Soft skills are in high-demand by employers everywhere. Not only are mastering these skills key to success in every career, they also pave the way for success at home, at school, and in life. This series encourages interactive exploration of eight critical soft skills in an imaginative and memorable way. Each chapter introduces a new attribute, provides mastery tips, and sets students off on a fun investigation of skill successes and mistakes by way of relatable scenarios
In an excerpt from Bell's The Cultural Contradictions of Capitalism, 20th Anniversary Edition (1996), it is noted that so much attention has been focused on the notion of the Protestant ethic that it has obscured the original intent of Max Weber's The Protestant Ethic and the Spirit of Capitalism (1904), ie, to explain why, in the past 500 years, a total transformation of society occurred only in the West. The reason behind that transformation, according to Weber, is the rationalization of life. Weber contended that the rise of capitalism, a rational economic order, was made possible by the personality type generated by rational ascetic Protestantism, ie, a disciplined & work-oriented individual. The ideas of Werner Sombart are also discussed; he argued that the motivating force behind capitalism, & all human activity, is love of money. It is argued that while both Weber & Sombart dealt with the origins of capitalism, they did not discuss its structural transformations. One such transformation, the 20th century's shift from production to consumption as the basis of capitalism, is discussed, & it is concluded that the ascetic Protestant ethic has now been replaced by acquisitiveness. J. Ferrari
In this article, I address the issue of how we can instil pedagogical practices in higher education with ethical and political significance so that the hegemonic rationalist epistemology of educational development is interrupted. To do this, I take up two recent streams of response to this challenge; one focused on care and the other on discomfort. Illustrating the tensions and possibilities that the notion of the 'ethic of care' and 'ethic of discomfort' may have in discourses of educational development is the focus of this article. In particular, the following three questions structure my discussion: What are the contributions and limits of the ethic of care in exploring issues of educational development in our contemporary globalised world? How can the scope of care and caring teaching be extended through an ethic of discomfort? Finally, what are the implications for educational development of such a reconceptualization of care on the basis of 'pedagogies of discomfort'? To approach these questions I first consider some theoretical conversations regarding caring teaching in (higher) education, pointing out the possibilities as well as some limitations. Then I discuss the reconceptualisation of caring teaching in higher education on the basis of an ethic of discomfort. Following this, I lay out some implications for educational development and teaching in higher education and answer the question of how a reconceptualised ethic of care through discomfort can contribute to reconsidering mainstream perceptions of and pedagogical practices in higher education.Keywords: ethic of care; ethic of discomfort; pedagogies of discomfort; higher education; educational development
In this article, I address the issue of how we can instil pedagogical practices in higher education with ethical and political significance so that the hegemonic rationalist epistemology of educational development is interrupted. To do this, I take up two recent streams of response to this challenge; one focused on care and the other on discomfort. Illustrating the tensions and possibilities that the notion of the 'ethic of care' and 'ethic of discomfort' may have in discourses of educational development is the focus of this article. In particular, the following three questions structure my discussion: What are the contributions and limits of the ethic of care in exploring issues of educational development in our contemporary globalised world? How can the scope of care and caring teaching be extended through an ethic of discomfort? Finally, what are the implications for educational development of such a reconceptualization of care on the basis of 'pedagogies of discomfort'? To approach these questions I first consider some theoretical conversations regarding caring teaching in (higher) education, pointing out the possibilities as well as some limitations. Then I discuss the reconceptualisation of caring teaching in higher education on the basis of an ethic of discomfort. Following this, I lay out some implications for educational development and teaching in higher education and answer the question of how a reconceptualised ethic of care through discomfort can contribute to reconsidering mainstream perceptions of and pedagogical practices in higher education.
Cuban journalism has a long independent, democratic tradition. From the eighteenth century, when the first Cuban newspaper was published under the title Diario del Apostadero (Daily Post), the influence and authority of the press grew rapidly. Today, incompetence is as great a threat as censorship
