Eduardo Sanchez

Unfortunately, current education, as it is proposed, is not doing enough to prevent the fulfillment of Adorno's imperative, according to which all reflection and action must seek to prevent a repeat of Auschwitz or any other similar cruelty. This article aims to try to relate the trinomial: Levinas, totalitarianism and education. The idea is to show how, based on levinasian philosophy and ethics, it is possible to establish a new education against the totality of being and against all forms of barbarism. It concludes with some landings of the levinasian postulates formulated from the pedagogy of otherness and which are specified in: education as donation and ethics as a condition of possibility of education; the educational value of the unexpected and the impossibility of programming the ethical response; scenarios of warmth and welcoming gestures that make the pedagogical encounter possible; education as resistance to evil and as a way of denying our own consent; and memory and testimony as instruments to promote pedagogical otherness.

Emmanuel Levinas, uno de los filósofos occidentales más profundamente originales del siglo XX, ha recibido en los últimos años una atención considerable por parte de educadores y filósofos de la educación. Son muchas las implicaciones éticas que tiene para la educación en áreas relacionadas con la educación moral, cuestiones de diversidad, multiculturalismo y políticas de reconocimiento. Este artículo se apoya en Levinas para quien el concepto de responsabilidad constituye la piedra angular de su obra filosófica y encuentra su mejor expresión en la acogida al otro. Educar es acoger, acompañar y ayudar al educando en su proyecto de vida. Desde la ética levinasiana, la acogida no se concibe como un mero objeto de instrucción o de enseñanza, se “aprende” por contagio, por mímesis. Por ello, los autores se muestran contrarios a la propuesta de actuaciones educativas concretas previamente programadas, y apuestan por la creación de un clima educativo en el aula que favorezca la apertura al otro, especialmente al diferente cultural. Concluyen en la importancia de una educación hospitalaria que profundice en el sentido de la responsabilidad y haga de la experiencia del alumno el punto de partida de la acción educativa.

Firm managers play an important role in the implementation of corporate social responsibility (CSR) actions. Education is emerging as the key factor in developing a sense of moral responsibility amongst the business students who will eventually become company managers and decision makers. The aim of this research is, thus, twofold. First, to analyze the existence of a direct positive correlation between university students’ perception of CSR and its impact on business performance; and second, to examine the extent to which two factors (advantages brought by CSR and responsibilities toward stakeholders) act as mediation variables in the aforementioned correlation. The analysis was performed with a sample of 390 business‐related university students. Amongst the potential contributions made by this study we can highlight the possibility of knowing future managers’ way of thinking and of knowing the aspects where educational centers might improve their CSR teaching.