The model of the successful manager was based on the 1950's family. Thus career demands assumed the presence of a spouse at home to handle family responsibilities. This study seeks to determine whether women and men in alternate family structures will be able to succeed in managerial careers. Data were analyzed from two MBA alumni cohorts: one older cohort with three waves of data collected over a thirteen-year period and a second younger cohort with data collected in the most recent (...) wave. A typology of family structure was utilized to categorize the managers into one of twelve family structures based on marital status, parental status, and spousal employment status. The post-traditional family where both parents are employed was found to be most prevalent for both men and women. A small percent of the MBAs were in the traditional family where the father is employed and the mother is not employed. Family structure in early career appears to be stable over the thirteen-year study period. Analyses reveal that for men, those in traditional families are most rewarded in their careers in terms of income and salary progression. Women had no family structure that achieved career success comparable to traditional family men. Despite increased acknowledgement of the varied family structures of managers and the adoption of family friendly policies by companies, rewards are not distributed equally. This has implications for managers, organizations, and society. (shrink)

This book gives a comprehensive account of methods in philosophy of education, it also examines their application in the 'real world' of education. It will therefore be of interest to philosophers and educators alike.

The Philosopher's Banquet is the first sustained study of Plutarch's Table Talk, a Greek prose text which is a combination of philosophical dialogue (in the ...

The role of critique in the Anglophone analytical tradition of philosophy of education is outlined and some of its shortcomings are noted, particularly its apparent claim to methodological objectivity in arriving at what are clearly contestable positions about the normative basis of education. Many of these issues can be seen to have a long history within European, and especially German, philosophy of education. In the light of this the discussion moves on to a consideration of similarities and contrasts between the (...) Anglophone and German-inspired deployment of the concept of critical rationality in philosophy of education. The claims to objectivity of the Anglophone tradition are contrasted with a more self-conscious concern for social justice and improvement in other European traditions, which has been followed more recently by a greater scepticism concerning the potential of critique for delivering social justice and improvement in education. This has parallels with the growing Anglophone disillusion with ‘classical’ analytic philosophy of education. This in turn has resulted in a greater awareness of the limitations of critique: its ideological character, its rootedness in specific contexts, its own potential dogmatism and its ambiguities. The various contributions to this volume are briefly described and related to each other. (shrink)

In reaction to Doret De Ruyter's recent defence of the importance of ideals in education, I advocate cautiousness in three respects. First, I explain the importance of distinguishing ideals more sharply from goals by demonstrating the problems of considering ideals even approximately realisable. Second, I substantiate my doubts about their indispensability in human motivation, and question the desirability of encouraging the motivational use of ideals. Third, I question whether ideals could or should be ‘passed on’ in education, drawing attention to (...) their non-objective, personally created nature. (shrink)

Despite the fact that Levinas has often been accused of having little or no room for the maternal in his writing, his rhetoric nonetheless applies maternal tendencies that complicate his ethical st...

Fr. Vandenabeele, Amaihonle : Le Chantier sous la porte de l'Acropole. p. 519-530 Publication de la fouille faite en 1977, 1979 et 1980 devant la porte du rempart : on a trouvé des pièces d'un habitat archaïque, des galeries souterraines et divers ensembles dont ni la date ni la fonction n'ont pu être précisées, du fait de la limitation de la fouille. Publication du matériel (céramique et quelques figurines) allant de l'époque archaïque à l'époque impériale.

Au total 1367 documents avec une inscription en linéaire A sur les 1427 connus peuvent être datés selon le système d'Evans. Ils permettent d'établir avec certitude que cette écriture a été en usage en Crète du MM II au MR I B, avec peut-être un prolongement au MR II. En dehors de Crète, elle est attestée dans les Cyclades, à Kéa au MM III et au MR I B, à Milos au MR I et à Théra au MR I A (...) ; elle est connue à Cythère au MM IIΙ Β-MR I Aet elle a même gagné la Laconie sans qu'on puisse dire à quelle époque. (shrink)

The question of whether protective labor legislation is beneficial to female workers has triggered much debate among feminist scholars. Like proponents of laissez-faire, some feminist scholars and activists have argued that such legislation harms the economic interests of women by lowering their wages and diminishing their employment prospects on the free labor market. This article reexamines the arguments made by opponents of protective labor legislation in the light of the historical development of the welfare state in Britain and France. It (...) is shown that the case against gender-specific protective labor legislation does not hold on empirical grounds. A strong body of evidence shows that protective labor legislation historically brought increasing economic returns and expanded opportunities to women in both countries. This has important implications for contemporary debates about the relationship between protective labor legislation and gender discrimination in the European Community, the International Labor Organization, and developing countries. (shrink)

How can philosophy exert its critical function in society and in education if any appeal to independent and even relatively ‘certain’ criteria seems problematic? The epistemological doubts that foundationalist models of justification encounter unavoidably seem to raise this question. In particular, the relativist implications that seem to result from rejecting such models seem to paralyse the critical potential of philosophy of education. In order to explore the possibilities of a conception of educational critique that avoids the pitfalls of foundationalism, I (...) analyse the epistemological dimensions of this much-feared relativism, illustrating this with some characteristic examples. Solving the problems raised will require an interpretation of critique that leaves our daily sense of critique intact, without literally adopting its—foundationalist—basic assumptions. After systematically developing such an alternative interpretation of critical usage, a non-relativist but still non-foundationalist and powerful conception of philosophical critique seems possible. I illustrate results with some examples from philosophy of education. (shrink)

Objective To determine whether presenting delivery room management options as defaults influences decisions to resuscitate extremely premature infants. Materials and methods Adult volunteers recruited from the world wide web were randomised to receive either resuscitation or comfort care as the delivery room management default option for a hypothetical delivery of a 23-week gestation infant. Participants were required to check a box to opt out of the default. The primary outcome measure was the proportion of respondents electing resuscitation. Data were analysed (...) using χ2 tests and multivariate logistic regression. Results Participants who were told the delivery room management default option was resuscitation were more likely to opt for resuscitation (OR 6.54 95% CI 3.85 to 11.11, p<0.001). This effect persisted on multivariate regression analysis (OR 7.00, 95% CI 3.97 to 12.36, p<0.001). Female gender, being married or in a committed relationship, being highly religious, experiences with prematurity, and favouring sanctity of life were significantly associated with decisions to resuscitate. Discussion Presenting delivery room options for extremely premature infants as defaults exert a significant effect on decision makers. The information structure of the choice task may act as a subtle form of manipulation. Further, this effect may operate in ways that a decision maker is not aware of and this raises questions of patient autonomy. Conclusion Presenting delivery room options for extremely premature infants as defaults may compromise autonomous decision-making. (shrink)

With the advent of new AIDS treatment initiatives such as the World Health Organization's “3 by 5” program and the United States' “President's Emergency Plan for AIDS Relief,” the ethical questions about AIDS care in the developing world have changed. No longer are they fundamentally about the conduct of research; now, we must turn our attention to developing treatment programs. In particular, we must think about how to spread limited treatment resources among the vast reservoir of people who need them.

Differential academic language proficiency is an issue of major educational concern, bearing on problems varying from pupil performance, to social prospects, and citizenship. In this paper we develop a conception of the language-acquiring subject, and we discuss the consequences for understanding differential language proficiency in schools. Starting from Wittgenstein's meaning-as-use theory we show that learning a language requires an activity that relates the subject both to the community of language users, and to the things language is about. In opposition to (...) Luntley, we contend that this does not mean that linguistic development involves linguistic adjustment to the world 'as it is'. It is argued that, in as far as linguistic development involves a process of adjustment, this concerns conceptions about the world as it is presupposed to be—a 'world' that is subjected to doubt and revision time and again. With respect to dealing with differential academic language proficiency, this approach to linguistic development suggests bringing pupils into situations which require active participation in processes of 'negotiating meaning', including negotiating the prevailing presuppositions about what the world is like. This also puts novices in a different position—less assimilatory—recognising their co-constructive potencies at a more fundamental level. (shrink)

Many philosophers of education emphasise the impossibility to really ‘solve’ philosophical—and with that, educational—problems these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This paper focuses on irony-based approaches that try to exploit the very uncertainty of philosophical issues to further philosophical understanding. We will first briefly discuss a few highlights of historical uses of irony as a philosophical tool. Then we concentrate on two different interpretations of irony, formulated by (...) Bransen and Rorty, that aim at gaining insight into how we make meaning of the world, while at the same time recognising that such an understanding would be impossible. After discussing some problematic aspects of these interpretations a third interpretation of irony is developed, based on a third view of the nature of meaning-making. Following these three interpretations, we will discuss their philosophical merits and the different kinds of insight they can produce for philosophy of education. (shrink)

Many philosophers of education emphasise the impossibility to really ‘solve’ philosophical—and with that, educational—problems these days. Philosophers have been trying to give philosophy a new, constructive turn in the face of this insolvability. This paper focuses on irony-based approaches that try to exploit the very uncertainty of philosophical issues to further philosophical understanding. We will first briefly discuss a few highlights of historical uses of irony as a philosophical tool. Then we concentrate on two different interpretations of irony, formulated by (...) Bransen and Rorty, that aim at gaining insight into how we make meaning of the world, while at the same time recognising that such an understanding would be impossible. After discussing some problematic aspects of these interpretations a third interpretation of irony is developed, based on a third view of the nature of meaning-making. Following these three interpretations, we will discuss their philosophical merits and the different kinds of insight they can produce for philosophy of education. (shrink)