Toward an Ethics of Organizations

1999 ◽  
Vol 9 (4) ◽  
pp. 619-638 ◽  
Author(s):  
Robert A. Phillips ◽  
Joshua D. Margolis
Keyword(s):  
Political Philosophy ◽  
Moral Theory ◽  
Organizational Ethics ◽  
Nation State ◽  
Starting Point ◽  
The Individual

Abstract:The organization is importantly different from both the nation-state and the individual and hence needs its own ethical models and theories, distinct from political and moral theory. To develop a case for organizational ethics, this paper advances arguments in three directions. First, it highlights the growing role of organizations and their distinctive attributes. Second, it illuminates the incongruities between organizations and moral and political philosophy. Third, it takes these incongruities, as well as organizations’ distinctive attributes, as a starting point for suggesting an agenda for an ethics of organizations.

Knowledge Acquisition and Management

2000 ◽  
pp. 333-349
Author(s):  
Jean L. Johnson
Keyword(s):  
Knowledge Acquisition ◽  
Organizational Memory ◽  
Starting Point ◽  
Literature Synthesis ◽  
Knowledge Types ◽  
The Individual ◽  
Acquisition Processes ◽  
Virtual Setting ◽  
Development And Management

This chapter provides an integrative review and synthesis of the knowledge acquisition and management literature. As a starting point, the role of the individual in organizational learning processes is discussed and reconciled. This issue is extended and discussed for the virtual setting. In following sections, the author derives three major theoretical principles from the literature synthesis. These include the knowledge types, knowledge acquisition processes, and organizational memory. Again, each of these principles are extended to the virtual setting. Based on the integration of these principles, a number of conceptual refinements are offered and important strategic implications elaborated. Subsequently, the strategic implications are contrasted and developed for the virtual setting. Communication constraints inherent to the virtual organization bring a unique and likely problematic set of issues with regard to the development and management of organizational knowledge.

Autonomy, Education, and Societal Legitimacy

1998 ◽  
pp. 196-201
Author(s):  
Edward Sankowski
Keyword(s):  
Political Philosophy ◽  
Individual Autonomy ◽  
Legitimate Authority ◽  
Educational Model ◽  
Respect For Autonomy ◽  
Normative Function ◽  
Educational Concept ◽  
Institutional Model ◽  
The Individual

I argue that autonomy should be interpreted as an educational concept, dependent on many educative institutions, including but not limited to government. This interpretation will improve the understanding of autonomy in relation to questions about institutional and societal legitimate authority. I aim to make plausible three connected ideas. (1) Respecting individual autonomy, properly understood, is consistent with an interest in institutions in social and political philosophy. Such interest, however, does require a broadening of questions about institutional and societal legitimacy. (2) Individual autonomy can and should be re-conceived as a multi-institutional educational notion. We must appreciate the manifold institutional process. There are diverse questions about legitimacy as institutional and societal authority that generate normative demands binding on the individual. (3) There is some uncertainty about which institutions do or should educate for autonomy. The shift to an educational, multi-institutional model of autonomy renders more questionable and probably de-emphasizes the role of blame and punishment as paradigmatically institutionalized expressions of respect for autonomy in educating for autonomy. Nonetheless, such an educational model does not eliminate concern about autonomy, blame and punishment. Rather, it broadens questions about the legitimacy of the normative function of various institutions, and of society as a whole.

scholarly journals Community Agency and Islamic Education in Contemporary Zanzibar

2021 ◽  
Vol 30 (3) ◽  
pp. 93-103
Author(s):  
Caitlyn Bolton
Keyword(s):  
Political Philosophy ◽  
Human Nature ◽  
Islamic Education ◽  
Nation State ◽  
Community Agency ◽  
State Institutions ◽  
The Individual ◽  
Modern Nation State

Western liberal political philosophy, which undergirds the conception of the modern nation-state as theorized by European philosophers of liberalism from centuries past, is primarily concerned with the dynamics of rights and responsibilities between the individual and state institutions. In defining these dynamics, some philosophers held an assumption of human nature as inherently inclined toward selfish ends...

Grotius na Interdisciplinaridade Moderna Entre o Direito e a Filosofia Política

2009 ◽  
Vol 17 (33) ◽  
pp. 95-117
Author(s):  
André Santos Campos ◽  
Keyword(s):  
Political Philosophy ◽  
Seventeenth Century ◽  
Theoretical Basis ◽  
Individual Person ◽  
Starting Point ◽  
The Individual

Modern political philosophy, especially since Machiavelli, intends to uncover what politics actually is, and in order to achieve this it often needs to penetrate into disciplines not immediately related to politics and assimilate for itself additional concepts and methodologies. Thus, it appears to be interdisciplinary in the manipulation of specific conceptual instruments. Since there is a methodological shift in modernity imposing the individual person as a basic starting-point of political philosophy, which is expressed in a language of rights, the birth of this juridical-political interdisciplinarity is to be found in a table of concepts established in the science of law and applicable to political philosophy. In order to further understand this, the origins of Grotius’s definitions of ius must be sought out, since they set the background for the bridge he architected between law and political philosophy to be crossed by subsequent modern political philosophers. The solidity of this theoretical basis for interdisciplinary political philosophy depends upon the simultaneity of all of Grotius’s different meanings of ius: it is from this foundation that seventeenth-century political philosophy can begin from.

Venedikt Yerofeev, Moscow–Petushki (1970): self and others

2018 ◽  
pp. 176-194
Author(s):  
Steven Earnshaw
Keyword(s):  
Social Norms ◽  
The State ◽  
Nation State ◽  
The Novel ◽  
Self Medication ◽  
The People ◽  
The Individual

In Venedikt Yerofeev’s Moscow Stations the character Venichka, a version of the author, takes an increasingly surreal train ride towards Petushki, a town at the end of a Moscow line which he believes to be like paradise. Unlike other drinker novels where the committed central drinker’s behaviour is regarded as outside social norms, Venichka is surrounded by like-minded Russian souls who also drink continuously. One of the central conceits of the novel explored in this chapter is thus the role of Venichka as a Russian everyman who is simultaneously alienated from the State, and paradoxically also from the people – drinking is his chosen vocation rather than a means of dulling self-medication. Venichka’s alienation is manifest in his ongoing argument with God, Russia and Fate. The chapter assesses how the novel refuses to privilege rationality, philosophy or empiricism in its determination to fully exist in a country/world which lacks any kind of coherence, and offers a comparison between this novel and Exley’s A Fan’s Notes in their treatment of the individual, drink, and the Nation State.

scholarly journals The Interplay of Space, Place and Identity: Transforming Our Learning Experiences in an Outdoor Setting

2015 ◽  
Vol 8 ◽  
pp. 27 ◽  
Author(s):  
Alice Cassidy ◽  
Alan Wright ◽  
William B. Strean ◽  
Gavan Watson
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Well Being ◽  
Professional Development Workshop ◽  
Outdoor Setting ◽  
Starting Point ◽  
Potential Benefits ◽  
The Individual ◽  
Place And Identity

In this paper, we use a day-long professional development workshop for higher education faculty conducted in an outdoor setting as the starting point for an examination of the value of such activities. We explore the potential benefits, in terms of learning and holistic well-being, of educational activities designed to provide participants with sessions either in the natural environment or the built (urban) environment beyond the four walls of the traditional classroom. Drawing on the literature of ‘place-based learning’, the well-established traditions of some conference organizations, the emerging trend to mount such pre-conference workshops in the Society for Teaching and Learning in Higher Education (STLHE: Canada) and the feedback of past participants, we explore the nature of these experiences and the various outcomes, grappling with the challenge of identifying tangible ‘takeaways’ at the individual and community levels. We conclude with directions for further analysis of the role of this type of session in terms of conference pedagogy and means of measuring impact on the well-being, outlook, and practices of instructors in higher education.

scholarly journals Approaches to Managing Ethnoreligious Diversity: the Case of the City-State Singapore

2020 ◽  
Vol 22 (4) ◽  
pp. 634-646
Author(s):  
Ilya R. Lavrov ◽  
Oxana G. Kharitonova
Keyword(s):  
Power Sharing ◽  
Nation State ◽  
Institutional Management ◽  
Political Role ◽  
Religious Identification ◽  
Divided Society ◽  
The Individual ◽  
City State ◽  
The City

The article examines the problem of finding an appropriate power-sharing model for a divided society with cleavages along religious, linguistic, cultural and ethnic lines. Two key approaches to the institutional management of ethnoreligious diversity, consociationalism and centripetalism, are studied. The theoretical framework then applied to the city-state Singapore, a secular nation-state with a dominant ethnic group. The article states that the individual ethno-religious segments aware of their socio-political role can not be detected in the nation-state, whose citizens lack clear ethnic and religious identification, as a result of the culturally neutral citizenship concept application. The authors conclude that a centripetalist approach can theoretically be applicable to Singapore as the role of the unifying centre is played by the PAP, representing all ethnic groups and religions. However, the city-state could be threatened by conflicts between different segments due to religious self-radicalization, and these conflicts could be prevented through the use of consociational mechanisms.

scholarly journals O lúdico no processo de ensino-aprendizagem das ciências

2019 ◽  
Vol 88 (220) ◽  
Author(s):  
Alcina Silva ◽  
Marsyl Mettrau ◽  
Márcia Barreto
Keyword(s):  
Learning Process ◽  
Cognitive Structure ◽  
Point Of View ◽  
Individual Student ◽  
Constructivist Approach ◽  
Starting Point ◽  
The Subject ◽  
The Individual ◽  
Teaching Learning

Propõe-se a refletir sobre as relações que envolvem o lúdico e o ensino-aprendizagem das Ciências, a partir de uma perspectiva em que as concepções prévias de conceitos científicos sejam compreendidas como ponto de partida e parte ativa de um processo para a construção de novos conhecimentos. Nesta perspectiva, coerente com a Epistemologia Genética e com uma abordagem socioconstrutivista, o objeto é apreendido por meio de uma estrutura cognitiva constituída pelo sujeito a partir de seus interesses e necessidades. A motivação vem a ser o elemento propulsor neste processo, tendo em vista que despertar o interesse implica envolver o indivíduo/estudante em algo que tenha significado para si. As seguintes questões norteiam esta reflexão: Qual o significado de motivar? Este significado passa apenas por proporcionar prazer por meio de atividades lúdicas ou vai para além de sua relação com o lúdico? Qual o papel do professor ao trabalhar com atividades lúdicas? Palavras-chave: lúdico; aprendizagem; motivação; conhecimento científico. Abstract The objective of this paper is to reflect upon the relations involving the ludic activities and the teaching-learning process of sciences, from a perspective in which the pre-conceptions of scientific notions are recognized as the starting point and also as an active part of a process for the construction of new knowledge. From this point of view, which is coherent with the Genetic Epistemology and with a socio-constructivist approach, the object is seized by means of a cognitive structure elaborated by the subject based on his interests and needs. The motivation becomes the propelling element in this process, considering that stirring the interest implies involving the individual/student in something meaningful to himself. The following questions guide this reflection: What is the meaning of motivating? Does this meaning have the sole purpose of providing pleasure by means of ludic activities or does it surpass its relation with the ludic activities? What is the role of the teacher while working with ludic activities? Keywords: ludic; learning process; motivation; scientific knowledge.

scholarly journals The Relevance of Learning Processes for IT Implementation

2011 ◽  
pp. 1-23 ◽  
Author(s):  
Tanya Bondarouk ◽  
Klaas Sikkel
Keyword(s):  
Information Technologies ◽  
Group Learning ◽  
Learning Processes ◽  
Positive Direction ◽  
Managerial Support ◽  
It Implementation ◽  
Starting Point ◽  
The Individual

The starting point of this chapter is the belief that it is neither the quality of the technology, nor that of the individual users, but the interactions amongst people in groups of users concerning a new system that determines the success or failure of IT implementation. Aiming at conceptualisation of the role of group learning in IT implementation, we first develop a theoretical framework based on the experiential learning cycle that includes five processes: collective acting, group reflecting, knowledge disseminating, sharing understanding, and mutual adjustment. Second, we illustrate the roles of learning processes in three case studies. Analysis of the interviews with 98 users of information technologies has revealed a unique function of group learning in the IT implementation. It is shown that group learning emerges immediately after a new IT is introduced to the targeted users; it may take different directions (for or against adoption of the technology); it itself can develop during the IT implementation and either progress or take a turn for the worse. The chapter elaborates on three organisational conditions important for directing the constructive group learning: managerial support issues, structural and nonstructural group characteristics, and technological features that turn group learning in a positive direction.

scholarly journals Role of Multiple HLR1 Sequences in the Regulation of the Dual Promoters of the psaAB Genes in Synechocystis sp. PCC 6803

2010 ◽  
Vol 192 (15) ◽  
pp. 4031-4036 ◽  
Author(s):  
Tomoko Takahashi ◽  
Nanako Nakai ◽  
Masayuki Muramatsu ◽  
Yukako Hihara
Keyword(s):  
Response Regulator ◽  
High Light ◽  
Fine Tuning ◽  
Upstream Region ◽  
Starting Point ◽  
Genes Encoding ◽  
The Individual ◽  
Dual Promoters ◽  
Pcc 6803

ABSTRACT Previously, we analyzed the promoter architecture of the psaAB genes encoding reaction center subunits of photosystem I (PSI) in the cyanobacterium Synechocystis sp. PCC 6803. There exist two promoters, P1 and P2, both of which show typical high-light (HL) response of PSI genes; their activities are high under low-light (LL) conditions but rapidly downregulated upon the shift to HL conditions. In this study, it was suggested that a response regulator RpaB binds to multiple high-light regulatory 1 (HLR1) sequences in the upstream region of the psaAB genes. We explored the regulatory role of cis-elements, including these HLR1 sequences on the individual activity of P1 and P2. Under LL conditions, the most influential cis-element is HLR1C (−62 to −45, relative to the transcriptional starting point of P1) working for positive regulation of P1. The other HLR1 sequences also affect the promoter activity under LL conditions; HLR1A (−255 to −238) is involved in repression of P1, whereas HLR1B (−153 to −126) works for activation of P2. Upon the shift to HL conditions, regulation via HNE2 located within the region from −271 to −177 becomes active in order to downregulate both P1 and P2 activities. A positive effect of HLR1B on P2 may persist under HL. These results suggest that cis-elements, including multiple HLR1 sequences, differently regulate the activities of dual promoters of the psaAB genes to achieve the fine-tuning of the gene expression.

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