Carta da Escola Irma Theodora (English version)

Hello! Is everything ok?
We are students of school Sister Irmã Theodora in the municipality of Marabá, located in the northern region of Brazil:
Our lands are always warm, but we are literally on fire and it is not even the time of the St. John’s feast (in June, when everyone gathers around a fire).
Our forest burns in flames, our animals are dying, losing their habitats and their lives. and all because of ‘progress’. We cannot understand what kind of progress this is and whom it serves. Our greatest wealth, which is biodiversity, is in mourning. Mother nature cries.

Carta da Escola Irma Theodora (Portuguese version)

Oi! Tudo bem?
Somos alunos da escola Irmã Theodora, do município de Marabá,
localizado na região norte do território brasileiro, SOMOS
Nossas terras são sempre quentes, porém, estamos literalmente pegando fogo e nem é época de são João.
Nossa floresta arde em chamas, nossos animais estão morrendo, perdendo seus lares, sua vida e tudo isso por causa do “progresso”. Não conseguimos compreender que progresso é esse e para quem serve. Nossa maior riqueza, que é a biodiversidade, vive dias de luto. A mãe natureza chora.

Coronavirus and more. Now What Do We Do? An Unbounded Perspective

Coronavirus. Wars. Refugees. Racism. Sea levels rising. Stock markets falling. Most human labour becoming redundant as a factor of production and valueless in the labour market. The irreversible loss of the delicate chemical and physical balances that make the biosphere possible. Let me stop at eight. Any one of us could go on and on listing one after another nightmare that unfortunately is not a dream but is real.

Morally Responsible Leadership Through the development of phronesis

While it appears to be easily grasped, phronesis is complex, nuanced and paradoxical, seen as an unorganised set of characteristics in the management scholarship domain. We argue that the neglect of phronesis in modernity flows from the challenging nature of developing it, itself the consequence of its indistinctness. It calls for Einstein’s words “I would give my life for the simplicity on the other side of complexity”.

From Humiliation to Dignity Summary 2020

Where do we stand, as humankind? The author of this book offers this analysis: We have dug ourselves into a multitude of perilous crises, both despite and because of what we call progress. We engage in systemic humiliation – sociocide and ecocide – or the shredding of the social fabric and plundering of the planet. At the same time, there are also immense windows of opportunity waiting to be used. Unfortunately, so far, instead of recognising the depth of the crises at hand and grasping the historic opportunities to exit, it seems that most of us choose to stay myopic. Therefore, this book focusses on all of human history – on big history – because only a wide view makes the primary problems visible that spawn secondary, tertiary, and quaternary ones.

Moral Education for Structural Change

Taking as an example the ‘structural trap’ by which the good intention of complying with social human rights, such as health, ends up discouraging economic investment, it is suggested that effective large scale moral education can help to overcome structural obstacles to solutions to social and ecological problems.

Organisation Workshop. Beyond the Workplace: Large Groups, Activity and the Shared Object

Organisation Workshop stands for a body of practice derived from the pioneering work that Clodomir de Morais did with the Brasilian Peasant Leagues starting in the early 1960s and shown to be relevant today in situations of high unemployment. Two essential ingredients are a large group and a common resource pool. The Organisation Workshop method is illuminated by Leontiev’s “objectivised activity” concept, as well as impor- tant insights from 3 generations of activity theory (CHAT). Moraisean thought and practice are shown to open up new avenues to community development and to break new ground in the social psychology of the large group.

Three Roots of Transdisciplinary Analysis in Peace Education1 Tres Raíces del Análisis Transdisciplinario en Educación para la Paz

It will be documented in the following that social, economic and political dimensions are highlighted in the Neapolitan context, a philosophical understanding of the relationship between humanity and nature is at the centre in the Japanese analysis, and the historical imprint of colonization upon the human mind is foregrounded in the South African case. These different ways of approaching an understanding of contextual conditions are not mutually exclusive, however, and together they are seen as valuable contributions to an analysis that sees no disciplinary borders in finding ways of understanding human agency in relation to contextual conditions. I shall, therefore, discuss how these different ways of understanding human agency have one thing in common: They all meet criteria of transdisciplinarity.

Postcolonial Perspectives

The focus of this article is on the role and contribution of policy research in contexts of social transformation. With reference to education transformation policies in post- apartheid South Africa, the argument is developed that research varies in their contri- bution to change, as a function of the paradigmatic assumptions and methodological choices of the researcher.

Identity as Motivation

The purpose of this memo is to propose a methodology featuring role-play for improving motivation in organizations and in communities. It advocates an ideal of unbounded organization where individuals identify with the missions and values of their organizations, while the missions and values of their organizations, in turn, serve the common good of humanity and the planet.