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This paper seeks to elaborate on how subject positions promoting shareholder value are infused with an outcome focus.

The study employs Foucault's perspectives on government and the interrelations between objectivity and subjectivity in the analysis of in‐depth case data gathered in one shareholder value‐oriented‐listed company and one non‐listed company.

The outside financial market discipline that objectifies shareholder value‐oriented company executives makes them subjects in their own organisation, allowing them to redirect discipline onwards and thereby objectify their subordinates. The non‐listed company executives, due to the relatively closed governance structure of their company and the lack of outside ownership, are not subject to such continuous outside discipline; they lack the same access to the means to create tangible outcomes within their organisations. The subject positions promoting shareholder value are focused on outcomes, whereas the non‐listed company subject positions are focused on processes.

The subject positions of actors within different types of non‐listed companies and listed companies without a shareholder focus form a target for future studies.

The study contributes to the literatures on manager subject position formation and shareholder value. These contributions are achieved by uncovering a novel consequence of subject position formation and by revealing a mechanism by which outcome focus is tied with shareholder value.

To defend the thesis that the base-superstructure hypothesis central to Marxist theory is also central paradigm of the tradition of Critical Theory. This is in opposition to those who see this hypothesis as determinist and eliminating the possibilities for the autonomy of social action. In doing so, it is able to retard and atrophy the critical capacities of subjects.

Emphasis on the return to a structural-functionalist understanding of social processes that places this version of Critical Theory against the more domesticated forms that consider “discourse ethics” and an “ethic of recognition” as the normative research program for Critical Theory. Also, an analysis of the purpose and logic of functional arguments and their relation to Marx’s concept of “determination” is undertaken.

The essence of Critical Theory hinges upon the ways that social structures are able to deform and shape structures of consciousness of modern subjects to predispose them to forms of domination and to view the prevailing hierarchical structures of extractive domination as legitimate in some basic sense.

The foundations of Critical Theory need to be rooted in a renewed understanding of the relation between social structure and forms of consciousness. This means a move beyond theories of social practices into the realm of social epistemology as well as the mechanisms of consciousness and their relation to ideology.

Few analyses of the relation between the base and the superstructure or material organization of society and the social-epistemological layer of consciousness delineate the mechanisms involved in shaping consciousness. I undertake an analysis that utilizes insights from the philosophy of mind such as the theory of intentionality as well as the sociological approach to values through Parsons.

In Part One of ?From the Genius of the Man to the Man of Genius’ I argued that classical and medieval inscriptions of genius figures suggest a coevalence between characters in their respective cosmologies, making it relatively more difficult to delineate Man from “spirits” and “other organisms”. The labour that genii performed flowed around two significant tropes of production and reproduction whose specificities were inflected in and across sources. In medieval poetry, for instance, genius figures took up a new role in regard to the reproduction trope, as promoter of virtue (in the form of censuring the seven deadly sins) and condemner of vice (in the form of prohibition against same sex intercourse). The sedimentation (complex processes of character‐formation), directionality (patterns of descent) and sexual ecology (emergence of a field of ethics) that the medieval literature embodies also indexes an opening disarticulation of Man from universe and the possibility of grounding “morality” in and as His love choices. Through a series of narrative structures, binary concepts and new sources of authority under Christianity the figure now referred to in philosophy as “the subject” is given early grounds upon which to form in the medieval poems.

The Federal Government has begun distributing tablets to teachers in public schools in Brazil. However, no preparation was provided to guide professionals on how to use them for pedagogical purposes. As a result, teachers have been carrying tablets around or leaving them alone on their classroom tables. Considering this situation, the purpose of this paper is to discuss the possibility of adopting a ternary conception of formation processes – the self-hetero-eco formation process – to help teachers learn how to use tablets for educational purposes; and on the potential of such a process to congregated teachers in the joint creation and maintenance of a Didactic Digital Material/App Data Bank.

Theoretically, this paper is grounded on complexity principles (Morin, 2008, 2010), and especially on the studies made by Moraes (2007), Freire (2009) and Freire and Leffa (2013).

The movement of perceiving each teacher as responsible for his/her formation (personalization), interacting with others to expand possibilities, co-constructing knowledge to reach co-formation (socialization), and interacting with the environment with/from which s/he learns (ecoligization) will reveal the self-hetero-eco technological formation process which may help teachers create steady links amongst themselves at school and resolve many difficult situations such as the need to overcome the lack of technological skills to use tablets. Besides that, the idea of joining teachers together and jointly creating and maintaining a Didactic Digital Material/App Data Bank may not only impact on the use of the tablet itself but also on interpersonal relationships, intensifying respect, companionship and friendship, among other important ties that help bind people together.

This paper presents an innovative formation concept which is not based on time development, but which is based on the agents involved in the process and in the environment where the formation takes place. This concept is based on complexity and seems to be more attuned to the features of the contemporary world.

This paper aims to offer an integration of Vladimir Lepskiy’s third-order cybernetics and Raul Espejo’s Viplan methodology. Key ideas are mechanisms for social responsibility and a methodology to improve them through self-developing reflexive-active environments.

The authors propose a methodology based on modern philosophy of science, which sets the foundation of ontological cybernetics, constructed by subjects with different epistemological stances. This methodology includes considerations for social values, worldview principles, multiple viewpoints and subject-oriented information and communication platforms.

Current negative trends in socio-economic and environmental developments are associated with weaker social responsibilities of those holding power in society. To increase their social responsibility, the authors argue it is necessary for them to have more effective governance and development mechanisms. The proposed methodology ensures more effective interactions of stakeholders toward creating, regulating and implementing societal problem-solving.

This paper offers an initial theoretical conceptualization and illustration of social responsibility, which would benefit from further conceptual developments and practical applications.

The methodology helps increasing the level of social responsibility of all participants in control and development processes in social systems. The proposed approach allows ensuring the inclusion of stakeholders in societal problem solving through participatory methods and democratic approaches.

The conceptual and methodological ideas of this paper are based on the authors’ original research. The methodology and model of ontological cybernetics proposed in this paper are based on organizational cybernetics and modern views of philosophy of science. The methodology and model include basic ontological values and principles.

The development of Tanzanian civil society is widely understood to be one of the key processes in the democratization of the country, and this vision is also shared by the World Bank. The purpose of this paper is to analyze the intention and impact of World Bank policies aimed at supporting Tanzanian civil society organizations.

The paper uses the Lacanian psychoanalytic approach combined with Foucault's notion of governmentality as a conceptual tool. Within this theoretical framework, a specific World Bank programme in Tanzania, the Social Development Civil Society Fund, is analyzed.

Developed democratic states produce, through the World Bank, the desires of not‐yet‐fully democratic countries to embrace the benefits that (democratic) development can bring. The World Bank programme aimed at the development of Tanzanian civil society is formulated in a way that posits Tanzania as a not‐yet‐fully democratic country. This is achieved through the World Bank's advice and recommendations, which trigger the desires of Tanzanians to participate in development and thus to achieve (always elusive) prosperity and democracy. Moreover, the World Bank programme can be seen as an ensemble of governmental practices advancing the idea of self‐empowerment through which Tanzanians are made governable.

The paper contributes to the understanding of democratic transition, from the perspective of Lacanian psychoanalysis, as a social fantasy that plays a crucial role in the constitution of global hierarchical relationships and in the construction of the identities of so‐called democratic states and not‐yet‐fully democratic countries. Within this scheme, the World Bank's policies are governmental technologies that trigger desires of not‐yet‐fully democratic countries.

This chapter explores institution as a religious phenomenon. Institutional logics are organized around relatively stable congeries of objects, subjects, and practices. Institutional substances, the most general object of an institutional field, are immanent in the practices that organize an institutional field, values never exhausted by those practices, and practices premised on a practical belief in that substance. Like religion, an institution's practices are ontologically rational, that is, tied to a substance indexed by the conjunction of a practice and a name. Institutional substances are not loosely coupled, ceremonial, legitimating exteriors, but unquestioned, constitutive interiors, the sacred core of each field, unobservable, but socially real.

This chapter is a critical review of Amy Allen's book The Politics of Our Selves. It briefly reconstructs some of the book's impressive achievements: articulating a synthetic account of gendered subjectivity that accounts for both subjection and autonomy; imaginatively integrating poststructuralist and communicative theories; and, furthering important new interpretations of Butler, Foucault, and Habermas. It also raises critical concerns about Allen's project: her specific conception of autonomy and its justification; her suspicions of the notion of historical progress; her psychological explanation of the continuing power of pernicious norms of gendered subjectivity; the usefulness of psychoanalysis for critical social theory; and, the role of cultural, structural, and materialist explanations and political strategies.

This study aims to present a high-end lesson study (HELS) model to develop students' subject competency. Data were collected from a Beijing suburban key senior high school in China. How the subject competency framework (SCF) supports HELS and develops students' subject competency in practice are discussed in this study.

This study provides a four-dimensional SCF developed by the chemistry education research team at Beijing Normal University. Basic procedures of the HELS model involve the project plan, students' pre-test, lesson design workshop, first-round teaching implementation and improvement, second-round teaching implementation and evaluation, students' post-test, and results discussion. Data were collected from each of the procedures, and analysis of the data is conducted in both qualitative and quantitative approaches.

The results show that the SCF supports HELS implementation by (1) identifying key teaching objectives based on curriculum standard requirements and students' subject competency performance; (2) organizing teaching content based on the core knowledge to develop cognitive mode; (3) designing tasks and activities regarding understanding–applying–transferring and innovating categories and sub-categories of SCF; (4) establishing students' cognitive perspectives and reasoning paths to promote their subject competency by teacher–student interaction.

The HELS model provides theory-based pedagogical guidance for conducting lesson studies. It presents the SCF and orientation. The SCF is used throughout the entire process of HELS, including the identification of teaching objectives, the selection and organization of teaching content, and the design and implementation of teaching activities. It reflects a systematic instructional design–implementation–discussion–improvement–evaluation process. The SCF-based HELS can be applied to different topics and disciplines.

Morrison's Beloved presents a complex anatomy of guilt. This is the perception that underwrites Slavoj Zizek's recruitment of the 1987 novel in his recent discussion of ethics and politics. In Zizek's Fragile Absolute (2000), he claims that Sethe's murder of her child as a privileged instance of what he terms “the ethical act.” Drawing on Lacanian psychoanalytic ethics to articulate a relation between the psychic and the political, Zizek argues that the only truly ethical act is one that breaks with the cycle of law and transgression, evading the superego through a suicidal “shooting oneself in the foot.” This paper argues that while Zizek's reading of Beloved is in some ways illuminating, Morrison's novel itself offers a profound analysis of Zizek's conception of the “ethical act,” exposing the limited nature of this act as part of a larger political strategy. I propose a reading of Morrison's novel that focuses on its exploration of violence and guilt, reading it both alongside and against dominant psychoanalytic conceptions derived from Freud, Lacan, and Zizek's deployment of both.