The Study of Man. By Michael Polanyi. Price, $1.75. Pp. 102. University of Chicago Press, 5750 Ellis Ave., Chicago 37, 1959. One subtitle to Polanyi's challenging and fascinating book might be The Evolution and Natural History of Error , for Polanyi is at pains to expunge what he believes to be the false notion contained in the contemporary view of science which treats it as an object and basically impersonal discipline. According to Polanyi not only is this a radical and important error, but it is harmful to the objectives of science itself. Another subtitle could be Farewell to Detachment , for in place of cold objectivity he develops the idea that science is necessarily intensely personal. It is a human endeavor and human point of view which cannot be divorced from nor uprooted out of the human matrix from which it arises and in which it works. For a good while

Personal Knowledge: Towards a Post-Critical Philosophy

Principles of Responsible Management: Glocal Sustainability, Responsibility, and Ethics

In this article we introduce AMR's Special Topic Forum on Communication, Cognition and Institutions. We conceptualize the roots of cognitive, linguistic and communicative theories of institutions, and outline the promise and potential of a stronger communication focus for institutional theory. In particular, we outline a theoretical approach that puts communication at the heart of theories of institutions, institutional maintenance, and change, and we label this approach "communicative institutionalism." We then provide a brief introduction to the set of articles contained in this forum and describe the innovative theorizing of these articles in the direction of communicative theories of institutions. Finally, we sketch a research agenda and further steps and possibilities for theory and research integrating communication and institutions.

Putting Communication Front and Center in Institutional Theory and Analysis

Acknowledging the roles and responsibilities of business in society and the importance of realizing the Sustainable Development Goals (SDGs), contemporary management education is characterized by t...

https://journals.sagepub.com/doi/pdf/10.1177/1350507621990993

Bolstering responsible management education through the sustainable development goals: Three perspectives:

A critical investigation of PRME integration practices of the third cycle champion group

This exploratory study analyzes the extent of alignment between the formal and hidden curricula in responsible management education (RME). Based on case study evidence of a school that has signed the United Nations Principles for Responsible Management Education (PRME), we found poor alignment between the school’s explicit RME claims and students’ lived experiences. While the formal curriculum signaled to students that RME was important, the school’s hidden curriculum sent a number of tacit messages that led students to question the relevance and applicability of responsible management. The tacit messages that students received occurred along three “message sites” related to (a) how the formal curriculum was delivered, (b) how students and lecturers interacted, and (c) how the school was governed. On the basis of these findings we develop a proposition that can guide further research in this area, i.e., the connotative level of language use is an important site of misalignments between what lecturers say in relation to RME (e.g., in a syllabus) and how students interpret the meaning of their lecturers’ words. We also discuss further implications of our findings for strengthening the alignment between schools’ formal RME claims and their hidden curriculum.

/pdf/exploring-student-perceptions-of-the-hidden-curriculum-in-2nkds2n0mf.pdf

Catharina Høgdal

Papers

Exploring Student Perceptions of the Hidden Curriculum in Responsible Management Education