Human flourishing as a foundation for a new sustainability oriented business school curriculum: Open questions and possible answers

2011 ◽  
Vol 17 (5) ◽  
pp. 691-710 ◽  
Author(s):  
Bernard McKenna ◽  
Roberto Biloslavo
Keyword(s):  
Social Practice ◽  
Human Life ◽  
Business Students ◽  
School Curriculum ◽  
Human Flourishing ◽  
Moral Virtues ◽  
Doing Business ◽  
Open Questions ◽  
Potential Capacity ◽  
Sustainability Curriculum

AbstractBecause ‘doing business’ significantly contributes to altering the Earth's atmosphere and depleting limited natural resources, business education should be re-oriented so that global sustainability is the core and economic sustainability a subset. The neo-Aristotelian foundation of this paper proposes eudaimonia (human flourishing) as a teleology, and divides human activity, particularly learning into technē (practical utilitarian skills) and phronesis (experience, insight, and intuition). By developing intellectual, affective, and moral virtues, business students can attain a meta-virtue of phronesis, which provides a potential capacity to deal with uncertainty, mutability, and duality of human life and development. The principles of social practice wisdom provide the basis of a proposed sustainability curriculum.

Human flourishing as a foundation for a new sustainability oriented business school curriculum: Open questions and possible answers

2011 ◽  
Vol 17 (5) ◽  
pp. 691-710 ◽  
Author(s):  
Bernard McKenna ◽  
Roberto Biloslavo
Keyword(s):  
Social Practice ◽  
Human Life ◽  
Business Students ◽  
School Curriculum ◽  
Human Flourishing ◽  
Moral Virtues ◽  
Doing Business ◽  
Open Questions ◽  
Potential Capacity ◽  
Sustainability Curriculum

AbstractBecause ‘doing business’ significantly contributes to altering the Earth's atmosphere and depleting limited natural resources, business education should be re-oriented so that global sustainability is the core and economic sustainability a subset. The neo-Aristotelian foundation of this paper proposes eudaimonia (human flourishing) as a teleology, and divides human activity, particularly learning into technē (practical utilitarian skills) and phronesis (experience, insight, and intuition). By developing intellectual, affective, and moral virtues, business students can attain a meta-virtue of phronesis, which provides a potential capacity to deal with uncertainty, mutability, and duality of human life and development. The principles of social practice wisdom provide the basis of a proposed sustainability curriculum.

What Theology Should and Should Not Learn from the Social Sciences About the Common Good

2017 ◽  
Author(s):  
Mary L. Hirschfeld
Keyword(s):  
Social Sciences ◽  
Common Good ◽  
Human Life ◽  
Social Thought ◽  
Extensive Literature ◽  
Human Flourishing ◽  
Catholic Social Thought ◽  
The Common Good ◽  
The Social ◽  
The Common

There are two ways to answer the question, What can Catholic social thought learn from the social sciences about the common good? A more modern form of Catholic social thought, which primarily thinks of the common good in terms of the equitable distribution of goods like health, education, and opportunity, could benefit from the extensive literature in public policy, economics, and political science, which study the role of institutions and policies in generating desirable social outcomes. A second approach, rooted in pre-Machiavellian Catholic thought, would expand on this modern notion to include concerns about the way the culture shapes our understanding of what genuine human flourishing entails. On that account, the social sciences offer a valuable description of human life; but because they underestimate how human behavior is shaped by institutions, policies, and the discourse of social science itself, their insights need to be treated with caution.

Pedagogical Translation in School Curriculum Design

2020 ◽  
pp. 279-299
Author(s):  
Georgios Floros
Keyword(s):  
Curriculum Design ◽  
Social Practice ◽  
School Curriculum ◽  
Main Question ◽  
Emergent Bilinguals ◽  
Methodological Approaches ◽  
School Curricula

The main question regarding the use of pedagogical translation in schools has now shifted from the if-question to the how-question, especially given the challenges posed by the increasing worldwide migration. Pedagogical translation is recognized today as an extensive social practice, and recent research is interested in how pedagogical translation can become more effective through novel types of translation, such as media translation. This chapter argues that pedagogical translation is a type of literacy and focuses on what pedagogical translation, notably both the interlingual and the intralingual types, can afford in mixed classrooms in terms of the main methodological approaches used. It also examines how these two types of translation can best be integrated in various types of school curricula with the aim to serve the specific needs of mixed classrooms and the idea of educating emergent bilinguals.

Schopenhauer’s Pessimism in Context

2020 ◽  
pp. 283-298
Author(s):  
Mark Migotti
Keyword(s):  
Nineteenth Century ◽  
Eighteenth Century ◽  
Human Life ◽  
Necessary Condition ◽  
Late Nineteenth Century ◽  
Human Flourishing ◽  
History Of ◽  
Late Nineteenth ◽  
Early Eighteenth Century

In this chapter, the author attempts to establish what is philosophically living and what is philosophically dead in Schopenhauer’s pessimism. Against the background of the intriguing the history of the terms “optimism” and “pessimism”—in debates about Leibniz’s theodicy in the early eighteenth century and the popularity of Schopenhauer in the late nineteenth century, respectively—the author points up the distinction between affirming life, which all living beings do naturally, and subscribing to philosophical optimism (or pessimism), which is possible only for reflective beings like us. Next, the author notes the significance of Schopenhauer’s claim that optimism is a necessary condition of theism and explains its bearing on his pessimistic argument for the moral unacceptability of suicide. The chapter concludes that Schopenhauer’s case for pessimism is not conclusive, but instructive; his dim view of the prospects for leading a truly rewarding, worthwhile human life draws vivid attention to important questions about how and to what degree an atheistic world can nevertheless be conducive to human flourishing.

scholarly journals O currículo e o trabalho por meio de projetos: construindo alternativas pela prática investigativa - Curriculum and work in projects media: building alternatives for practice investigative

2016 ◽  
Vol 5 (10) ◽  
pp. 55
Author(s):  
Janaína Ribeiro Stafford
Keyword(s):  
Social Construction ◽  
Knowledge Construction ◽  
Social Practice ◽  
School Curriculum ◽  
Construction Process ◽  
Construction Of Knowledge ◽  
Starting Point ◽  
Social Construction Of Knowledge ◽  
Pedagogical Intent ◽  
Teaching Learning

Neste artigo tem-se como objetivo apontar alternativas de reconstrução do currículo escolar por meio do trabalho com projetos. Vale salientar que o currículo se refere à organização do conhecimento escolar, sendo uma construção social do conhecimento, real, significativa, com intencionalidade político-pedagógica, aberto o suficiente para ser percebido como um processo, no qual as questões oriundas da relação ensino e aprendizagem possam dar-lhe um caráter dinâmico e transformador. Um instrumento relevante para reconstrução curricular são os denominados projetos de trabalhos, pois o ponto de partida do processo de construção do conhecimento é a prática social concreta e a realidade em que acontece.Palavras-chave: currículo, projetos de trabalho, conhecimento. CURRICULUM AND WORK IN PROJECTS MEDIA: BUILDING ALTERNATIVES FOR PRACTICE INVESTIGATIVEAbstractThis article same has the objective of pointing reconstruction alternatives of the school curriculum by working through projects. It is worth noting that the curriculum refers to the school knowledge organization, being a social construction of knowledge, real, significant, with political-pedagogical intent, open enough to be perceived as a process in which issues arising in the teaching / learning can give you a dynamic and transforming character. A relevant tool for curricular reconstruction is the so-called work projects, because the starting point of the knowledge construction process is the concrete social practice and reality where it happens.Key-words: curriculum, work projects, knowledge.

John Dewey’s Debt to William James

2018 ◽  
pp. 614-628
Author(s):  
James Campbell
Keyword(s):  
Social Practice ◽  
William James ◽  
Human Life ◽  
Religious Traditions ◽  
Social Nature ◽  
The Social ◽  
Pragmatic Account ◽  
Relationship Of ◽  
The Relationship

This chapter discusses the relationship of William James (1842–1910) and John Dewey (1859–1952). In particular, it attempts to tease out the ways in which Dewey’s thought drew upon ideas presented earlier by James. Among the Jamesian themes that appear in Dewey’s work are Dewey’s melioristic, pragmatic account of social practice; his emphasis upon the importance of habits in organized human life; his presentation of the role of philosophy as a means of improving daily life; his recognition of the social nature of the self; and his call for a rejection of religious traditions and institutions in favor of an emphasis upon religious experience. Clarifying Dewey’s relationship with James should in no way lessen the value of Dewey’s thought. Rather, it makes clearer the continuities that existed between these two pragmatic thinkers.

Joy as a Virtue: The Means and Ends of Joy

2020 ◽  
Vol 48 (4) ◽  
pp. 308-331
Author(s):  
Pamela Ebstyne King ◽  
Frederic Defoy
Keyword(s):  
Dynamic Process ◽  
Narrative Identity ◽  
Developmental Psychology ◽  
Human Life ◽  
Theoretical Models ◽  
Human Flourishing ◽  
Means And Ends ◽  
Developmental Science ◽  
Fruit Of The Spirit ◽  
Science And Theology

To grasp human flourishing and thriving, we must understand joy. However, no theoretical models explain the complexity of joy as a fruit of the Spirit, nor fully account for its impact on human life. We suggest that joy is best conceptualized as a virtue, a psychological habit, comprised of characteristic adaptations and given meaning by transcendent narrative identity. Thus joy involves knowing, feeling, and enacting what matters most. Developmental science and Christian theological approaches to teleology inform the ultimate ends to which joy is aimed. They suggest that telos, the purpose or goal of development, may be understood as a dynamic process that perpetuates human and social thriving and involves (1) the growing self, (2) mutually beneficial relationships, and (3) evolving moral guidelines that ensure an ongoing fit and flourishing of self and society. We synthesize developmental psychology, virtue science, and theology to propose a definition and framework for understanding the development of joy through thriving. In order to promote scholarship on joy and to elucidate its transformative nature, we discuss joy in light of discipleship, vocation, suffering, justice, and eschatology and identify issues for research.

When marketing is everyone’s business

2015 ◽  
Vol 31 (1) ◽  
pp. 24-26 ◽  
Keyword(s):  
Social Practice ◽  
Small Firms ◽  
Practice Theory ◽  
Marketing Research ◽  
Entrepreneurial Firms ◽  
Social Practice Theory ◽  
Content Type ◽  
Entrepreneurial Marketing ◽  
Doing Business ◽  
Research Stream

Purpose – The purpose of this paper is to draw attention to opportunities for further research into the marketing practices of small entrepreneurial firms. Design/methodology/approach – This study reviews the academic literature and identifies a gap in the existing research. It proposes the use of social practice theory in researching entrepreneurial marketing. Findings – Entrepreneurship and marketing have a lot in common – especially in small firms (small to medium-sized enterprises [SMEs]). When there’s nobody with a dedicated marketing role, then people all over the organization typically do things that contribute to the firm’s marketing effort. And, when marketing becomes the sum of activities carried out by different individuals at different levels within the SME, it becomes “an all-pervasive way of doing business”, rather like entrepreneurship, in fact. Research limitations/implications – This study provides a conceptual overview of the benefits of applying social practice theory to the study of entrepreneurial marketing. Practical implications – This study shows how social practice theory can be applied to the study of entrepreneurial marketing practices. Social implications – This study explains how these marketing practices can be conceptualized to provide insights into the significance of marketing-related activities in small firms. Originality/value – This study has the potential to facilitate the development of a new marketing research stream based on social practice theory.

Business students’ perceptions of corporate governance best practices

2016 ◽  
Vol 16 (2) ◽  
pp. 361-376 ◽  
Author(s):  
Kathryn M. Zuckweiler ◽  
Kirsten M. Rosacker ◽  
Suzanne K. Hayes
Keyword(s):  
Corporate Governance ◽  
Best Practices ◽  
College Graduates ◽  
Business Students ◽  
School Curriculum ◽  
Strategic Human Resource Management ◽  
Content Type ◽  
Governance Practice ◽  
Corporate Governance Practice

Purpose This paper aims to develop a better understanding of business students' perceptions of the relative importance of corporate governance best practices within the context of major area of study and compare student rankings of corporate governance best practices to those of working professionals. Design/methodology/approach Using a previously published survey, data were collected from business students at two Midwestern US universities and analyzed using factor analysis. Findings This research demonstrated that students rank strategic human resource management as the most important corporate governance practice, matching the perceptions of professionals. Accounting majors report significantly greater understanding of corporate governance, the importance of corporate governance to business and the role of understanding corporate governance in their careers as compared to management majors. Research limitations/implications This study is limited by the inclusion of business students at only two US universities. Further studies should be conducted to better understand the similarities and differences between students and professionals and accounting and management majors in their perceptions of corporate governance best practices. Practical implications Managers can use these findings to enhance the training recent college graduates receive on corporate governance topics. Business schools can use these findings to evaluate ways to embed corporate governance throughout the curriculum. Originality/Value This research highlights gaps in current business school curriculum coverage of corporate governance best practices. It compares and contrasts students' and professionals' perceptions of best practices and offers suggestions for managers and educators.

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