Given the increasing use of technology and the growing blurring of the boundaries between the work and nonwork domains, decisions about when to interrupt work for family and vice versa can have critical implications for relationship satisfaction within dual-earner couples. Using a sample of 104 dual-earner couples wherein one of the partners is a member of the largest Italian smartphone-user community, this study examines how variation in boundary management permeability within dual-earner couples relates to partner relationship satisfaction, and whether the (...) effect differed by gender and partners’ agreement on caregiving roles in the family. Using actor–partner analysis, we examined the degree to which an individual and his or her partner’s level of family-interrupting work behaviors (FIWB, e.g., taking a call from the partner while at work) and work-interrupting family behaviors (WIFB, e.g., checking work emails during family dinner) was positively related to relationship satisfaction. Results show that women experienced greater relationship satisfaction than men when their partners engaged in higher levels of FIWB, and this relationship was stronger when partners had perceptual congruence on who is primarily responsible for caregiving arrangements in the family. This study advances research on dual-earner couples by showing the importance of examining boundary management permeability as a family social phenomenon capturing transforming gender roles. (shrink)

The idea of a role in nursing that includes expertise in ethics has been around for more than 30 years. Whether or not one subscribes to the idea that nursing ethics is separate and distinct from bioethics, nursing practice has much to contribute to the ethical practice of healthcare, and with the strong grounding in ethics and aspiration for social justice considerations in nursing, there is no wonder that the specific role of the nurse ethicist has emerged. Nurse ethicists, expert (...) in nursing practice and the application of ethical theories and concepts, are well positioned to guide nurses through complex ethical challenges. However, there is limited discussion within the field regarding the specific job responsibilities that the nurse ethicist ought to have. The recent appearance of job postings with the title “nurse ethicist” suggest that some healthcare institutions have identified the value of a nurse in the practice of ethics and are actively recruiting. Discomfort about the possibility of others defining the role of the nurse ethicist inspired this paper (and special issue). If the nurse ethicist is to be seen as an integral part of addressing ethical dilemmas and ethical conflicts that arise in healthcare, then nurse ethicists ought to be at the forefront of defining this role. In this paper, we draw upon our own experiences as nurse ethicists in large academic healthcare systems to describe the essential elements that ought to be addressed in a job description for a nurse ethicist practicing in a clinical setting linked to academic programs. Drawing upon our experience and the literature, we describe how we perceive the nurse ethicist adds value to healthcare organizations and teams of professional ethicists. (shrink)

The formation of the modern state, the rise of capitalism, the Renaissance and Reformation, the scientific revolution and the Age of Enlightenment have all been attributed to the “early modern” period. Nearly everything about its history remains controversial, but one thing is certain: it left a rich and provocative legacy of political ideas unmatched in Western history. The concepts of liberty, equality, property, human rights and revolution born in those turbulent centuries continue to shape, and to limit, political discourse today. (...) Assessing the work and background of figures such as Machiavelli, Luther, Calvin, Spinoza, the Levellers, Hobbes, Locke and Rousseau, Ellen Wood vividly explores the ideas of the canonical thinkers, not as philosophical abstractions but as passionately engaged responses to the social conflicts of their day. (shrink)

© 2016 South African Journal of Philosophy. This article explores current issues in South African philosophy curriculum design. Four questions are considered, each followed by a supplementary note. Firstly, the place of philosophy from other traditions, particularly Western philosophies, in South African curricula is considered. The related note reflects on whether different philosophical traditions in curricula should be treated separately or integrated. Secondly, ambiguity in some important authors reception of plural traditions is identified and investigated to see what we can (...) derive from their example for our philosophical practice. The related note looks at "decolonisation of the curriculum". Thirdly, I affirm the importance of relevance as a criterion for curriculum development, interrogating the meaning of this criterion for philosophy. The related note focuses on interpreting student feedback. Fourthly, the continued presence of "white" lecturers in South African philosophy departments is discussed against the background of the tension between the Mandela and Biko paradigms in contemporary society. The related note considers ideological resonances of our response to this issue in other parts of the world. Finally, the articles ideas are presented as an attempt to map argumentative options, clarify some of their merits and implications, and acknowledge their limits. (shrink)

Business and society scholars have analyzed the citizenship activities of private firms, but what of their own institutions? This article introduces the concept of business school citizenship (BSC), examining it as a response to the legitimacy pressures created by competing corporate and university interests in the U.S. management-education context. Theories of corporate and of university social responsibility are used to explain BSC, and these theories form the basis of the argument that such activities can be justified and should be increased.

This volume of essays deals with values and their place in the humanities. Professor Gombrich argues for the ideals of tolerance and pluralism and against the idols of determinism and relativism that would threaten all culture.

The article aims to advance our understanding of what the early Heidegger had in mind when he spoke about technics. Taking GA 18, Grundbegriffe der aristotelischen Philosophie, as a guiding text, Heidegger's “destructive” reading of the two notions most directly associated with Aristotle's presentation of technics—τεχνη and εξις—will be examined, especially with reference to the portrayal of technics in the Nicomachean Ethics. It will be argued that Aristotle already exaggerated the distinction between virtue and skill and that, instead of insisting (...) on their similarities (as will be argued to be desirable), Heidegger drove the two notions even further apart. This enabled him to form a warped picture of technical life, which he exploited as a counter image to develop an unrealistically non-technical notion of πρα;ξις, which Heidegger implicitly advocates. (shrink)

Die Cassirer-Forschungen erscheinen parallel zu den Editionen der Werke und des Nachlasses Ernst Cassirers. Sie sind ein Forum für die Vorstellung und Diskussion von Arbeiten, die sich entweder unmittelbar auf das Werk Cassirers beziehen oder sich mit Themen beschäftigen, die von ihm in einer spezifischen Weise formuliert und angeregt worden sind.

1. Textband.--2. Anmerkungen und Register.

The editors of this volume have brought together a distinguished and truly diverse group of contributors to examine how all sorts of knowledges have been ...

Context: The idea for this article sprang from a desire to revive a conversation with the late Ernst von Glasersfeld on the heuristic function - and epistemological status - of forms of ideations that resist linguistic or empirical scrutiny. A close look into the uses of humor seemed a thread worth pursuing, albeit tenuous, to further explore some of the controversies surrounding the evocative power of the imaginal and other oblique forms of knowing characteristic of creative individuals. Problem: People (...) generally respond to humor, i.e., they are inclined to smile at things they find funny. People like to crack jokes, make puns, and, starting at age two, human infants engage in pretense or fantasy play. Research on creativity, on the other hand, has mostly scorned the trickster within. Cognitivists in particular are quick to relegate wit, whimsy, and even playfulness to the ranks of artful or poetic frivolities. Method: We use the emblems of the craftsman, the trickster, and the poet to highlight some of the oblique ways of knowing by which creative thinkers bring forth new insights. Each epitomizes dimensions intrinsic to the art of “possibilizing.” Taken together, they help us better understand what it means to be playful beyond curious, rigorous beyond reasonable, and why this should matter, even to constructivists! Results: The musings characteristic of creative individuals speak to intelligent beings’ ability to use glitches intentionally or serendipitously as a means to open up possibilities; to hold on to a thought before spelling it out; and to resist treating words or images as conventional and arbitrary signs regardless of their evocative power. To fall into nominalism, Bachelard insisted, is a poet’s nightmare! Implications: Psyche is image, said Jung, and when we feel alive we rely on the imaginal to guide our reason. Note that image is not here to be understood as a picture in the head or a photographic snapshot of the world. The imaginal does not represent, it brings forth what we understand beyond words. It does not lock us into a single mode. Instead, it is a call to be mindful, in Ellen Langer’s sense: in the present, mentally alert, and on the outlook for our psyche’s own surprising wisdom (sagacity. Constructivist content: Debates on the heuristic function and epistemological status of oblique ways of knowing have long occupied constructivist scholars. I can only guess whether my uses of Jung’s imaginal or Bachelard’s anti-nominalism would have amused or exasperated Ernst! I do know that, on occasion, Ernst the connoisseur, bricoleur, and translator allowed the rationalist-within to include the poet’s power to evoke as a legitimate form of rationality. He himself has written about oblique knowing as legit! (shrink)

Der gute Mensch von Kopenhagen - Niels Bohr und die Entfesselung des Atoms Der Physiker und Nobelpreisträger Niels Bohr (1885?1962) veränderte durch seine Forschung unseren Blick auf die Welt. Mit seinem Atommodell konnte erstmals die Stabilität von Materie erklärt werden, doch zugleich machten die darauf aufbauende Atomphysik und Nukleartechnik unsere Welt so unsicher wie nie zuvor. Ernst Peter Fischer beleuchtet Leben und Werk dieses faszinierenden Mannes, dessen Erkenntnisse uns bis heute beschäftigen. Ernst Peter Fischer, geboren 1947 in Wuppertal, (...) studierte Mathematik, Physik und Biologie und promovierte 1977 am California Institute of Technology. 1987 habilitierte er sich im Fach Wissenschaftsgeschichte und lehrt seither an der Universität Konstanz. Als Wissenschaftspublizist schreibt er für GEO, Bild der Wissenschaft, Die Weltwoche und die Frankfurter Allgemeine Zeitung. Fischer ist Autor zahlreicher Bücher, darunter der Bestseller?Die andere Bildung?(2001) und die Max-Planck-Biographie?Der Physiker?(2007). Für seine Arbeit erhielt er mehre Preise, u. a. den Sartorius-Preis der Akademie der Wissenschaften zu Göttingen. (shrink)

Like other parts of the social system, education is becoming an information-driven venture: data technologies pervade all levels of the system. This datafication of education seems to take place alongside a general turn to learning that Gert Biesta has called learnification: a progressively singular focus on the manipulable features of individual learning in education. Given rapidly rising levels of datafication, it seems timely to take up Luhmann and Schorr’s contention that education entails a technology deficit and discuss datafication as reflection (...) issue in the system of education. Against their argument that human learning is not amenable to a technology, I develop the counter-argument that data technologies are replacing human learning outright with data at the level of organisation. Data thus present a concretely digital form of what Raf Vanderstraeten has called education as an ersatz order. In a data-driven form of organising education, human dimensions of learning become secondary to a systemic dimension: making learning visible as data and so susceptible to databased manipulation. The text treats school-wide positive behaviour support interventions as an evidence-based exemplar of this trend towards datafication in the system of education. (shrink)