Interest in the microfoundations of corporate social responsibility has grown over the past decade. In this study, we draw on social learning theory to examine the effects of prosocial leaders on followers’ motivation to engage in CSR practices, and consequently on their CSR performance. Further drawing from social learning theory, we propose that followers’ trait compliance and leader-member exchange moderate the above relationships by affecting the conceptual mechanisms of social rewards and role-modeling motives. We tested our hypotheses with data from (...) a sample of 138 employees who were responsible for implementing an organization-initiated CSR practice. Our results showed that among followers who were high in trait compliance, leaders’ prosocial motivation was positively associated with followers' CSR motivation. In addition, followers’ CSR motivation was positively related to their objective CSR performance when they had a high-quality relationship with their leaders. Our findings advance our understanding of the conditions under which leaders will be more versus less influential on followers’ motivation and engagement in CSR activities. We discuss the theoretical and practical implications of our results. (shrink)

This text provides a brief, yet comprehensive, overview of a number of non-Western approaches to educational thought and practice. The history of education, as it has been conceived and taught in the United States (and generally in the West), has focused almost entirely on the ways in which our own educational tradition emerged, developed, and changed over the course of the centuries. Although understandable, this means the many ways that other societies have sought to meet many of the same challenges (...) have been ignored. This book seeks to redress this omission. Its premise is that gaining an understanding of the ways that other peoples educate their children--as well as what counts for them as "education"--may help us to think more clearly about some of our own assumptions and values, as well as to become more open to alternative viewpoints about important educational matters. Because it is not traditionally included in the training of educators, very few have had any real exposure to non-Western educational traditions. Thus, the audience for this book is broad and diverse. Intended as a text for both preservice and in-service teachers, each chapter includes pedagogically helpful "Questions for Discussion and Reflection" and "Recommended Further Readings." The book is equally appropriate for advanced students in graduate programs as well as faculty members. New in the Second Edition: The text has been thoroughly revised to expand and clarify points, update chapters as needed, and improve the pedagogical usefulness of the text. A section on Mayan education has been added to the chapter on the Mesoamerican educational experience. One entirely new chapter "'Familiar Strangers': The Case of the Rom" has been included. (shrink)

I. Wesen und entwicklung des humanitätsgedankens.--II. Der socialismus.--III. Der individualismus.--IV. Der utilitarianismus.--V. Der pessimismus.--VI. Der evolutionismus.--VII. Der positivismus.--VIII. Nietzsches uebermensch.--IX. Die hauptgrundsätze einer modernen humanitätsethik.

This work has been selected by scholars as being culturally important and is part of the knowledge base of civilization as we know it. This work is in the public domain in the United States of America, and possibly other nations. Within the United States, you may freely copy and distribute this work, as no entity (individual or corporate) has a copyright on the body of the work. Scholars believe, and we concur, that this work is important enough to be (...) preserved, reproduced, and made generally available to the public. To ensure a quality reading experience, this work has been proofread and republished using a format that seamlessly blends the original graphical elements with text in an easy-to-read typeface. We appreciate your support of the preservation process, and thank you for being an important part of keeping this knowledge alive and relevant. (shrink)

Psychologist Richard Nisbett argues that fundamental aspects of critical thinking and logic are culturally conditioned. Nisbett’s claims, if correct, have substantial implications for the teaching of logic and critical thinking. In this paper I examine Nisbett’s arguments and conclude that he overstates the degree to which his empirical work justifies his theories about cultural difference. I will argue that we have good reason to be cautious about revising our pedagogy on the basis of assumptions about cultural difference, and that Nisbett’s (...) work does not provide convincing enough evidence to justify setting that caution aside. (shrink)

Problems of the history of philosophy, no matter what aspect of that science they deal with, are always very important. Today, when idealist philosophy seeks to give an exaggerated picture of the importance of the major spiritual values created by the peoples of the West, these problems are acquiring particular significance. In the postwar period, the number of works published abroad on the history of philosophy has increased sharply. The most popular of the older works are being revised and reissued. (...) A great number of writings on methodology have appeared. The influence of philosophy is spreading to other fields of knowledge and to their history. Specifically, historians of culture, science, technology and art are striving, influenced by the materialist concept of history, to shed the light of philosophy upon the problems that inevitably arise in these fields when their history is studied, but which cannot be resolved by the cognitive resources of the special sciences. This circumstance renders problems of the methodology of the history of philosophy particularly important and places greater responsibility upon researchers in this field. (shrink)

Open peer commentary on the article “Second-Order Cybernetics as a Fundamental Revolution in Science” by Stuart A. Umpleby. Upshot: The process of writing a discussion case study requires that a researcher become embedded in the domain being studied; it entails constructing a reality as it is perceived by the participants; it demands a high level of humility, since complex environments have a tendency to thwart rational reasoning processes. Unfortunately, these very characteristics lead conventional researchers to disparage case writing, even questioning (...) whether it warrants the label of “research.” The propositions of second-order cybernetics offer a glimmer of hope to those of us who continue to write cases, as they inform us that what we are doing is science, just a different flavor of science. (shrink)