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The purpose of this conceptual article is to examine the role of villainification and heroification in social studies through critically analyzing the author’s place-based encounters with three civil war narratives.

The article describes the author’s critical reflections on three narratives involving confederate figures and examines theoretical and pedagogical implications.

The article introduces a spectrum of ethical judgments which plots villainification and heroification on opposing ends. The author advocates for more nuanced ethical judgments that contextualize decisions as understandable or defensible based on evidence. The term understandable reflects a concept of being able to explain (i.e. demonstrate understanding) why a curricular figure made certain choices without agreeing with or supporting those choices. The term defensible denotes the existence of evidence that provides a rationale for a choice such that the person making the ethical judgment would feel comfortable making (i.e. defending) the same choice.

The article introduces a theory of nuanced ethical judgments in social studies that maps onto existing literature on heroification, villainification and place-based education. Pedagogical implications for social studies education are also identified.

This paper aims to add further evidence to adoption criteria for “revolutionary” business techniques.

Adoption criteria for business techniques with a high degree of novelty have been developed earlier. The case of exchange-traded funds supports the earlier findings. The methodology applied is explicative.

The analysis supports findings that an effective response to a problem, the availability of a controllable procedure, the means to apply the procedure easily and the hardware jointly explain adopting “revolutionary” business techniques.

The results of case studies, in general, do not permit induction. More research might identify additional adoption criteria or falsify the presently obtained results. Therefore, further research is invited.

Managers seeking or being introduced to new techniques in business administration might use the criteria outlined here for their evaluation.

The author believes this paper corroborates earlier findings on adopting “revolutionary” business techniques that draw on theoretically developed technologies.