In Part One of ?From the Genius of the Man to the Man of Genius’ I argued that classical and medieval inscriptions of genius figures suggest a coevalence between characters in…
Abstract
In Part One of ?From the Genius of the Man to the Man of Genius’ I argued that classical and medieval inscriptions of genius figures suggest a coevalence between characters in their respective cosmologies, making it relatively more difficult to delineate Man from “spirits” and “other organisms”. The labour that genii performed flowed around two significant tropes of production and reproduction whose specificities were inflected in and across sources. In medieval poetry, for instance, genius figures took up a new role in regard to the reproduction trope, as promoter of virtue (in the form of censuring the seven deadly sins) and condemner of vice (in the form of prohibition against same sex intercourse). The sedimentation (complex processes of character‐formation), directionality (patterns of descent) and sexual ecology (emergence of a field of ethics) that the medieval literature embodies also indexes an opening disarticulation of Man from universe and the possibility of grounding “morality” in and as His love choices. Through a series of narrative structures, binary concepts and new sources of authority under Christianity the figure now referred to in philosophy as “the subject” is given early grounds upon which to form in the medieval poems.
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The two articles that comprise this analysis springboard from the availability and increased popularity of the term genius to nineteenth and twentieth century educational scholars…
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The two articles that comprise this analysis springboard from the availability and increased popularity of the term genius to nineteenth and twentieth century educational scholars and its (temporary) location along a continuum of mindedness that was relatively new (i.e., as opposite to insanity). Three generations of analysis playfully structure the argument, taking form around the gen‐ root’s historical association with tropes of production and reproduction. Of particular interest in the analysis is how subject‐formation, including perceptions of non‐formation and elusivity, occurs. I examine this process of (non)formation within and across key texts on genius, especially in relation to their narrative structures, key binaries and sources of authority that collectively produce and embed specific cosmologies and their moral boundaries. The argument is staged across two articles that embody the three generations of analysis.
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Researchers of the history of women teachers have included fiction, as well as memoirs and history, as an important part of that testimony. The aim of this article is to examine…
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Researchers of the history of women teachers have included fiction, as well as memoirs and history, as an important part of that testimony. The aim of this article is to examine the novel, Anne of Avonlea (1925) by Lucy Maude Montgomery as both a source of information about the working life of a woman teacher and, due to the immense popularity of the book, as a shaper of how women understand and enact teaching. Anne is a young teacher in her first posting consisting of a rural Canadian one‐ teacher school. She struggles to resist using corporal punishment in favour of winning her students respect, stimulating their minds and finding a ‘genius’. However, the local community, fellow teachers and her students have different notions of how teachers should behave. Her beliefs are further undermined when in a fit of anger she succumbs to beating one her students. Her reflections on what drove her actions are realistic and contain warnings for contemporary teachers to appreciate the often fragile hold they have on their espoused educational philosophy. Another danger revealed is the unconscious leaking of the shadow side of the psyche in the necessary close but dangerous relationships between students and teacher thereby providing a complex view of what motivates young women to teach and how they approach their work.
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The purpose of this paper is to analyze the relationship between theory and history, or more specifically the role and use of theory in the field of history of education. It will…
Abstract
Purpose
The purpose of this paper is to analyze the relationship between theory and history, or more specifically the role and use of theory in the field of history of education. It will explore the following questions: What is theory, and what is it for? How do historians and, in particular, historians of education construe and use theory? And how do they respond to openly theoretical work? The author poses these questions in light of ongoing discussions in the field of history of education regarding the role, relevance, and utility of theory in historical research, analysis, and narratives.
Design/methodology/approach
The explicit use of theory in historical research is not altogether new, tracing an intellectual genealogy since the mid-1800s when disciplinary boundaries among academic fields were not so rigidly defined, developed and regulated. The paper analyzes three books that are geographically located in North America (USA), Australia, Europe (Great Britain) and Asia (India), thereby offering a transnational view of the use of theory in history of education. It also examines how historians of education respond to explicitly theoretical work by analyzing, as a case study, a 2011 special issue in History of Education Quarterly.
Findings
First, the paper delineates theory as a multidimensional concept and practice with varying and competing meanings and interpretations. Second, it examines three book-length historical studies of education that employ theoretical frameworks drawing from cultural, feminist poststructuralist and postcolonial approaches. The author’s analysis of these manuscripts reveals that historians of education who explicitly engage with theory pursue their research in reflexive, disruptive and generative modes. Lastly, it utilizes a recent scholarly exchange as a case study of how some historians of education respond to theoretically informed work. It highlights three lenses – reading with insistence, for resistance, and beyond – to understand the responses to the author’s paper on Foucault and poststructuralism.
Originality/value
Setting theory to work has a fundamentally transformative role to play in our thinking, writing and teaching as scholars, educators and students and in the productive re-imagining of history of education.
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Bernadette Cross and Anthony Travaglione
Emotional Intelligence (EQ) has been identified as a crucial predictor for workplace success. Entrepreneurs are those that shine and excel in the workplace beyond the norm. The…
Abstract
Emotional Intelligence (EQ) has been identified as a crucial predictor for workplace success. Entrepreneurs are those that shine and excel in the workplace beyond the norm. The present study aimed to provide a preliminary insight into this area of entrepreneurship research. Through the use of qualitative methods, several Australian entrepreneurs were examined in relation to their Emotional Intelligence ability. EQ was examined via in‐depth structured interviews. It was predicted that the entrepreneurs would significantly exhibit these ratios and hence an EQ level beyond the norm. Not only did the study yield such a result, it also showed that the entrepreneurs exhibited high levels of all the sub‐scales in each model. The outstanding performance of each entrepreneur in Emotional Intelligence ability, as well as all the sub‐scales, strongly supports the concept that EQ may be the missing factor that researchers have been searching for in entrepreneurship studies.
Ricky Yao Nutsugbodo, Sarah Blankson-Stiles-Ocran, Benjamin Appiah Osei, Bernadette Ekua Bedua Afful, Conrad-Joseph Wuleka Kuuder, Thelma Ziemah Alhassan, Josiane Akogo, Esther Obeng, Philomina Dansowaa Agyiri and Gifty Nancy Amponsah
This study examined university students’ participation in campus-based events (CBEs). Using the Stimulus-Organism-Response (SOR) theory, the study specifically assessed the effect…
Abstract
Purpose
This study examined university students’ participation in campus-based events (CBEs). Using the Stimulus-Organism-Response (SOR) theory, the study specifically assessed the effect of motivation on emotional attachment and experiential value and how these affect the satisfaction and subjective well-being of students.
Design/methodology/approach
An online questionnaire programmed using the Kobo toolbox was used to collect data from 840 CBE participants in August 2023. AMOS Graphics version 23 was used to establish the measurement and structural model to be validated and tested.
Findings
The study found that the organismic elements (emotional attachment and experiential value) significantly mediated stimulus (motivation) and response (satisfaction and subjective well-being). In all, the six hypotheses tested were significant.
Practical implications
The study’s findings suggest that CBE stakeholders must consider the underlying motivations of students, the emotional attachment, and experiential values likely to be derived when designing and organizing CBE activities, and use impactful advertising media to entice and arouse students’ interest in participating in CBEs.
Originality/value
The study contributes to the understanding of the factors that influence CBE participants’ satisfaction and subjective well-being. The study’s focus on motivation, emotional attachment, and experiential value provides insights into developing effective strategies for the events industry.
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Alexandra L. Ferrentino, Meghan L. Maliga, Richard A. Bernardi and Susan M. Bosco
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in…
Abstract
This research provides accounting-ethics authors and administrators with a benchmark for accounting-ethics research. While Bernardi and Bean (2010) considered publications in business-ethics and accounting’s top-40 journals this study considers research in eight accounting-ethics and public-interest journals, as well as, 34 business-ethics journals. We analyzed the contents of our 42 journals for the 25-year period between 1991 through 2015. This research documents the continued growth (Bernardi & Bean, 2007) of accounting-ethics research in both accounting-ethics and business-ethics journals. We provide data on the top-10 ethics authors in each doctoral year group, the top-50 ethics authors over the most recent 10, 20, and 25 years, and a distribution among ethics scholars for these periods. For the 25-year timeframe, our data indicate that only 665 (274) of the 5,125 accounting PhDs/DBAs (13.0% and 5.4% respectively) in Canada and the United States had authored or co-authored one (more than one) ethics article.
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Melanie Barlow, Bernadette Watson, Kate Morse, Elizabeth Jones and Fiona Maccallum
The response of the receiver to a voiced patient safety concern is frequently cited as a barrier to health professionals speaking up. The authors describe a novel Receiver Mindset…
Abstract
Purpose
The response of the receiver to a voiced patient safety concern is frequently cited as a barrier to health professionals speaking up. The authors describe a novel Receiver Mindset Framework (RMF) to help health professionals understand the importance of their response when spoken up to.
Design/methodology/approach
The framework draws on the broader receiver-focussed literature and integrates innovative findings from a series of empirical studies. These studies examined different receiver behaviour within vignettes, retrospective descriptions of real interactions and behaviour in a simulated interaction.
Findings
The authors' findings indicated that speaking up is an intergroup interaction where social identities, context and speaker stance intersect, directly influencing both perceptions of and responses to the message. The authors' studies demonstrated that when spoken up to, health professionals poorly manage their emotions and ineffectively clarify the speaker's concerns. Currently, targeted training for receivers is overwhelmingly absent from speaking-up programmes. The receiver mindset framework provides an evidence-based, healthcare specific, receiver-focussed framework to inform programmes.
Originality/value
Grounded in communication accommodation theory (CAT), the resulting framework shifts speaking up training from being only speaker skill focussed, to training that recognises speaking up as a mutual negotiation between the healthcare speaker and receiver. This framework provides healthcare professionals with a novel approach to use in response to speaking up that enhances their ability to listen, understand and engage in point-of-care negotiations to ensure the physical and psychological safety of patients and staff.