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The study of policing in Anglo-American societies has been severely restricted in the last 20 years to quasi-historical overviews, studies of policing in times of stable, non-crisis periods in democratic societies that in turn had survived the crisis as democracies. Perhaps the epitome of this is the sterile textbook treatment of policing in Canada and the United States – a sterile rubble of functions, duties, training surrounded by clichés about community policing. Scholarly writing on democratic policing and its features is severely limited by lack of inclusiveness of the range of contingencies police face, and many respects this work is non-historical and non-comparative. In the present world of conflict and strife that spreads beyond borders and challenges forces of order at every level, the role of police in democratic societies requires more systematic examination. In my view, this cannot be achieved via a description of trends, a scrutiny of definitions and concepts, or citation of the research literature. Unfortunately, this literature makes a key assumption concerning police powers in democratic societies: that the police are restricted by tradition, tacit conventions, and doctrinal limits rooted in the law or countervailing forces within the society. While these constraints are sometimes summarized as a function of “the rule of law,” this assumption is much deeper and more pervasive than belief in the rule of law. It is possible to have a non-democratic police system that conforms to the rule of law and reflects the political sentiments of the governed. It is also possible to have non-democratic policing emerge from a quasi-democratic system as I show in reference to the transformation of the police in the Weimar Republic to the police system of the Third Reich. The complex relationship between policing and a democratic polity remains to be explored.

This chapter is about the modern (Western) educational regime, educational industry paradigm and schooling process, while focussing on statutorily imposed and legally enforced schooling as the main aspect of the hidden curriculum within a globalizing world.

It is about children's productive labour through schooling, whereby children's labour power is consumed, produced and reproduced on behalf of social formations under the capitalist mode of production (CMP).

The claim that a well-educated population is essential for development so that all societies share an interest in having children participate in schooling as much as possible is the central element of the Western education industry paradigm, the global appeal of which is reflected in how compulsory schooling has been embraced almost everywhere in conjunction with being heavily promoted within the ‘international community’ and widely endorsed by researchers, scholars and similar observers.

Contrary to Bowles and Gintis's correspondence principle, the structure of schooling is not an identical to the structure of the workplace in that it entails compulsion, whereby schooling is as efficient and effective as possible in meeting the needs of the CMP.

The CMP benefits from the state having shifted confinement as a mechanism to force people to work onto schooling; or, from compulsory social enclosure, whereby schools increasingly resemble military and prison systems.

Compulsory social enclosure helps to ensure that children's productive capacity – or labour power – is enhanced to the benefit of the CMP, this being the major factor in accounting for its appeal and advance on the world stage, globally.

Ecological systems comprise interdependent human and other living beings, along with their life-giving natural environments. The sustainability of such systems has become a critical global concern, both generally and in relation to business practice. This chapter considers the cultivation of care among business students as one important way of fostering engagement with such concern, with particular attention given to a specific and under-attended area in business research and practice: that of human sustainability. In order to overcome potential limitations of diverse and often disparate streams of research on care, this chapter considers Mayseless’ (2016) integrative framework for understanding caring motivation, and builds upon the four points of intervention for cultivating care that were articulated within that framework. Extant pedagogical research within business and management is used to elaborate additional insights and methods for developing caring skills, caring values, caring teaching and learning communities, and a more extensive vision of care that includes those who might be unknown, different from or distant to us. The framework, insights, methods, and examples discussed in this chapter provide a foundation that can help guide future care-related, ecologically focused pedagogical research and practice.

In the second half of the 1980s, together with Perestroika in the Soviet Union, a process took place to end the Cold War as a confrontation between the United States of America and the Soviet Union. At the same time, this process caused the collapse of the Soviet Union and socialist system and thereafter the separation and independence of the many nationalities that constituted the Soviet socialist system in the East and South Europe. However to our regret, such nationalities could not enjoy freedom by independence, but went to brutal wars between separated nationalities. Even after many local wars and brutalities we cannot yet find the final solution through peace and justice for peoples.

Institutions are collective responses to collective concerns, with the underlying link between concern and response being the purpose of the institution. With this conceptual lens, we analyze the history of the Aktiengesellschaft (AG), which emerged in Austria and Germany around 1800. While any analysis of the organizational features of the form would have diagnosed marked stability over the past two centuries, our historical study reveals significant shifts of the AG’s purpose and meaning: from a vehicle in the service of the public interest, shareholders, and employees to a persona with legitimate self-interests and the will to survive. We suggest to regard such purpose drifts as distinct variant of institutional change. In addition, we conclude that the AG’s essentially political actorhood institutionalizes the ever fragile and delicate quest for a balance between the different legitimate interests on whose behalf a corporation acts (including those of the self). Such a view, we argue, can offer a future for the corporation as organizational form.

Industry 4.0 or the Fourth Industrial Revolution is characterized by robotic process automation and machine-to-machine communications. Since computers, machines, and robots share information and knowledge more swiftly and effectively than humans, the question is what human beings' role could be in the era of the Internet-of-Thing. The answer would be beneficial to institutions for higher education to anticipate. The literature reveals a gap between the intended learning outcomes in higher education institutions and the needs of employers in Industry 4.0. Evidence is shown that higher education mainly focused on knowledge (know-what) and theory-based (know-why) intended learning outcomes. However, competent professionals require knowledge (know-what), understanding of the theory (know-why), professional (know-how) and interpersonal skills (know-how and know-who), and need intrapersonal traits such as creativeness, persistence, a result-driven attitude et cetera. Therefore, intended learning outcomes in higher education should also develop interpersonal skills and intrapersonal characteristics. Yet, personality development is a personal effort vital for contemporary challenges. The history of the preceding industrial revolutions showed the drawbacks of personality and character education; politicians have abused it to control societies in the 19th and 20th centuries. In the discussion section, the institutions for higher education are alerted that the societal challenges of the twenty-first century could lead to a form of personality education that is not in the student's interest and would violate Isaiah Berlin's philosophical concept of ‘positive freedom’.