Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professional ethics development. However, this last purpose of such organizations has received the least amount of attention. Moreover, previous research has demonstrated that there are differences in perceived needs for professional ethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between tenured and untenured management faculty (...) with respect to expectations for the Academy of Management to provide ethics education and research with respect to the professional code of conduct. Implications of the findings are discussed from a developmental perspective. Directions for future research are provided. (shrink)

Au centre de ce livre : la différence sexuelle dans les écrits d'Emmanuel Levinas. Différence qui hante la philosophie depuis ses débuts mais dérange les systèmes de pensée. Le féminin serait alors un nom pour ce reste qui échappe aux systèmes de pensée. L'enjeu de Levinas consistant à penser l'Autre comme irréductible au Même, il rompt avec l'apparente neutralité du sujet philosophique. Il établit corrélativement un rapport entre la femme, le féminin et l'hospitalité. A travers l'irruption du féminin, de la (...) voix féminine dans le champ philosophique, le présent ouvrage propose une nouvelle image de la pensée. A partir de l'examen de la " différence des sexes " comme " douce défaillance ", se trouve dégagée la " subjectivité au féminin " qui ramène à l'immémorial. De cet examen à la fois précis et vivant de ses occurrences dans le texte de Levinas, émerge la trace du féminin dans l'un des textes majeurs de la philosophie contemporaine de l'altérité. (shrink)

El propósito de este texto es sugerir algunas ideas sobre el tiempo y la impronta. Comenzando con una breve consideración de la expresión francesa maintenant, el texto pasa a examinar la diferencia, propuesta por G. Dumezil, entre impronta y fósil. En un primer momento, la inspiración viene de algunos aspectos de la religión; luego, de las dos dimensiones del tiempo de la historia que propone Peguy: una que solo considera la pura secuencia de los acontecimientos y la otra que retiene (...) lo posible, la impronta del pasado; finalmente, del poema de Baudelaire "Le Cygne", en el cual es posible distinguir una historia que lo arrasa todo y una conservación del pasado como forma de resistencia o protesta del individuo. A partir de aquí el texto presenta la impronta como la dimensión del tiempo en la que la subjetivación le añade profundidad, permanencia de lo que ya pasó, al tiempo de la historia. En un segundo momento, inspirado en la unidimensionalidad de Marcuse y en la sociedad de consumo de Pasolini, el texto trata las ideas de realidad y de progreso para sugerir que la realidad no es solo la actualidad y el progreso no es la moda: la impronta añade conservación. Para el tercer momento, la inspiración viene de Andy Warhol. Ahora la idea es presentar la impronta en su función de puente, de vínculo entre el arte contemporáneo y el antiguo. Finalmente, el texto alude a la noción de difracción, tomada de Fourier, para subrayar la idea de que la impronta implica contestación del puro presente, resistencia, liberación. The purpose of this text is to suggest some ideas about the issue of time and trace. Beginning with a short consideration about the French expression "maintenant", the text goes on examining the difference, pointed out by G. Dumézil, between trace and fossil. In a first moment, the inspiration comes from some aspects of religion. Then, from Peguy's two dimensions of the time of history: one concerned with the pure sequence of events and the other retaining the possible, the trace of the past. Finally from Baudelaire's poem "Le Cygne", where it is possible to distinguish between a history that sweeps everything and a conservation of the past as some sort of resistance or protest of the individual. With this in mind, the text presents trace as this dimension of time where subjectivation adds depth, permanence of what is already gone, to the time of history. In a second moment, inspired by Marcuse's unidimensionality and Pasolini's consumer society, the text examines de idea of reality and progress to say that reality is not just current events and progress is not fashion: trace adds conservation. For the third moment, the inspiration comes from Andy Warhol. Now the idea is to present the trace in its function ofbridge or link between the contemporary and the ancient art. Finally, the text considers the notion of diffraction, taken from Fourier, which helps to underline the idea that trace means challenge to the pure present, resistance, liberation. (shrink)

Professional associations, like the Academy of Management, exist to foster and promote scholarship, exchange among faculty, and an environment conducive to member professional ethics development. However, this last purpose of such organizations has received the least amount of attention. Moreover, previous research has demonstrated that there are differences in perceived needs for professional ethics development between tenured and untenured faculty. In the current research 260 Academy of Management members were surveyed. The research identified differences between tenured and untenured management faculty (...) with respect to expectations for the Academy of Management to provide ethics education and research with respect to the professional code of conduct. Implications of the findings are discussed from a developmental perspective. Directions for future research are provided. (shrink)

Argumentation is considered crucial in numerous disciplines in schools and universities because it constitutes an important proficiency in peoples' daily and professional lives. However, it is unclear whether argumentation is understood and practiced in comparable ways across disciplines. This study consequently examined empirically how students perceive argumentation in science and language lessons. Specifically, we investigated students' beliefs about the relevance of discourse and the role of facts. Data from 3,258 high school students from 85 German secondary schools were analyzed with (...) multigroup multilevel structural equation modeling in order to disentangle whether or not differences in argumentation across disciplines exist and the extent to which variation in students' beliefs can be explained by gender and school track. Results showed that students perceived the role of facts as highly relevant for science lessons, whereas discursive characteristics were considered significantly less important. In turn, discourse played a central role in language lessons, which was believed to require less knowledge of facts. These differences were independent of students' gender. In contrast, school track predicted the differences in beliefs significantly. Our findings lend evidence on the existence of disciplinary school cultures in argumentation that may be the result of differences in teachers' school-track-specific classroom practice and education. Implications in terms of a teacher's role in establishing norms for scientific argumentation as well as the impact of students' beliefs on their learning outcomes are discussed. (shrink)

La hospitalidad no es una virtud moral; ella es un componente de la hominización del hombre; una parte integrante del “devenir-hombre”. Más que una responsabilidad y una solidaridad, la hospitalidad es una apertura hacia la comunidad compartida del devenir otro. Esos diferentes conceptos son problematizados en este artículo para llegar a una perspectiva nueva de ese problema filosófico.

René Schérer’s Hospitalités (2004) is a series of philosophical peregrinations that build on his work Zeus hospitalier: éloge de l’hospitalité (1993; Hospitable Zeus: In Praise of Hospitality). In the first translated excerpt below, Foreword, Schérer introduces his present volume and situates it with respect to Zeus hospitalier. In the second translated excerpt, Reason Astray, he elaborates on his interpretation of the role of hospitality in Immanuel Kant’s “To Perpetual Peace: a Philosophical Sketch” (1795), briefly introduced in the first excerpt.

Even if it is indeed impossible to consider Pasolin’s « Salo » as an illustration of Sade’s One Hundred and Twenty Days of Sodom, we should not treat the film as merely a schematization or a betrayal of the book, as one often hears. Pasolini uses the « reference » to Sade as a « tool, » in all its ambiguity, with which to demonstrate and dismantle the consequences of the paradoxical logic of the Enlightenment, i. e. its utilitarian and (...) hedonistic ethics. Sexuality considered as pure consumption becomes the device and the instrument of power and destruction. Salô’s target is not fascism in its historical form, but rather its derivative, still invisible form in consumer society, which leads to the collapsing of the body and eros in the language of communication and the integral transparency of affects. (shrink)

Gilles Deleuze is dead, a beautiful and cruel death, like Stoic death, accepted and forestalled. This philosophical death brings us, above all, to reflect on the meaning of his work, devoted to the exaltation of life, life in all its forms: human, animal, plant, cosmic; human and non-human, superhuman, in the Nietzschean sense. This is the great specificity, the “singularity”—a word of which he was fond—of this thinking. It does not belong to any higher instance of transcendence, does not refer (...) back to any creative or foundational principle, but only to life, earthly life in its plenitude; “Immanence, a Life” is the title of his last article. (shrink)

Gilles Deleuze is dead, a beautiful and cruel death, like Stoic death, accepted and forestalled. This philosophical death brings us, above all, to reflect on the meaning of his work, devoted to the exaltation of life, life in all its forms: human, animal, plant, cosmic; human and non-human, superhuman, in the Nietzschean sense. This is the great specificity, the “singularity”—a word of which he was fond—of this thinking. It does not belong to any higher instance of transcendence, does not refer (...) back to any creative or foundational principle, but only to life, earthly life in its plenitude; “Immanence, a Life” is the title of his last article. (shrink)

Commenting La logique sociale of Gabriel Tarde, René Schérer demonstrates the striking lines of a thought completely devoted to the idea of invention : in ersubju7ive vision of the social, distinction between creation and reproduction and between invention and a rehearsal which characterizes as much work as capital, power and enjoyment of an invention made by peculiar associations, opening in, and on others and multiplicities, aversion of any binding system. He drows-up a parallel between this not-academic thinker aril Charles Fourier’s (...) system, to open on the social conceived as a planetary brain. (shrink)

Considerable research has demonstrated that teachers’ self-efficacy plays a major role in implementing instructional practices in classroom lessons. Only few studies, however, have examined the interplay between how teachers’ self-efficacy and the challenges that lie outside their influence are related to their implementation of cognitive-activation strategies (CAS), especially in science classrooms. Using the Trends in Mathematics and Science Study (TIMSS) 2015 data from Grades 4, 5, 8, and 9, we explored the extent to which teachers’ self-efficacy in teaching science and (...) the perceived time constraints explained variation in the enactment of general and inquiry-based CAS. Overall, the findings revealed that highly self-efficacious teachers reported more frequent implementation of both general and inquiry-based CAS, whereas those who perceived strong time constraints reported a less frequent use of inquiry-based CAS. We further found that these relations differed significantly between primary- and secondary-school teachers and discuss these findings in light of teachers’ professional competences and the resources for science activities in primary and secondary education. We point to the theoretical implications of this study for enhancing the conceptual understanding of generic and specific aspects of CAS and the practical implications for teacher education, professional development, and educational policy. (shrink)