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  1. Reflections on Peters' View of the Nature and Purpose of Work in Philosophy of Education.D. N. Aspin - 2013 - Educational Philosophy and Theory 45 (2):219-235.
    In this article I describe the analytic approach adopted by Peters, his colleagues and followers of the ?London line? in the 1960s and 1970s and argue that, even in those times, other approaches to philosophy of education were being valued and practised. I show that Peters and his colleagues later became aware of the need for philosophy of education to become aware of and take in hand a new set of agendas and address the list of substantive issues inherent in (...)
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  • Differentiating stakeholder theories.John Kaler - 2003 - Journal of Business Ethics 46 (1):71 - 83.
    Following on from work on stakeholder identification, this paper constructs a typology of stakeholder theories based on the extent to which serving the interests of non-shareholders relative to those of shareholders is accepted as a responsibility of companies. A typology based on the division of stakeholder theories into normative, descriptive, and instrumental is rejected on the grounds that the latter two designations refer to second order theories rather than divisions within stakeholder theory and the first is a designation which, for (...)
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