Missing in Action: Job-Driven Educational Pathways for Unauthorized Youth and Adults

Policymakers in Washington, DC, and in the states have put forward proposals to make it easier for immigrants to fully contribute to the economy. Most federal immigration policy proposals -- whether administrative or congressional -- require immigrant applicants to attain credentials, thus facilitating their full economic integration. These educational requirements -- if supported by adequate policy infrastructure and investments -- increase the likelihood of positive economic outcomes for individual immigrants and our economy as a whole. It is well-documented that higher levels of education are associated with higher earnings and economic productivity. But some of these credential requirements have not lined up with what the labor market actually demands, and to date, no policy has included the investments or infrastructure needed to support job-driven educational pathways for unauthorized youth and adults. Reflecting on the DREAM Act, DAPA, and DACA today creates an opportunity to ensure that the current lack of access to job-driven educational pathways does not become a barrier to citizenship in the future when comprehensive immigration reform comes to pass

The limits of process: On (re)reading Henri Bergson

This article offers a reading of the work of Henri Bergson as it pertains to organizations through the lens of ideas drawn from critical realism. It suggests an alternative to interpretations based on a stark division between process and realist perspectives. Much of the existing literature presents a rather partial view of Bergson’s work. A review suggests some interesting parallels with themes in critical realism, notably the emergence of mind. Critical realism has a focus on process at its heart, but is also concerned with how the products of such processes become stabilized and form the conditions for action. This suggests that attention might usefully be paid to the relationship between organizational action and the sedimented practices grouped under the heading of ‘routines’. More attention to Bergson’s account of the relationship between instinct, intuition and intelligence provides a link to the social character of thought, something which can be mapped on to Archer’s work on reflexivity and the ‘internal conversation’. This suggests that our analyses need to pay attention to both memory and history, to building and dwelling, rather than the one-sided focus found in some process theory accounts

Remarks on the Theory of Relativity (1922)

On April 22, 1922, the Societé française de Philosophie hosted Albert Einstein for a discussion of the theory of relativity.  In the course of this discussion, Henri Bergson, who was at that time writing Duration and Simultaneity, which explored some of the philosophical implications of Einstein's theory, was asked to share his thoughts.  The resulting remarks offer a glimpse into Bergson's analysis of the concept of simultaneity, and Einstein's brief reply reveals his insistence that time itself, not just "the physicist's time," is relative

Phenomenology is not phenomenalism. Is there such a thing as phenomenology of sport?

Background: The application of the philosophical mode of investigation called “phenomenology” in the context of sport. Objective: The goal is to show how and why the phenomenological method is very often misused in the sportrelated research. Methods: Interpretation of the key texts, explanation of their meaning. Results: The confrontation of concrete sport-related texts with the original meaning of the key phenomenological notions shows mainly three types of misuse – the confusion of phenomenology with immediacy, with an epistemologically subjectivist stance (phenomenalism), and with empirical research oriented towards objects in the world. Conclusions: Many of the discussed authors try to take over the epistemological validity of phenomenology for their research, which itself is not phenomenological, and it seems that this is because they lack such a methodological foundation. The authors believe that an authentically phenomenological analysis of sport is possible, but it must respect the fundamental distinctions that differentiate phenomenology from other styles of thinking