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This chapter analyses the crucial role that philosophy plays in management education, particularly in promoting responsible education. The author emphasizes the importance of philosophy in addressing a wide range of social and environmental issues that are prevalent in today's business landscape. From the perspective of science and Taoism, the author highlights how philosophy can enhance the effectiveness of management education. Education is a powerful tool that can be used to bring about positive change in society, both economically and sociologically, and has the potential to respond to the rapidly evolving world of the 21st century. However, traditional education systems have failed to equip individuals with the knowledge, experience, skills and values needed to thrive in a volatile, uncertain, complex and ambiguous (VUCA) environment. To address this gap, the author argues that philosophy should be integrated into the traditional curriculum as a core element of liberal arts. By blending technical and analytical skills with systems thinking, critical thinking, innovation, creativity and ethical intelligence, students can develop a more holistic understanding of business and society. Philosophy can broaden the reflectivity horizon of future business leaders, enabling them to manage complexity and make sound decisions that align with both the principles of good business and the needs of society. This chapter underscores the importance of philosophy in management education and its potential to drive transformative change in business and society. By encouraging students to ponder questions that extend beyond the scope of business, philosophy can help cultivate a new generation of ethical and responsible business leaders who are equipped to address the challenges of the 21st century.

Gilles Deleuze and Alain Badiou are two very different philosophers, and yet they touch upon many similar themes. Perhaps most noticeable is their respective concerns for developing philosophical systems free of the concerns of so-called post-modernism. In this paper I look at some of the themes in their work, and consider what might thereby be enabled within thinking about law. In so doing the paper argues that Deleuze’s work is particularly useful, as it allows for a polymorphous practice of thought, appropriately named as “jurisprudence.”

The conditions that domain analysis becomes an academic school of information science (IS) are mature. Domain analysis is one of the most important foundations of IS. The purpose of this paper is to analyze and discuss metatheoretical and theoretical issues in the domain analytic paradigm in IS.

This paper conducts a systematic review of representative publications of domain analysis. The analysis considered degree theses, journal articles, book chapters, conference papers and other materials.

Domain analysis maintains that community is the new focus of IS research. Although domain analysis centers on the domain and community, theoretical concerns on the social and individual dimensions of IS are inherent in it by its using sociology as its important approach and socio-cognitive viewpoint. For these reasons domain analysis can integrate social–community–individual levels of IS discipline as a whole. The role of subject knowledge in IS is discussed from the perspective of domain analysis. Realistic pragmatism that forms the philosophical foundation of domain analysis is argued and the implications of these theories to IS are presented.

The intellectual evolving landscape of domain analysis during a quarter century is comprehensively reviewed. Over the past twenty-five years, domain analysis has established its academic status in the international IS circle. Being an important metatheory, paradigm and methodology, domain analysis becomes the theoretical foundation of IS research. This paper assesses the current state of domain analysis and shows the contributions of domain analysis to IS. It also aims to inspire further exploration.

This paper addresses three interrelated objectives. The approach is philosophical and comparative. As far as possible the Islamic arguments of the paper are derived from the Quran.

During the last decade or so, philosophers of science have shown increasing interest in scientific models and modeling. The primary impetus seems to have come from the philosophy of biology, but increasingly the philosophy of economics has been drawn into the discussion. This paper will focus on the particular subset of this literature that emphasizes the difference between a scientific model being explanatory and one that provides explanations of specific events. The main differences are in the structure of the models and the characteristics of the explanatory target. Traditionally, scientific explanations have been framed in terms of explaining particular events, but many scientific models have targets that are hypothetical patterns: “patterns of macroscopic behavior across systems that are heterogeneous at smaller scales” (Batterman & Rice, 2014, p. 349). The models with this characteristic are often highly idealized, and have complex and heterogeneous targets; such models are “central to a kind of modeling that is widely used in biology and economics” (Rohwer & Rice, 2013, p. 335). This paper has three main goals: (i) to discuss the literature on such models in the philosophy of biology, (ii) to show that certain economic phenomena possess the same degree of heterogeneity and complexity often encountered in biology (and thus, that hypothetical pattern explanations may be appropriate in certain areas of economics), and (iii) to demonstrate that Hayek’s arguments about “pattern predictions” and “explanations of the principle” are essentially arguments for the importance of this type of modeling in economics.

The purpose of the paper is to start a dialogue about the differences between Western and Eastern cultures in the way they conceptualize knowledge, and to discuss the implications of these differences for global intellectual capital (IC) theory and practice.

A systematic metaphor analysis of the concept of knowledge and IC is used to identify common Western conceptualizations of knowledge in the IC literature, and is combined with a review of philosophical knowledge conceptualizations in the main streams of Asian philosophy.

Basic differences were found in the way knowledge is conceptualized. In Western IC literature, common metaphors for knowledge include knowledge as a thing and knowledge as capital. In Asian thought, knowledge is seen as unfolding truth based upon a unity of universe and human self and of knowledge and action.

Western conceptualizations of knowledge, embedded in terms like intellectual capital and knowledge management, cannot be transferred to Asian business without considering the local view on knowledge. Asian conceptualizations of knowledge should play an important role in the further development of a knowledge‐based theory and practice of the firm.

Western IC theorists will have to be cautious of monopolizing their thesis as a universal theory of IC. There is a need for cultural differentiation also regarding IC, as the conceptualization of knowledge is always featured by the main trends in a philosophical tradition.

The focus of this article is centred on two main ideas: persuading management students to study philosophy, and convincing them that a study of philosophy could be relevant for them in a business environment underscored by uncertainty. Three approaches were considered, an historical approach, an analytical approach and a literary approach. The first approach entailed a review of major philosophers, the second entailed an analysis of values such as trust, justice, honesty, integrity, fairness, prudence, respect, competition, professionalism, and the third entailed an appraisal of the work of persons better known for their contributions to literature which illustrated moral issues in their society. This article is a reflection of some of these thoughts on the idea of introducing a course in introductory philosophy into the management syllabus. The ideas are still in the formative stage, and are currently being put into practice.

In an intriguing and provocative paper in Social Epistemology, Luciano Floridi (2002) seeks to define library and information science as applied philosophy of information. In his examination of what the philosophy of information is, Floridi notes: The subsequent growth of the information society and the appearance of the infosphere (the semantic environment in which millions of people spend their time nowadays) have further influenced the development of contemporary philosophy. This has moved from focusing on the domain represented by the memory and languages or organized knowledge – the instruments whereby the infosphere is managed – to focusing on the nature of its very fabric and essence, information itself. Information has thus arisen as a concept as fundamental and philosophically important as ‘being’, ‘knowledge’, ‘life’, ‘intelligence’, ‘meaning’ or ‘moral good and evil’ – all pivotal concepts with which it is interdependent – and so equally worthy of autonomous investigation (p. 42).Floridi goes on to state that “The philosophy of information revitalizes old philosophical questions and poses, or rather identifies, new crucial problems. It also helps us to revise our world-view” (p. 42).

The Austrian school developed a specific kind of economic analysis. Mises′ place in this school of thought and his praxeological point of view is discussed. His philosophical stance and its methodological implications are then considered.