We examined Confucian moral philosophy, primarily the Analects, to determine how Confucian ethics could help managers regulate their own behavior (self-regulation) to maintain an ethical standard of practice. We found that some Confucian virtues relevant to self-regulation are common to Western concepts of management ethics such as benevolence, righteousness, wisdom, and trustworthiness. Some are relatively unique, such as ritual propriety and filial piety. We identify seven Confucian principles and discuss how they apply to achieving ethical self-regulation in management. In addition, (...) we examined some of the unique Confucian practices to achieve self-regulation including ritual and music. We balanced the framework by exploring the potential problems in applying Confucian principles to develop ethical self-regulation including whistle blowing. Confucian moral philosophy offers an indigenous Chinese theoretical framework for developing ethical self-regulation in managers. This is relevant for managers and those who relate to managers in Confucian-oriented societies, such as China, Korea, Japan, and Singapore. We recommend further research to examine if the application of the Confucian practices outlined here actually work in regulating the ethical behavior of managers in modern organizations. (shrink)

Although multiple scholars have pushed music education to embrace the aesthetic as a curricular and pedagogical touchstone, research surrounding this aesthetic turn has largely framed aesthetics as a sensory experience rather than a social technology (one that can both liberate and oppress). In response, I address the following question: how do uncritical aesthetic philosophies and the experiences they engender act as a means of oppression within music education? By way of example, I approach this question through a text analysis of (...) writings on aesthetics from The Eugenics Review, a long-running publication that disseminated eugenics news and research. In doing so, I construct a eugenical theory of aesthetics that illuminates how eugenicists used aesthetics to enact what Foucault defines as pastoral power and assert control of bodies and populations through education. I then frame the writings of Carl Seashore (a pioneering music education researcher and avowed eugenicist) within this eugenical theory of aesthetics, revealing the ways that Seashore used aesthetic theory to forward eugenical arguments. I conclude with implications for contemporary educators and researchers, sounding a call for a deep and critical examination of all aesthetic formations within music education. (shrink)

Arguments over the value of ‘extreme music’ and the use of highly controversial imagery within these genres have existed since its inception. Detractors claim that using extreme imagery such as fascist symbols, pornography and racially charged photographs inherently promotes the corrosive ideologies behind these images. Some purveyors of extreme music disagree, arguing that musicians use these images to explore humanity’s darker elements which, in turn, allow audiences to better understand these problematic aspects of modern society. When played out within underground (...) music communities, these arguments often devolve into name calling and accusations of censorship. However, by addressing extreme music on its own terms and critiquing the effectiveness of these genres, a more nuanced understanding of the issues intrinsically embedded within extreme music emerges. In this article, I employ this approach by exploring the music and imagery of power electronics band Whitehouse and argue that the ambiguous nature of their work partially mirrors the intention behind Paulo Freire’s concept of codifications. While this notion provides some defence for extreme music more broadly, the lack of venues that promote communal explorations of these images hinders the genre’s ability to achieve its own goals. (shrink)

This book is a follow-up to _Inside Schools_. It reviews the position of ethnography in educational research in the light of current issues and of the author's own research over the past ten years. Starting from an analysis of teaching as science and as art, Peter Woods goes on to review the general interactionist framework in which his own work is situated, and how this relates to postmodernist trends in qualitative research. The approach is illustrated through reference to the author's (...) own personal history and research career, and his recent research on creative teaching, critical events, and his teachers reactions to school inspections. How to represent such research is a central feature, and includes a consideration of the tools used in that task and how they relate to the ethnographer's self, whatever forms of representation are selected, however, the audiences' own concerns will guide them in their interpretation of the work. Prominent themes include: * the person of the ethnographer in research * the art of teaching and new ways of representing it, while not forgetting the science of teaching and of research * research for educational use, and the uses of educational research * collaborative work between researchers and teachers The issues covered include such matters as research purposes, research design, research careers, access, data collection, data analysis, truth criteria, the relationship between theory and research methods, writing-up, and dissemination. (shrink)