Ethical attitudes and behaviour are complex. This complexity extends to the influencers operating at different levels both outside and within the organisation, and in different combinations for different individuals. There is hence a growing need to understand the proximal and distal influencers of ethical attitudes, and how these operate in concert at the individual, organisational, and societal levels. Few studies have attempted to combine these main research streams and systematically examine their combined impact. The minority of studies that have taken (...) a combined approach have often done so using conventional statistical and analytical techniques which imply linearity between variables—a situation that rarely exists in business settings and is likely to lead to simplistic or even erroneous conclusions. Applying a fuzzy-set qualitative comparative analysis approach, this paper reports on the mutual and simultaneous influence of individual demographic factors, as well as proximal and distal factors stemming from within and outside the work environment to understand individuals’ ethical views within the workplace. The multiple configurations that emerged reveal the complex nature of influencers of ethical attitudes, and reinforce the view that “one size does not fit all”. We discuss these implications together with managerial recommendations and future research directions. (shrink)

Fur Descartes galt die Erkenntnistheorie als <I>prima philosophia. Mit der beruhmten Formel <I>cogito ergo sum erhob er das denkende Selbstbewusstsein zum <I>fundamentum inconcussum et primum veritatis. Diesen Primat der Erkenntnistheorie in der Neuzeit stellt Heidegger mit seinem ontologischen Ansatz in <I>Sein und Zeit in Frage. Das menschliche Erkennen ist fur ihn nicht etwas Ursprungliches, sondern etwas Abgeleitetes. Es setzt das <I>Verstehen voraus, das gemeinsam mit <I>Befindlichkeit und <I>Rede die ursprungliche Erschlossenheit des Daseins ausmacht. Spater sieht Heidegger, dass der Entwurf des (...) Verstehens vom Lichtungsgeschehen des Seins ermoglicht ist. Dabei gewinnt die Sprache eine grundlegende Funktion. Diese Abhandlung geht dem theoretischen Erkennen auf den Grund und bietet dabei einen neuen Horizont zum besseren Verstandnis von Heideggers Philosophie.". (shrink)

We initiate a study of two general concepts of semisimplicity for MV-algebras by replacing the standard MV-algebra with an arbitrary MV-chain. These generalised notions are called -semisimple MV-algebras and -semisimple MV-algebras. We obtain several of their characterisations and explore in more-depth the case of perfect MV-chains.

CRITICAL AND HISTORICAL REFLECTIONS ON SPINOZA'S "ETHICS" BY CELESTINE J. SULLIVAN, JB, Benedict Spinoza wrote very little. If the urgency of certain ...

This is a new release of the original 1947 edition.

This article seeks to provide a new reading of the work of Celestin Freinet and his use of the printing press. Specifically, this article aligns Freinet’s approach to teaching and learning with a counter-reformation in pedagogical thought-an approach that places him both within and outside of the ‘progressive’ turn in education that began to emerge at the end of the nineteenth and beginning of the twentieth centuries. Freinet’s pedagogical experiment in rural France during mid-twentieth century demonstrated the way that (...) student freedom, uninhibited by overarching ideological pre-emption, and unbound from the progressive imperatives typical of reform education in either its Marxist or liberal variants, can be utilized as a way to inspire pedagogical techniques founded on alternative social, political, and anthropological postulates. Specifically, the authors demonstrate how Freinet’s use of the press helps us to think about the following: 1) a different relationship to technology and the role it could play in the conception of the common within the classroom; 2) the creation of an existential good as opposed to the private good discovered through the amassing of property and the advancement of the related notion of progress; 3) and a reaffirmation of the possibility of a genuine workers education. (shrink)

Philosophe et sociologue proche de Durkheim avec lequel il lancera L’Année sociologique, Célestin Bouglé (1870-1940) est surtout connu pour ses Essais sur le régime des castes (1908) et sa critique de l’anthroposociologie de Lapouge. Ses intérêts sociologiques demeurent toutefois indissociables de son attachement au républicanisme démocratique. En s’attardant sur la philosophie sociale de Bouglé, cet article vise à explorer la forme que prend la démocratie dans sa pensée politique et républicaine en s’attardant sur l’influence que Proudhon a pu exercer sur (...) cette pensée. Cette influence semble conférer à la philosophie de la solidarité de Bouglé une dimension particulière par rapport à la pensée du père du solidarisme, Léon Bourgeois. Sans s’opposer à ce dernier, le solidarisme de Bouglé semble plutôt être une tentative de compléter le projet politique de Bourgeois par l’ajout d’une réflexion sur la question morale de l’expression de la solidarité dans la quotidienneté. (shrink)

Philosophe et sociologue proche de Durkheim avec lequel il lancera L’Année sociologique, Célestin Bouglé est surtout connu pour ses Essais sur le régime des castes et sa critique de l’anthroposociologie de Lapouge. Ses intérêts sociologiques demeurent toutefois indissociables de son attachement au républicanisme démocratique. En s’attardant sur la philosophie sociale de Bouglé, cet article vise à explorer la forme que prend la démocratie dans sa pensée politique et républicaine en s’attardant sur l’influence que Proudhon a pu exercer sur cette pensée. (...) Cette influence semble conférer à la philosophie de la solidarité de Bouglé une dimension particulière par rapport à la pensée du père du solidarisme, Léon Bourgeois. Sans s’opposer à ce dernier, le solidarisme de Bouglé semble plutôt être une tentative de compléter le projet politique de Bourgeois par l’ajout d’une réflexion sur la question morale de l’expression de la solidarité dans la quotidienneté. (shrink)

This article revises received wisdom about the Durkheimian school of sociology and its relationship to Marxism by analyzing the work of Célestin Bouglé, one of the most influential and least examined sociologists of the Durkheimian tradition. Like other better-known Durkheimians of his generation such as Marcel Mauss and Maurice Halbwachs, Bouglé engaged Durkheimian sociology with Marxian and other German traditions of social thought. In the process he also paid an important debt to the French socialists that Marx and so many (...) French Marxists have denigrated as ‘utopian’, especially Saint-Simon, Pierre-Joseph Proudhon and Charles Fourier. In fact, the concerns of Bouglé’s political sociology and Durkheimian sociology more generally are indissociable from the politics of Third Republic France. (shrink)

Robert Schreiter has examined the topic of a Christian understanding of reconciliation in the context of large scale global violence. One of his key notions is that, along with God's grace, forgiveness extended by the victim to the oppressor is the primary element that opens the path towards reconciliation. In this way, the victim acts as the subject or agent of reconciliation. Significantly, the object of reconciliation is the oppressor's humanity – not the act committed. Such a position correlates well (...) with Julian of Norwich's depiction of a God of no blame and no wrath which may be best understood when one distinguishes between persons and their sinful acts. While work towards social and individual reconciliation continues in post-genocide Rwanda, a number of bona fide acts of forgiveness by survivors are supportive of these views. Without dismissing the need for human accountability and for injustices to be addressed, people such as Immaculée Ilibagiza and Célestin Musekura have been able to take that first step of forgiving by distinguishing between the humanity of the perpetrator and the act committed. Their concrete examples provide a closer look at the dynamics of a Christian spirituality of reconciliation in its theological and practical realms. (shrink)

The following paper continues discussions within this journal about how the work of Delueze and Guattari can inform radical pedagogy. Building primarily on Noel Gough's 2004 paper, we take up the challenge to move towards a more creative form of 'becoming cyborg' in our teaching. In contrast to work that has focused on Deleuzian theories of the rhizome, we deploy Guattari's work on institutional schizoanalysis to explore the role of group creativity in radical pedagogy. The institutional therapies of Felix Guattari's (...) schizoanalytic practice in the 1950s and 1960s and, before him, the Francophone educationalist Celestin Freinet, who founded the Modern School Movement, are explored and used to illuminate examples of some of our own attempts to set the classroom up as a space for collective engagement. We conclude by exploring how this understanding of the class as subject group may be used to mobilise action and de-stabilise the coordinates of existing academic divisions of labour. (shrink)

Robert Schreiter has examined the topic of a Christian understanding of reconciliation in the context of large scale global violence. One of his key notions is that, along with God's grace, forgiveness extended by the victim to the oppressor is the primary element that opens the path towards reconciliation. In this way, the victim acts as the subject or agent of reconciliation. Significantly, the object of reconciliation is the oppressor's humanity – not the act committed. Such a position correlates well (...) with Julian of Norwich's depiction of a God of no blame and no wrath which may be best understood when one distinguishes between persons and their sinful acts. While work towards social and individual reconciliation continues in post-genocide Rwanda, a number of bona fide acts of forgiveness by survivors are supportive of these views. Without dismissing the need for human accountability and for injustices to be addressed, people such as Immaculée Ilibagiza and Célestin Musekura have been able to take that first step of forgiving by distinguishing between the humanity of the perpetrator and the act committed. Their concrete examples provide a closer look at the dynamics of a Christian spirituality of reconciliation in its theological and practical realms. (shrink)

Célestin Freinet était un innovateur, et ses racines pédagogiques et intellectuelles expliquent les origines de ses idées, celles du Mouvement Freinet.

Célestin Freinet a été arrêté le 20 mars 1940 comme militant communiste, sur ordre du Préfet des Alpes-Maritimes, et interné dans divers camps du sud de la France jusqu'au mois d'octobre 1941. C'est à " former en l'enfant l'homme de demain ", un enfant plus instruit, plus responsable, plus heureux, que s'est attaché cet infatigable promoteur d'une pédagogie nouvelle coopérative. On retrouvera dans ces lettres l'essentiel de la réflexion éducative contenant en germe ses deux ouvrages majeurs, " l'éducation du travail (...) " et " Essai de psychologie sensible ", écrits lorsque Freinet est assigné à résidence en 1941. Mais le témoignage de cet esprit pénétrant et engagé est également remarquable pour sa valeur historique : son regard éclaire sous un jour encore assez peu connu, la misère morale et matérielle des internés, leurs souffrances et leur détresse, leur puissance à résister aussi. Ce volume épistolaire intéressera à la fois tous les curieux de l'œuvre de Freinet, tous ceux que l'éducation nouvelle et la rénovation de l'enseignement préoccupent, et ceux que ne laisse pas indifférents cette période dramatique de notre Histoire racontée au jour le jour, et à laquelle Elise Freinet apporte un écho attentif et émouvant. (shrink)

Célestin Freinet’s pedagogy faces important challenges today. On one side, cognitive psychology suggests that it is useful to move from the students’ free expressions only if this process permits the acquisition of concepts and competences, on the other hand institutional pedagogy, tracing back to psychoanalysis, teaches how important is to build mediation institutions within the group. In many experiences of institutional pedagogy the relationship, through the “places of word”, becomes the main purpose of education. But in this way knowledge, which (...) contributes to the formation of personality, would be denied. Institutional pedagogy anyway induces Freinet’s pedagogy to consider the importance of the institutional processes within the group and of the educational techniques as mediation structures in interpersonal relationships. (shrink)

Comme Célestin Bouglé, Lucien Lévy-Bruhl fait partie de ces compagnons de route de l’aventure durkheimienne qui n’ont pas cru que le projet sociologique dût tourner le dos aux questions traditionnellement qualifiées de « philosophiques » ni au mode d’interrogation spécifique qui leur était lié. Plutôt que de voir dans cette particularité une insuffisance ou un anachronisme, Frédéric Keck, dans cet ouvrage de premier plan, nous invite à en percevoir la richesse, comme si cette continuité reven..

Wilfrid Sellars read and annotated Celestine Bouglé’s Evolution of Values, translated by his mother with an introduction by his father. The book expounded Émile Durkheim's account of morality and elaborated his account of origins of value in collective social life. Sellars replaced elements of this account in constructing his own conception of the relationship between the normative and community, but preserved a central one: the idea that conflicting collective and individual intentions could be found in the same person. These notoriously (...) opaque arguments, which seek to save an element of rationalism from social explanation while granting the claims of behavioural science, are illuminated by comparing them to their original Durkheimian form. (shrink)