Values-Based Leadership in a Time of Values Confusion

Values-based leadership is slipping, perhaps morphing into an ill-defined expediency without the weight or anchor of moral principles while neglecting common decency, genuine care for others, and a vision of democracy as a moral egalitarianism. Values, without a moral anchor, can easily slip into ethical relativity and narcissistic navel-gazing where a moral view of others hangs hopelessly by the threads of expedient decision making. This we see in the current political and business climate of 2018 as we live and work in an atmosphere of selfishness ignoring self-giving service to others. Will this last, or will we be able to revive our democratic ideals and moral principles and transpose these into our everyday lives, business practices, and political processes

Moral and Ecological Function of Students' Upbringing

The paper considers some social problems and consequences of the consumer attitude of man and modern society to nature. The necessity of changing the stereotypes of man and nature interaction and forming man's reasonable needs is stressed. It is argued that human mentality and value reference points need changing by means of upbringing. The authors develop questions related to the upgrade of higher school in Russia and to the use of functionalist ideas in the upbringing process of higher education institutions. The pedagogical model of implementing the moral and ecological function of students' upbringing at a higher education institution is developed and represented. It includes interrelated structural components: motivational and goal-related, axiological, content-related, technological and final one. The paper reveals the essence of such notions as "new social and ecological ideal", "moral and ecological function of upbringing", "ecological and humanist values". An analysis of upbringing process at a higher education institution is presented from the standpoint of competency-based approach. The researchers underline the significance of art in forming the personality's ecological and humanist values. (C) 2015 The Authors. Published by Elsevier Ltd

International Interfaith Centre Annual Lecture 1996: From Conflict to Harmony the Confucian response to interfaith dialogue

From Conflict to Harmony the Confucian response to interfaith dialogueIt is true that unlike other living faiths, Confucianism has lost its organisational and institutional mechanism. However, organisation and institution are never taken to be the sole foundation of Confucianism. Rather, the power and force of Confucianism lies in its values and ideals, the essentials of which have become part of the ways of the Chinese life. In this sense, we may say that Confucianism as a value system is still functioning in today's world and as a living force Confucianism holds not only the motives of social integration but also the solutions and resolutions of inter-religious conflict

Scope of Excellence: For All Patients

Roll 133a. Sod. Union Picnic (Sodality Union Picnic) (Giovannis) / May Crowning (Col. Ch.)(College Church). Image 11 of 35. (16 May, 1954) [PHO 1.133a.11]The Boleslaus Lukaszewski (Father Luke) Photographs contain more than 28,000 images of Saint Louis University people, activities, and events between 1951 and 1970. The photographs were taken by Boleslaus Lukaszewski (Father Luke), a Jesuit priest and member of the University's Philosophy Department faculty

Empathy Institutionalized: Sociocultural Dialogue as a Strategic Peacebuilding Initiative

A common adage used in psychological exploration tells us that “If you want to know the end, look at the beginning.” While typically employed to emphasize the importance of upbringing and environment on personal outcomes, this phrase can be equally applicable in examining the ways in which society has developed over time to produce our polarized sociopolitical culture of today. This work explores from an integrative psychosocial perspective the potential that exists in working to define a new “end” by shaping a new “beginning,” through going directly to the institutions that comprise our own beginnings— schools. Through a combined research lens of peace studies and developmental psychology, this presentation will examine in detail the capacities of sociocultural dialogue as a strategic peacebuilding initiative, specifically in the context of institutionalized education. Through initiating relevant, age-appropriate conversational opportunities for our youngest minds to encounter and understand difference, this method would thus essentially strive to serve as an embedded, ongoing strategic peacebuilding initiative that assumes a preventative rather than reactionary approach to conflicts in perspective. In using an interdisciplinary approach to both inform frameworks and measure outcomes of implementing developmentally appropriate sociocultural dialogues in early educational settings, we gain a heightened understanding of the ways in which these types of dialogues can contribute to increased levels of empathy—ultimately working, from the beginning, to pre-emptively instill qualities capable of bridging the divides which we have clearly seen to emerge in the end

Bakhtinian Dialogic and Vygotskian Dialectic: Compatabilities and contradictions in the classroom?

This article explores two central notions of ‘dialectics’ and ‘dialogics’ based on the work of Vygotsky (drawing on philosophers such as Hegel, Spinoza, Engels and Marx) and Bakhtin (drawing on members of the Bakhtin Circle and writers such as Dostoevsky and Rabelais) respectively, as well their varying interanimations within Stalin-Marxist Russian society. It is proposed that these two positions are incommensurably located alongside one another in contemporary education. I argue that Bakhtin offers diametrically oppositional educational provocations to those of Vygotsky. The implications of these interpretations will be explored with consideration of their underlying philosophical incompatibilities and contradictions, as well as the opportunities such a consideration pose for educational practice today

Restorative Justice-Informed Moral Acquaintance: Resolving the Dual Role Problem in Correctional and Forensic Practice

The issue of dual roles within forensic and correctional fields has typically been conceptualized as dissonance—experienced by practitioners— when attempting to adhere to the conflicting ethical requirements associated with client well-being and community protection. In this paper, we argue that the dual role problem should be conceptualized more broadly; to incorporate the relationship between the offender and their victim. We also propose that Restorative Justice (RJ) is able to provide a preliminary ethical framework to deal with this common ethical oversight. Furthermore, we unite the RJ framework with that of Ward’s (2013) moral acquaintance model to provide a more powerful approach—RJ informed moral acquaintance—aimed at addressing the ethical challenges faced by practitioners within forensic and correctional roles

Civic Republicanism Provides Theoretical Support for Making Individuals More Environmentally Responsible

The genesis for this essay is the recognition that individual behavior is contributing in a significant way to the remaining environmental problems we have. For a variety of reasons, ranging from the difficulty of trying to identify and then regulate all of these individual sources to the political backlash that might result if such regulation was tried, efforts to control that behavior have either failed or not been tried. The phenomenon of individuals as irresponsible environmental actors seems counter-intuitive given the durability of the environmental protection norm and polls that consistently show that people contribute to environmental causes, are willing to pay more to protect environmental resources, and consider protecting the environment among their highest priorities. This conflict between thought and deed and its serious effect, if not resolved, is the puzzle that has sent me on this quest. This essay is the author\u27s third attempt at unraveling the problem of irresponsible individual environmental behavior and at suggesting possible ways to reform how people behave toward the environment. The first article proposed expanding the abstract environmental protection norm to include individual environmental responsibility as the approach most likely to overcome barriers to behavioral change. The article recommended enlisting environmental groups as the most effective norm entrepreneurs to achieve widespread change in personal environmental conduct. In that piece, she concluded that the best way to change norms and thus change behavior was through education, but additional measures might be necessary. The second article expanded on the earlier discussion of norms and their influence on behavior, and why changing norms, though difficult, is more effective than other means of inciting behavioral change. However, given the difficulty inherent in creating or changing norms, the second article also identified and evaluated other norm and behavior-changing tactics, such as shaming, public education, and market-based incentives, which might supplement norms as a means of changing behavior. The article concluded that no one approach alone is sufficient to secure both norm and behavior change, but a combination of any or all of them when properly tailored to the source and nature of the harm and when accompanied by public education can lead to both norm and behavioral changes. Thus, both articles concluded that public education plays a critical role in any effort to alter public behavior through changing norms. This essay examines how republican theory supports that conclusion and provides the theoretical framework within which norm change can occur. All three pieces start with the premise that the current crisis over global climate change has created the circumstances in which norm change can occur--circumstances that collectively have created what the author calls a second environmental republican moment. This second republican moment, like the first one in the 1970s, might result in widespread public support for a variety of environmentally protective legislative and regulatory initiatives and offers a rare, albeit brief, opportunity in which to educate the public about its contribution to environmental harm. This essay develops the republican aspect of that thought further, demonstrating how the overlapping strands of republican thought and norm development support the creation of a new norm of personal environmental responsibility. The essay also shows how, during republican moments, the public is more amenable to being educated about civic matters, including their responsibilities as environmental citizens. It is particularly during republican moments that people acquire information that may influence their expressed preferences, lending a sense of urgency to the present moment we find ourselves in. This essay begins by discussing the concept of an environmental republican moment, and why the public\u27s response to the crisis of global climate change appears to be such a moment. The essay then identifies the key features of republican theory and shows how those features replicate many of the elements necessary for norm and behavioral change. The essay concludes by showing how republicanism--with its emphasis on public education, civic involvement, and achieving the common good through civic virtue--provides a useful construct for thinking about how to make people behave in more environmentally responsible ways