 was possible.” This attitude, Robeson, continued, was not because his “Pop” wanted perfection. It was rather a sign of his belief in the concept of “personal integrity,” which included the idea of “maximum human fulfillment.” Thus, Robeson proclaimed that “success in life was not to be measured in terms of money and personal advancement, but rather the goal must be the richest and highest development of one’s own potential.” These words embodied and directed the rest of the life of Paul Robeson until his death in 1976, at the age of seventy-seven. More importantly, Robeson’s philosophical framework and political activism can be divided into four main areas: Religion; Anti-colonialism and Pan-Africanism; Music and Theater Performances; and Human Rights.


Author(s):  
Cecilia Pedró

Higher education as the medium for maximum level of training for citizens and professionals seeking social transformation merits a rethinking of pedagogical proposals, particularly if we take into account that learning today is not exclusive to classrooms. There are many stimuli that students have access to when they need to develop a skill or acquire knowledge. Our proposal regarding university social responsibility seeks not only to work towards the transformation of the students and the community involve d but also to provide a space for pedagogical design that adapts to new modalities for the acquisition of knowledge for adult students. In this article we describe a service learning case study: La Huella (“The footprint”), which was carried out by 4 teach ers and a total of 67 students from 6 modules from different degree programs in Business Administration. Their main achievements were to collaborate in the development of a brand with deep links to creative channeling as insertion therapy; the manual crea tion of valuable objects as an expression of a state of human fulfillment, and the development of a Volunteer Program that would support the commercial arm and the promotional strategy of dissemination through social networks.


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