Book•
Essays on equality, law, and education
01 Jan 1984-
TL;DR: In this article, the authors present, in scholarly form for the first time, writings that reveal his goals and methods in diverse circumstances, including his early work on the law of libel, his influential Subjection of Women, his major essays on slavery, his Inaugural Address at St Andrews, his contributions in the struggle to being Governor Eyre of Jamaica to trial, and his companion pieces on marriage.
Abstract: Of John Stuart Mill's major commitments, none was more passionately pursued than equality; it marks his writings throughout his life, and serves as a uniting force in his comments on many subjects, especially lawand education. This volume presents, in scholarly form for the first time, writings that reveal his goals and methods in diverse circumstances. They begin with his precocious essay on the law of libel and include his influential Subjection of Women, his major essays on slavery, his Inaugural Address at St Andrews (a surprisingly succinct summary of his thought), and his contributionsin the struggle to being Governor Eyre of Jamaica to trial. A variety of shorter essays is also presented: such personal documents as his declaration just before amrriage renouncing all legal rights over his wife, and his and Harriett Taylor's companion pieces on marriage, newly edited from manuscript. Also included is Mill's evidence before parliamentary committees on education (1866) and the Contagious Diseases Acts (1870). The appendices include ancillary texts (such as Harriett Taylor's "Emancipation of Women") and a bibliographic index listing all works and persons mentioned or quoted in the essays. An analytic index gives easy access to the full range of Mill's ideas in these important essays.
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TL;DR: It is argued that risks of ignorance and detachment emerge from this singular attachment to knowledge-by-representation in business schools and the need for an alternative, accompanying form of knowledge associated with the art of management that can be transmitted through exemplary behaviour within the business education process is identified.
Abstract: We contribute to the debate on the future of business schools by investigating the nature of knowledge being produced and taught within them. We identify how a preference for abstract causal explanation over practical knowledge, and for reason and truth over what works, has led to a privileging of detached contemplation over involved action. Despite repeated calls to make management research and education more "relevant" to practice, many business schools continue to privilege rigor and precision as the arbiters of authoritative knowledge using representational devices such as conceptual models, case studies, and other formal classifications. We argue that risks of ignorance and detachment emerge from this singular attachment to knowledge-by-representation in business schools. We identify the need for an alternative, accompanying form of knowledge associated with the art of management that can only be transmitted through exemplary behaviour within the business education process. We call this knowledge-by-exemplification: one that is demonstrative, creative and unreflectively performative, transmitted directly through the demeanor, style, and mannerism of management educators rather than through the content of lectures. For us, it is this relatively unnoticed aspect of the education process that provides one possible answer to the predicament of relevance facing business schools.
209 citations
Cites background from "Essays on equality, law, and educat..."
...Just how dominant this form of detached repre sentational knowledge has become in business schools is well illustrated by Mintzberg's (2004) citation of Sumantra Ghoshal's letter to the editor...
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TL;DR: The authors argues that sovereign authority has been understood to involve varied and evolving responsibilities since it was first articulated in the 16th and 17th centuries, and traces the historical emergence of the tension between the right of sovereign states to be self-governing and free from outside interference and their responsibility to secure the safety of their populations.
Abstract: Notions of ‘sovereignty as responsibility’ and ‘the responsibility to protect’ are often fra-med as radical departures from the ‘traditional’ conception of sovereignty. Many assume that sovereignty has, until recently, entailed only rights and not responsibilities. In con-trast, this article argues that sovereign authority has been understood to involve varied and evolving responsibilities since it was first articulated in the 16th and 17th centuries. It then traces the historical emergence of the tension between the right of sovereign states to be self-governing and free from outside interference and their responsibility to secure the safety of their populations. It cautions against a simplified story of ‘traditional’ sovereignty which reifies supposedly concrete and ahistorical rights of sovereigns while casting sovereign responsibilities as a morally abstract and late-arriving challenge.
82 citations
TL;DR: In this article, university-based business schools are uniquely positioned to use their internal university-wide expertise and core capabilities to inculcate paradigmatic awareness among business executives to enable them to enlarge their horizons of understanding and hence extend their decisional possibilities.
Abstract: The question of how university-based forms of executive education can effectively contribute to the enhancement of practitioner capabilities using the insights of the humanities remains underexplored. The sustained pressure in business schools to adopt a teaching curriculum and pedagogical approach that appears immediately relevant to the perceived needs of practitioners is overwhelming. Yet, universities are distinct from consultancies or other professional management institutes in that traditionally they provide well-established forums for intellectual exchange and encourage crossfertilization among academic disciplines. We maintain that university-based business schools are uniquely positioned to use their internal university-wide expertise and core capabilities to inculcate paradigmatic awareness among business executives to enable them to enlarge their horizons of understanding and hence extend their decisional possibilities. For us, this is the true competitive advantage of university-based business schools over corporate universities, management training institutes, and consultancies. We maintain that university-based business schools can paradoxically be invaluable to business and industry, not by becoming overly anxious about immediate relevance, but by recognizing that the education and development of the individual as a whole through exposure to a plurality of paradigms and perspectives, is what sets universities apart and makes them distinct from other executive education providers. Their real value to the practitioner world is in offering truly fresh insights and genuine radical alternatives to executive problem situations through novel interpretations that are counterintuitive to received wisdom and best practice.
82 citations
Book•
24 Dec 2016TL;DR: In this paper, Levy and Peart examined the historical record to consider cases in which experts were trusted with disastrous results, such as eugenics, the regulatory use of security ratings, and central economic planning, and recovered and extended an alternative view of economic policy that subjects experts' proposals to further discussion, resulting in transparency and ensuring that the public obtains the best insights of experts in economics while avoiding pitfalls such as expert bias.
Abstract: The orthodox view of economic policy holds that public deliberation sets the goals or ends, and then experts select the means to implement these goals This assumes that experts are no more than trustworthy servants of the public interest David M Levy and Sandra J Peart examine the historical record to consider cases in which experts were trusted with disastrous results, such as eugenics, the regulatory use of security ratings, and central economic planning This history suggests that experts have not only the public interest but also their own interests to consider The authors then recover and extend an alternative view of economic policy that subjects experts' proposals to further discussion, resulting in transparency and ensuring that the public obtains the best insights of experts in economics while avoiding pitfalls such as expert bias
48 citations
TL;DR: The three ethical positions Laberge outlines in this article are: (1) Rawlsian ethics, which are distinct from the ethics of Immanuel Kant and John Rawls himself; (2) the position of Michael Walzer adapted from J. S. Mill; and (3) a position most recently articulated by the Canadian philosopher Howard Adelman on the “Anglo-American” debate, which developed out of Walzer's position.
Abstract: The three ethical positions Laberge outlines are: (1) “Rawlsian ethics,” which are distinct from the ethics of Immanuel Kant and John Rawls himself; (2) the position of Michael Walzer adapted from J. S. Mill; and (3) the position most recently articulated by the Canadian philosopher Howard Adelman on the “Anglo-American” debate, which developed out of Walzer's position. These three positions, Laberge writes, are “an ethics of human rights, ethics of the right to a historical community, and an ethics of peace
37 citations