Bernard Sionneau, Carlos Rabasso and Javier Rabasso
This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the…
Abstract
Purpose
This paper aims at explaining why “Globally Responsible Humanism (GRH)” is presented here as the pivot for a re-foundation of European Business Schools’ culture. Explaining the concept and its difference with traditional European Humanism, the related argumentation is organized around two main parts: the first one explains why the European Union and its business schools do not make sense in a globalization process driven by the financialized economy; the second one shows how a sustainable exposition of European management students to a transcultural approach, a postcolonial perspective, and critical thinking, can lead to their training as future globally responsible leaders in New Business Schools for Societal Studies.
Design/methodology/approach
An international political sociology perspective, applied to the interpretation of globalization trends, and a critical thinking approach to education allow for a questioning of the values and contents of mainstream business learning.
Findings
The new proposed transversal, postcolonial and interdisciplinary pedagogical approach regarding business education is conducive to closely related operational tracks: on the one hand, how to improve the skills and systemic understanding of students’ global environment; on the other hand, how to lead, organize and manage the coherent “GRH”-driven business school.
Originality/value
The originality of this paper stems from the combination of critical works issued from the social and human sciences realms to revisit business education.
Details
Keywords
Carlos Rabasso and Javier Rabasso
How responsible education and “green” learning becomes crucial for survival for the Mamanwa ethnic minority in Surigao del Norte, Mindanao, Philippines. The paper aims to discuss…
Abstract
Purpose
How responsible education and “green” learning becomes crucial for survival for the Mamanwa ethnic minority in Surigao del Norte, Mindanao, Philippines. The paper aims to discuss these issues.
Design/methodology/approach
Ten interviews to teachers and 40 Mamanwa students at the Missionary Sisters Servants of the Holy Spirit School in Palalihan, Surigao del Norte, Mindanao, Philippines. Each interview lasted for 1 hour and had ten questions related to “green” learning, responsible education, ecospirituality and sustainable practices. The teachers' interviews took into account how the students incorporate into their learning process the traditional curriculum being taught in the Philippines in primary schools and the Indigenous People's Core Curriculum (IPCC) which has been implemented recently to indigenous people all through the country. Each interview to the students lasted 30 minutes and was related about the things they leaned, how they learned it and applied it to their daily lives.
Findings
The importance of a Christian approach to indigenous education respects the traditions and sacred knowledge of a marginalised community in the Philippines. The teaching approach of the Missionary Sisters Servants of the Holy Spirit (MSSHS) shows the development of “green” knowledge and responsible educational capabilities in their practices as educators.
Research limitations/implications
Tribal cultural values and MSSHS education bring in a kind of “transcultural” learning process which gives Mamanwas greater skills for cross-cultural adaptation in the Pilipino environment.
Practical implications
Non-formal education through the IPCC becomes a key element for the learning process in an environment where sustainable practices are part of the upbringing of the Mamanwa community.
Social implications
The relationship between spiritual values and the environment shows a greater closeness between responsible education and “green” learning.
Originality/value
Thanks to the MSSHS education, the Mamanwa community has learned, through a syncretic educational process, a greater ability for transcultural adaptation in a transitional process for ethnic minorities in the Philippines.
Details
Keywords
Carlos A. Rabasso and Javier Rabasso
The purpose of this paper is to tackle some of the concepts and ideas that the intellectual and business community can learn from Chomsky's thinking in relation with a new global…
Abstract
Purpose
The purpose of this paper is to tackle some of the concepts and ideas that the intellectual and business community can learn from Chomsky's thinking in relation with a new global responsible management education environment. The first part of the work will present some of the key elements about Chomsky and education that the authors would like to emphasize. These are relating management education, critical thinking, and systems theory in the twenty‐first century business milieu.
Design/methodology/approach
An insight on post‐colonial theory and education will, afterwards, incorporate the hermeneutical tradition into the mainframe of critical thinking theory. The paper incorporates a decentred approach to education questioning presuppositions and moral values from “fundamentalist market theory.” Cultural studies and non‐western thinkers in this field are another important contribution to back up Chomsky's ideas on business and education.
Findings
When the paper relates social and economic performance concepts to critical thinking business education some questions arise about how to improve the responsible perception and understanding of the global environments and how the authors have to rethink education in a competitive profit‐oriented business community. The ideas of Chomsky can help them to deal with these issues departing from his political vision and his thinking on university education.
Research limitations/implications
Critical management has been questioning in the last years different management models to put forward a responsible paradigm for business organizations and educational institutions. Post‐colonial theory has been another important intellectual ground for critical thinking in the business educational environment, opening up the debate about how to reconcile performance and responsible practices.
Practical implications
Chomsky's committed political views open up the way for many educational institutions and business organizations to become responsible in a technological business environment severely damaged by greed and personal interest. Management schools will have learned from his contributions and the actions of many international organizations engaged in changing for the better attitudes and material values in favour of management for globally responsible practices and the construction of new learning objectives.
Originality/value
In business studies, comparative, critical, cross‐cultural, and diversity management many scholars have been dealing with some of the subjects of serious concern by the Massachusetts Institute of Technology leftist professor presented in this study. The paper has to take into consideration a transversal approach of business education in relation to the concept of cross‐cultural performance, already developed in the work on cross‐cultural and diversity management.