Green-Lighting Brown: A Cumulative-Process Conception of Judicial Impact

Teachers play a fundamental role in the democratic process by forming an educated populace. Of our many different expectations of teachers, teacher-as-lifelong-learner is among the most neglected. Our basic research questions are: what are teachers’ perceptions of profound learners and profound learning experiences. Through an in-depth focus group with public school teachers, the purpose of this study was to build our understanding of teachers-as-learners by exploring these two questions. Based on this research, the qualities of a profound learning experience include: growing, emotive, disruptive, real, irreversible, either positive or negative, social, opening, and surprising. Profound learners, according to themes which emerged: have depth of thought, are emotionally wise, take life seriously, are adventurous in thought and deed, are unbounded, and are humble. Through a constructivist lens, these qualities direct us to the following findings: profound learning is non-dualistic and holistic, is a cumulative process, and is integral to the complex role of structural identity.

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Défis D’une Orthodoxie Éthique Et Académique Chez Les Universitaires Congolais (RDC)

European Scientific Journal ESJ ◽

10.19044/esj.2017.v13n14p59 ◽

2017 ◽

Vol 13 (14) ◽

pp. 59

Author(s):

Salomon Mampeta Wabasa ◽

Fraternel Amuri Misako

Keyword(s):

Academic Freedom ◽

Codes Of Ethics ◽

Awareness Campaign ◽

Republic Of The Congo ◽

Cumulative Process ◽

Main Observation ◽

Professional Codes ◽

Material Conditions ◽

The University

In the Democratic Republic of the Congo (DRC), the huge gap clearly observed today, but which in fact is the result of a cumulative process of recent decades between what is expected and what is done on academic freedom, is a cause for concern for African learned community and beyond. Trying to impose orthodoxy as reference, both ethically and academically in the Congolese changing university space, presupposes to consider the governance (nature/quality) of Congolese society in which the university is only seen as one of the main observation windows. As a prerequisite for successful reimplementation of the professional codes of ethics among scholars, we believe that any awareness campaign would not cause the breakup of disreputable practices dominating the Congo’s higher education if courageous, even unpopular but salutary reforms are not undertaken upstream. Even if scholars are to be questioned on their duties (Social Responsibility), it remains that their material conditions of living and working are not conducive to the rigorous application of ethical and professional principles for an effective exercise of academic freedom as a right. Material misery would induce moral misery and intellectual poverty, thus trapping academic freedom.

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Towards a process conception of rationality in economics and science

Review of Social Economy ◽

10.1080/00346760500255601 ◽

2005 ◽

Vol 63 (3) ◽

pp. 465-481 ◽

Cited By ~ 1

Author(s):

James R. Wible

Keyword(s):

Process Conception

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George Rochberg's Road to Ars Combinatoria, 1943–63

Journal of the Society for American Music ◽

10.1017/s1752196318000044 ◽

2018 ◽

Vol 12 (2) ◽

pp. 119-150

Author(s):

AMY LYNN WLODARSKI

Keyword(s):

World War Ii ◽

The Other ◽

World War ◽

Self Assessment ◽

The Road ◽

Historical Figures ◽

Ethical Conflicts ◽

George Rochberg ◽

Cumulative Process ◽

Ethical Criteria

AbstractGeorge Rochberg often attributed his postmodern shift to the death of his son in 1964. Accordingly, the literature has described his practice of ars combinatoria (“art of combination”) as an “abrupt about-face”—a sudden rejection of modernist aesthetics. But the composer's unpublished essays, diaries, correspondence, and musical sketchbooks suggest that the road to ars combinatoria had well-laid roots in two of his least considered biographical periods: his service during World War II and his serial period. During these two decades, Rochberg actively sought positive models for humanistic composition, historical figures who rose to the level of musical heroes in that they served humanity through their art. But as the war had taught him, heroes are necessarily defined by their struggle against nemeses in ethical conflicts. Correspondingly, he constructed the other side of the artistic world as a realm of vain egoists who sought self-promotion and seemed unconcerned with humanistic modes of expression. As his ideas matured, Rochberg assigned different figures to these archetypes, but the guiding ethical criteria remained fairly consistent throughout. I therefore argue that ars combinatoria was less a sudden aesthetic reversal than it was the result of a longer cumulative process of self-assessment and compositional maturation.

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