The Roots of Virtue: A Cross-Cultural Lexical Analysis

Although the notion of virtue is increasingly prominent in psychology, the way it has been studied and conceptualised has been relatively Western-centric, and does not fully account for variations in how it has been understood cross-culturally. As such, an enquiry was conducted into ideas relating to virtue found across the world’s cultures, focusing specifically on so-called untranslatable words. Through a quasi-systematic search of academic and grey literature, together with conceptual snowballing and crowd-sourced suggestions, over 200 relevant terms were located. An adapted grounded theory analysis identified five themes which together provide an insight into the “roots” of virtue (i.e., the main sources from which it appears to spring): virtue itself (the concept of it); considerateness (caring about it); wisdom (knowing what it consists of); agency (managing to be/do it); and skill (mastery of the preceding elements). The results help shed further light on the potential dynamics of this important phenomenon

Strategic ambiguity as a rhetorical resource for enabling multiple interests

The literature on ambiguity reflects contradictory views on its value as a resource or a problem for organizational action. In this longitudinal empirical study of ambiguity about a strategic goal,we examined how strategic ambiguity is used as a discursive resource by different organizational constituents and how that is associated with collective action around the strategic goal.We found four rhetorical positions, each of which drew upon strategic ambiguity to construct the strategic goal differently according to whether the various constituents were asserting their own interests or accommodating wider organizational interests. However, we also found that the different constituents maintained these four rhetorical positions simultaneously over time enabling them to shift between their own and other's interests rather than converging upon a common interest. These findings are used to develop a conceptual framework that explains how strategic ambiguity might serve as a resource for different organizational constituents to assert their own interests whilst also enabling collective organizational action, at least of a temporary nature

The role of grammar in the writing curriculum: A review of the literature

For most Anglophone countries, the history of grammar teaching over the past 50 years is one of contestation, debate and dissent: and 50 years on we are no closer to reaching a consensus about the role of grammar in the English/Language Arts curriculum. The debate has been described through the metaphor of battle and grammar wars (Kamler, 1995; Locke, 2005), frequently pitting educational professionals against politicians, but also pitting one professional against another. At the heart of the debate are differing perspectives on the value of grammar for the language learner and opposing views of what educational benefits learning grammar may or may not accrue. At the present time, several jurisdictions, including England and Australia, are creating new mandates for grammar in the curriculum. This article reviews the literature on the teaching of grammar and its role in the curriculum and indicates an emerging consensus on a fully-theorized conceptualization of grammar in the curriculum