Many environmental problems are longitudinal collective action problems. They arise from the cumulative unintended effects of a vast amount of seemingly insignificant decisions and actions by individuals who are unknown to each other and distant from each other. Such problems are likely to be effectively addressed only by an enormous number of individuals each making a nearly insignificant cont...

The authors contend that in a world of great change and ever-increasing tough problems, leaders must factor the topic morality as they work make decisions. Gist is former academic at University Washington Seattle University; Mulally CEO Boeing Commercial Airplanes Ford Motor Company. They point to need “virtues an individual has guide how he or she actually determines what right thing do behave...

Abstract Nothing reveals the differences between an internal (i.e., inherently pedagogical) reflection on educational processes and external derived from a philosophical, sociological, psychological, theological or other perspective) more clearly than differing attitudes towards alienation. Looked at outside pedagogical context, alienation appears only negative, deserving nothing but contempt r...

Socialand virtue-epistemologies connect intellectual and moral concerns in ways significant for education and its theory. For most educationists, epistemic and ethical virtues are no longer dissociated. However, many political framings or operations of epistemic virtues and vices remain neglected in educational discourses. This article illustrates why a politicization of epistemic issues is rel...