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In the history of economic thought, a number of heterodox economic thinkers have focused upon the manner in which economic doctrines are built upon an essentially unexamined vision of social reality. Karl Marx referred to this vision as an ideology generated in the interest of the ruling class. Thorstein Veblen saw it as a complex of preconceptions reflecting prevailing beliefs. Joseph Schumpeter saw these visions as providing the “raw material for the analytic effort” of economists. [Schumpeter, 1954:42] In all three instances the vision was understood as a complex of assumptions concerning social reality that economists accept uncritically, if not unconsciously, and upon which the science of economics is constructed.

The encyclical Centesimus Annus was published by Pope John Paul II in commemoration of Rerum Novarum, written 100 years ago by Leo XIII. That encyclical initiated a century of Catholic social teaching consisting, by now, of six encyclicals. Together, they are intended to represent a unified system of thought, the Church′s social vision. Its basic themes all centre on the God‐ordained dignity of man. The Pope calls for a modified, “corrected” capitalism, a “Society of free work, of enterprise and of participation”. The economic activities of man are to be reoriented towards the common good, with the ultimate goal of eradicating poverty, exploitation, and alienation. Rejects the economic proposals of the Pope as lacking of substance and internal consistency. Its assumption that man can enjoy all the advantages of free markets while also correcting for their less‐desirable effects at will reveals that, despite some modifications, Catholic social thought is still inspired by what has been termed the “unconstrained” vision.

The purpose of this paper is to share findings from research on preservice social studies teachers’ visions of themselves as they prepare to enter their student teaching experience.

The guiding research question for this study asked, “How do preservice social studies teachers articulate their visions of themselves as powerful social studies teachers just before their student teaching experience?”

The authors found that their visions of themselves emphasized aspects of powerful teaching, yet lacked explicit and important connections to social studies teaching. In their discussion and conclusions, they share the implications of these findings for their social studies teacher education program and other social studies education programs generally.

The authors contend that while powerful teaching is important, without an emphasis on powerful social studies teaching, they may struggle to achieve social studies teaching goals and purposes, such as teaching for democratic living, the common good, or citizenship. The distinction between powerful teaching and powerful social studies teaching, the authors believe, should be of concern for social studies teacher educators interested in positioning student teachers to create classroom spaces focused on the common good, national and global societies, or the deepening of democracy.

The purpose of this paper is to examine the role of meaning of work as a linking mechanism between the perception of work context and turnover intention within the rarely studied context of social enterprises.

Drawing on meaning of work theories, an integrated research model was developed. Data were collected using questionnaires from 315 full-time employees at 114 social enterprises in Korea. Mediated and moderated structural equation models were used to assess the hypotheses.

Social mission was fully mediated by meaning of work to predict low turnover intention, and shared vision was partially mediated to predict the same. The authors also found that the positive relationship between social mission and meaning of work was stronger when shared vision was higher.

This study extends previous literature on managerial psychology (i.e. meaning of work and turnover) in the context of a new but increasingly prevalent organizational form, social enterprises. It also provides practical advice for managers seeking to retain employees and encourage the sustainability of the social enterprise sector.

The purpose of this paper is to deepen and expand our understanding on how strategic/market orientation (SO/MO) and a cohesive/shared social vision affect performance in the social enterprise (SE) context.

A survey was conducted in Greek SEs. Stepwise and simple regression analyses were applied in order to test the hypothesized relationships among the study variables. Additionally, Baron and Kenny’s (1986) recommendation for exploring mediating effects was followed.

The results indicate the crucial role of customer orientation dimension of SO/MO in enhancing commercial effectiveness and subsequently profitability, whilst a cohesive/shared vision was found to have positive direct associations with the social effectiveness and profitability elements of SEs performance. Moreover, the findings provide some indications for the mutually reinforcing relationship between the social and commercial aspects of SEs functioning.

The current paper contributes to the ongoing quest to understand the strategic management element of SEs and the challenge they face in managing rival logics. Also, it addresses the gap related to the type (mainly qualitative) and geographical concentration of SE research.

This paper aims to examine how the different dimensions of project members’ intra-organizational social capital – cognitive, affective and relational – facilitate knowledge integration in project-based organizations, and how knowledge integration, in turn, impacts explorative and exploitative learning.

Based on an analysis of 129 R&D Spanish organizations, the study analyzes the interconnections between the different dimensions of social capital and how they affect to knowledge integration as antecedent of explorative and exploitative learning in project-based organizations.

Results confirm that knowledge integration is beneficial for both exploratory and exploitive learning and thus that R&D organizations may be thus ambidextrous in their knowledge management. Related to the three dimensions of social capital, only the cognitive dimension (shared vision) has a significant impact on knowledge integration. However, the analysis confirms the interconnections between the three dimensions of social capital: the relational dimension (social interaction ties) and the cognitive dimension (shared vision) have significant effect on the relational one (trust), and the relational dimension also has an influence on the cognitive dimension. The model proposed in this study thus shows an acceptable capacity to discern the different influence of the dimensions of internal social capital on knowledge integration and, subsequently, ambidextrous learning.

This paper examines the importance of intra-organizational social capital, in terms of their cognitive (shared vision), relational (trust) and structural (social interaction ties) dimensions, for explorative and exploitative learning in project-based organizations. The analysis takes the baton of previous literature where is suggested that the three dimensions of social capital are interlocked and not just need to be considered simultaneously.

John Paul II’s vision of the social economy provides moral guidance to those seeking it. At the same time, it provokes market oriented free enterprise economists by its apparent lack of market understanding. Section one attempts to demonstrate how his vision expressed in Laborem Exercens conflicts with conservative free market economists. Section two deals with the moral logic embedded in conservative economic thought and suggests how John Paul II’s vision outlined in his three encyclicals on the social question enhances this perspective.

For over a century, social studies educators have drawn upon the works of philosopher John Dewey to justify an interdisciplinary vision for the field. This manuscript explores the intellectual context that engendered Dewey’s pedagogical vision, outlines how and why Dewey organized his interdisciplinary curriculum at the University of Chicago Laboratory School, and traces how Dewey expanded his pedagogy in the 1920s and 1930s to include the interdisciplinary study of social and political issues in the classroom. The author argues that Dewey’s interdisciplinary pedagogy is best appreciated through a developmental and contingent framework.

Pre-service teachers may leave their graduate programs with strong social justice leanings, yet most begin teaching struggling to integrate their visions into a context constrained by accountability demands. Pressures and constraints, such as high-stakes testing and mandated curriculum, may require teachers committed to social justice to negotiate what they want to teach and what they are able to teach. This piece highlights the daunting journey of one beginning teacher and her struggle to uphold her commitment to teach for social justice while still meeting administrative expectations. The study’s findings point to the myriad complexities surrounding teaching social studies for social justice, especially regarding integrating social justice content into the general curriculum. As a result of these findings, several questions have been formulated for further research surrounding the education of teachers for social justice.