M. Jones

This chapter examines the “civic” in civic engagement, connecting issues surrounding citizenship, including voting patterns and globalization, with the pedagogy of civic engagement. It seeks to understand what civic engagement’s place is in the life of the scholar as well as the participating student, whether civic engagement pedagogy is effective, and when it is effective what teaching strategies contribute to that positive effect. Perhaps what we, in the study of religion, offer to civic engagement activities is not just the doing of them but the interpretation, the storytelling around that affective and ethical engagement that internally unsettles norms. The work of civic engagement, along with thinking and writing about it, is a method and practice through which we give up mechanical notions of right and wrong and enter interpretive communities that necessarily include a variety of people and traditions.

This chapter looks at the evolution of CorporateSocial responsibility in the Indian context and explores the conceptualization of Brand Valuation in an attempt to correlate the two. The chapter looks at the pre and post-mandate era of CorporateSocial responsibility as practiced in India and identifies how and why the regulator’s outlook changed over time. The chapter deduces the implications of CorporateSocial responsibility for brands and branding as a managerial process and what constitutes Responsible brands. It looks at some of the major Brand Valuation methodologies prevalent and identifies the gaps therein; specifically how the aspect of CorporateSocial responsibility which intuitively looks relevant to branding has largely remained untouched. The chapter presents the case for including Social responsibility as an antecedent for Brand Valuation.

The article evaluates how knowledge workers in new-age businesses in developing economies conceptualize and practise acts of individual social responsibility (ISR) vis-à-vis the corporate social responsibility (CSR) endeavours of the companies for which they work. The study aims to differentiate between the values that drive ISR and CSR in such organizations. On one hand, the study targets young information technology professionals between the ages of 25 and 35 years exploring the individual motivations for socially responsible behaviour, and it looks at CSR managers responsible for strategizing and implementing CSR portfolio, representing the organizational imperatives of CSR behaviour and practice on the other. The study concludes with a conceptualization of how the convergence or otherwise of motivations between ISR and CSR in such organizations are defined and what are their determinants, with the derivative managerial implications for firms in developing economies in the context of managing the relatively younger workforce’s participation in their CSR efforts.

Menary OpenMIND, MIND Group, Frankfurt am Main, 2015) has argued that the development of our capacities for mathematical cognition can be explained in terms of enculturation. Our ancient systems for perceptually estimating numerical quantities are augmented and transformed by interacting with a culturally-enriched environment that provides scaffolds for the acquisition of cognitive practices, leading to the development of a discrete number system for representing number precisely. Numerals and the practices associated with numeral systems play a significant role in this process. However, the details of the relationship between the ancient number system and the discrete number system remain unclear. This lack of clarity is exacerbated by the problem of symbolic estrangement and the fact that unique features of how numeral systems represent require our ancient number system to play a dual role. These issues highlight that Dehaene’s From monkey brain to human brain, MIT Press, Cambridge, pp 133–157, 2005) neuronal recycling hypothesis may be insufficient to explain the neural mechanisms underlying the process of enculturation. In order to explain mathematical enculturation, and enculturation more generally, it may be necessary to adopt Anderson’s :245–266, 2010; After phrenology: neural reuse and the interactive brain, MIT Press, Cambridge, 2014) theory of neural reuse.

The contemporary use of the term ‘complexity’ frequently indicates that it is considered a unified concept. This may lead to a neglect of the range of different theories that deal with the implications related to the notion of complexity. This paper, integrating both the English and the Latin traditions of research associated with this notion, suggests a more nuanced use of the term, thereby avoiding simplification of the concept to some of its dominant expressions only. The paper further explores the etymology of ‘complexity’ and offers a chronological presentation of three generations of theories that have shaped its uses; the epistemic and socio‐cultural roots of these theories are also introduced. From an epistemological point of view, this reflection sheds light on the competing interpretations underlying the definition of what is considered as complex. Also, from an anthropological perspective it considers both the emancipatory as well as the alienating dimensions of complexity. Based on the highlighted ambiguities, the paper suggests in conclusion that contributions grounded in contemporary theories related to complexity, as well as critical appraisals of their epistemological and ethical legitimacy, need to follow the recursive feedback loops and dynamics that they constitute. In doing so, researchers and practitioners in education should consider their own practice as a learning process that does not require the reduction of the antagonisms and the complementarities that shape its own complexity.

This paper refers to Jack Mezirow’s contribution to transformative learning theory in order to discuss the temporalities that characterize transformative processes, such as those fostered in adult education. The argument follows three steps. First, the core assumptions of transformative learning theory are introduced in order to locate their relevance in adult education. Such a contribution is then used to problematize the temporalities involved in a process of transformation, especially considering its continuous and discontinuous features. Transformative learning is finally conceived through a rhythmological perspective. Such an approach demonstrates the relevance of analyzing the rhythms through which transformations are lived throughout the lifespan.

pThis tribute to the late bell hooks examines her work as a Black feminist and Black Buddhist. After a brief introduction to her life, I examine her contributions to feminist thought, particularly her understanding of the need to dismantle “imperial white supremacist capitalist patriarchy.” As a Black feminist and woman, hooks comes to this work, first, with rage, but in her turn to Buddhist thought, she develops a love ethic, one that she wrote extensively about until her death in 2021 of renal failure./p.

As a normative concept, consent can perform the “moral magic” of transforming the moral relationship between two parties, rendering permissible otherwise impermissible actions. Yet, as a governance mechanism for achieving ethical data practices, consent has become strained—and AI has played no small part in its contentious state. In this chapter we will describe how consent has become such a controversial component of data protection as artificial intelligence systems have proliferated in our everyday lives, highlighting five distinct issues. We will then lay out what we call consent’s “moral core,” which emphasizes five elements for meaningful consent. We next apply the moral core to AI systems, finding meaningful consent viable within a particular digital landscape. Finally, we discuss the forces driving some commentators away from individual consent and whether meaningful consent has a future in a smart world.