How one structures an organization is not only important from the perspective of productivity and efficiency, but primarily how it affects the moral formation of those who are employed in that organization. Organizational structures whether in the manufacturing, service or non-profit sector have moral dimensions that cannot be escaped. Papal social tradition has been concerned about the moral formation of all workers within the organization. This tradition has maintained that an essential component to a humane organizational structure is participation of (...) those involved in the organization, and consequently that participation must be understood primarily in terms of the formation of employees. This article explores the papal social tradition''s understanding of participation and examines its significance in today''s organizational environment, particularly in reference to work-teams. (shrink)

This paper is a contribution to the discussion of how religious perspectives can improve business ethics. Two such perspectives are in natural law of antiquity and recent Catholic social doctrine and teaching. This paper develops a conceptual framework from natural law and CSD/T that business leaders can adopt to build an ethos of humanistic management. This “Human Dignity-Centered” framework fills the gap between time-tested Christian norms and contemporary firm-leaders’ concrete needs. “Human dignity” is used as a rhetorical device to convey (...) the idea that firms are composed of dynamic social networks, with an ultimate purpose of serving human needs. Ultimately, the principles and virtues the framework employs have a logic that should inspire excellence, as ethical practices and concern for human welfare lay a foundation for long-term business prosperity. In a one-frame visual representation, this paper portrays: firm leadership challenges; a transforming ethical prism of principles and virtues; and results and feedback mechanisms. The accompanying narrative describes each element and how each affects humanistic management. Finally, illustrative company examples and questions are provided to illustrate how the framework can be used to benefit human flourishing. The framework provides an adjunct to current formulations of improving managerial excellence. (shrink)

In this paper, we review the conventional analyses of management control systems, to conclude, first, that the illusion of control can mislead managers into believing that everything can be controlled and monitored, and, second, that no incentive system based only on extrinsic rewards can motivate individuals properly. Then, we investigate the philosophical foundations of the basic assumptions that, implicitly or explicitly, are made about the nature of the acting person. Based on personalist phenomenology, we show how the development of technical (...) and moral values is crucial to the long-run survival of organizations. We end by offering some guidelines as to what control systems should be like in order to be compatible with the nature of human persons. (shrink)

The paschal mystery holds a place of prominence in the lives of Catholics, both theologically and pastorally. Given its prominent theological and ecclesial place since the Second Vatican Council, this article examines the place and role of the paschal mystery for Catholic education. With the move from a ‘classicist world view to historical mindedness,’ the thought of Bernard Lonergan is employed – particularly his understanding of the person as subject and his law of the cross – as a means to (...) frame the relationship between the paschal mystery and Catholic education. (shrink)

This paper presents a version of analytical Thomism that brings the principles of Aquinas into systematic and sustained contact with the sciences as opposed to contemporary philosophy. The leading idea of this version of analytical Thomism is to test the viability of scholastic principles by seeing if they provide the resources to cope with problems emerging from the natural and social sciences. If they do, then Thomism vindicates itself in the marketplace of ideas. If not, then the analytical Thomist knows (...) where the perennial philosophy needs further development and perhaps revision. The first part of the paper sets out the rationale for this project. The remainder of the paper illustrates this approach by examining a problem emerging from evolutionary biology, namely, the provision of a theory of individuation for living entities. (shrink)

In this article, it is argued that William Stern was a forerunner of human science thinking in child psychology. Stern’s view of development, though widely neglected even among humanists, is consonant with human science thought on the whole as well as human science child developmental theory. Certain core characteristics of human science psychology are noted with special emphasis on how they relate to the study of child development. Stern’s views are then shown to be illustrative of these characteristics. In addition, (...) various aspects of Stern’s highly humanistic approach to child development are shown to be relevant today. (shrink)

What can an economist and agnostic tell a theologian about man? In contrast to mainstream economics, which today dominate all universities in the world, Ludwig von Mises (+1973) is interested in real man in action, not a fictitious homo oeconomicus. At one time Gregory M. A. Gronbacher (1998), an American philosopher, proposed a synthesis of Christian personalism with the free market economy developed by the Austrian School of Economics. His idea prompted me to use Mises’s praxeology to understand and describe (...) human action in the socio-economic sphere from the perspective of Catholic Social Teaching. At that time I understood how important were economic laws for the proper moral evaluation of human action. Mises in his treaty on economics Human Action developed his own anthropological concept of man. The Austrian economist never used the expression “person” to describe and analyze human action, but analyzing his economic system I was able to discover that he did not understand the free market economy as an abstract being composed of mechanical elements. According to him, the prerequisite for human activity is the desire to replace a less satisfactory state of affairs with a more satisfying one. Mises’s man is guided by his own scale of values and builds it up on the basis of a goal he freely chooses. Mises also takes into account that the market is only a part of reality and human activity. (shrink)

ABSTRACTThe aim of this article is to give an account of hope as it was understood by Józef Tischner a public intellectual and a prominent chaplain of the Polish Solidarity movement, which led to the fall of communism in Eastern Europe in 1989. The idea of hope was one of the basic ideas of the Solidarity movement, around which the daily experiences of its members were organized. The author thus offers insight into the intellectual history of the Eastern European dissidence (...) movement of the 1970s and 1980s. Referring to Tischner’s biography she describes some of the ways in which Western ideas crossed the Iron Courtain. Using the example of Tischner’s dialogue with, and critique of, Thomism, she explains how dissidents’ interest in phenomenology interacted with the heritage of European thought. The author shows that despite Tischner’s distancing himself from Aquinas’ thought, he remained under Aquinas’ influence, and his own ideas were not as different and incompatible with Thomism as is often believed. Given the rising interest in the question of the relation between hope and democracy today, the question of the meaning of hope is pending. (shrink)

Pedagogical activity, be it of parents or teachers, continuously requires us to meet children's and youngsters' deep ethical needs. In our daily relationships with them, recognition is one of the most frequent and essential ingredients of our educational activity. But, what does being recognized mean? When does this everyday practice become genuinely pedagogical?This phenomenological inquiry explores pedagogical recognition, an experience of an essentially ethical sense. Through our words, actions, decisions, etc., we offer children and young people effective learning experiences about (...) what is good and right in our human world. Moreover, genuine recognition allows us to discover the personal worth and uniqueness of every child and young person entrusted to us. Recognition deals with the very being of people revealed through their capabilities in action.In this experience, the educator plays the decisive role. Thanks to our pedagogical responsibility and influence, we have the power to recognize; a power that has been given to us by the child and that can be observed when the transformational effect of recognition occurs. Pedagogical authority is the foundation of recognition as well as educational intentionality. The pedagogical significance of this practice requires every educator to evaluate and to improve the ways of doing this effectively, especially by thinking carefully about every person's singularity and by developing awareness of our ethical personality and our embodied language. It may lead us to being recognition. (shrink)