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Winning Is(n't) Everything: The Paradox of Excellence and the Challenge of Organizational Epideictic
Encompassing both the controlled messages of values advocacy and less explicit rhetorical actions such as philanthropy, community programs, and volunteerism, organizational epideictic affirms common values. This essay argues that such common values are problematized by the presence of paradox even in seemingly innocuous epideictic subjects. Through a case study of the National Collegiate Athletic Association's “Stay in Bounds” program teaching children to be good sports both on and off the field, the essay demonstrates the challenges of organizational epideictic through the paradox of excellence. It also provides suggestions for the management—but not elimination—of paradox in organizational epideictic, particularly directed at external publics. 相似文献
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Four squirrel and four Cebus monkeys were trained on five-trial oddity problems. Two of each species were then given problems where the odd object was reversed randomly on Trials 2, 3, or 4. They were then given one-trial oddity problems. All reached criterion in initial training. One Cebus reached criterion in reversal training, but the others showed significant improvement. All monkeys receiving one-trial oddity training responded correctly on 80% of 40 consecutive problems within 80 problems. No reliable differences were seen between the species. Discussion concerned the measures required to conclude that an animal has the oddity principle, and it was suggested that no nonprimate has been shown to master oddity. 相似文献
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Vic Boyd 《International Journal of Disability, Development & Education》2014,61(4):377-387
For many students, impairments such as chronic fatigue syndrome/myalgic encephalomyelitis, epilepsy, or diabetes have the potential to vary in intensity, and thus impact, on participation in learning activities and on self-perception/identity. This article considers some of the factors that may be of influence on the ways in which students with such fluctuating or recurring impairments enact identity within higher education in the United Kingdom. In particular, the article highlights the potential role of higher education discourses based on notions of consistency and conformity in constructing disablement in finite ways. It also reviews the potential for reflexive use of communication technologies in offering students ways of promoting or masking selected aspects of identity. The article concludes with some insights into possibilities for the use of online communication modes in offering flexibility and autonomy in managing student identity and challenging institutional discourses of disability as fixed or finite. 相似文献
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Boyd A 《The Journal of perinatal education》2006,15(1):8-10
Upon noting that, over the years, normal birth has become less and less a cultural norm in the United States (where cesarean births now approach 30%), a childbirth educator speaks out to say it is time for normal-birth advocates to organize in order to increase efforts at social marketing of normal birth as a cultural norm. 相似文献
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Gary Boyd 《British journal of educational technology : journal of the Council for Educational Technology》1988,19(2):114-122
Much has been written about the impact of the new technologies on society by Jacques Ellul, Stafford Beer, and many others. But there has been very littleanalysis of the reverse—the impact of evolving commercial, political, and institutional interests, and their ideologies, on the development of technology. Educational technology in particular has been and is being shaped by these societal forces.
This article presents a theoretical perspective on the interaction and gives several instances of cultural impact on the development of computer/video-mediated educational technology in the US, Japan, and the United Kingdom.
Increased awareness of societal shaping should lead us to new research areas, and ultimately to more democratic, more fruitful, and more viable educational innovations. 相似文献
This article presents a theoretical perspective on the interaction and gives several instances of cultural impact on the development of computer/video-mediated educational technology in the US, Japan, and the United Kingdom.
Increased awareness of societal shaping should lead us to new research areas, and ultimately to more democratic, more fruitful, and more viable educational innovations. 相似文献
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