Abstract Tabele of contens List of tables List of figures List of text boxes List of Appendices Preface acknowledgements Chapter 1: Introduction1.1 the research setting
1.2 the research questions
1.3 methodology
1.4 The Style of the thesis presentation
1.5 The use of Metaphor and fiction in theisis presentation
1.6 Definitions and use of significant words
1.6.1 ideology
1.6.2 power
1.6.3 Education, environmental education, text and social inequality
1.7 Some comments on Grammer and referencing of internet Documents
1.8 THE RELATIONSHIP BETWEEN VOLUMES 1 AND 2 of theisis
1.9 Summary of the captures of volume 1: business and industry
CHAPTER 2: Contextual influences2.1 Introduction
Chapter 2 Continued…2.2 The global trend toward environmental degradation and its link to human activity
2.3 globalisation
2.3.1 Habermas on globalisation and its relevance to his theory of communicative action
2.3.2 Derrida and globalisation
2.3.2.Globalisation is not taking place
2.3.2 Where it is believed globalisation is taking place, it is for better and for worse
2.4 THE INTERNATIONAL STATUS OF ENVIRONMENTALEDUCATION IN BUSINESS AND INDUSTRY
2.5 STATUS OF ENVIRONMENTAL EDUCATION ANDTRAINING FOR INDUSTRY IN SOUTH AFRICA ANDZIMBABWE
2.6 CHANGES IN EDUCATION THEORY 222.6.1 Positivist theories that objectivize reality 242.6.1.1
Behaviourist theories
2.6.1. Posivist theories that objectivize reality
2.6.1.1 behaviourist theories
2.6.1.2 Critical theories based on crude dialectical materialist Marxist founding principles
2.6.2 Theories that split reality (commonly underpin liberal humanisttheories) 282.6.3 Irrealist (idealist) theories that subjectivize reality (associated with postmodern learning theory)
2.6.3.1 Post-modern learning theories
2.6.3.2 Pragmatic theories, especially those inspired by William James
2.6.3. Critical theories, especially those influenced by Gramsci and the Frankfurt school
2.6.4 Those learning theories based on an illicit mixture positions(associated with socially critical learning theory)
2.6.4.1 Critical phenomenological theories
Chapter 2 Conitued
2.6.4.2 Critical post-structuralist (critical post-modernist) theories
2.6.4.3 ′Mixed methods′ (more correctly ′mixed methodology′) educationwhich we could term the ′Nike…Just do it!′ approach
2.6.6 Qualified realist (or qualified idealist) theories – relational- processual theories
2.7 trends in education in South Africa and Zimbabwe
2.8 trends in theories structure and Agency
2.8.1 Early approaches to structure and agency
2.8.2 The illicit dialectic
2.8.3 Relational-processual alternative to the third sociology
2.9 international trends in management theory
2.9.1 Early approaches to strategic management
2.9.2 Contemporary approaches to strategic management
2.9.2.1 Linear vs. non-linear process
2.9.2.2 The degree to which managers have agency
2.9.3 Critical approaches to strategic management
2.9.3.1 The processual school
2.9.3.2 The deconstruction approach
2.9.3.3 Strategy as power: the historical materialist approach
2.10 trends in management in Zimbabwe and South Africa
2.11 Conclusion
Chapter 3: Methodological Investigations Or ″The case of the missing agency″3.1 ″my detectiv′s tools″ or Personal background details
3.2 "my visit to the scene of the investigation
The methodogical landscape, with special refernce to environmental education
Chapter 3 Continued...3.3 "Back at the Lab, Piecing together the Cluses" or What does is all mean?
3.3.1 ″Activist interpretation″ or The critical theories interpretation
3.3.2 ″Police interpretation″ or The extreme post-structuralinterpretation
3.3.3 ″The popular press interpretation″ or The participatory/contextualconventionalist interpretation
3.4 Investigator or Collaborators? The distinction Fuzzy"
3.4.1 ″Playing dirty: tactics to insist our position wins″ or The precondition of the necessity of dominance, of imposingindividual/community will against the masses″
3.4.1.1 The activists play dirty
3.4.1.2 The police play dirty
3.4.1.3 The popular press play dirty
3.4.2 ″Will our copy contradict the boss?″ or The precondition that our methodologies do not contradict our understanding of the ontologyof matter
3.4.2.1 ″The activists: the Newton interpretation″
3.4.2.2 ″The police: the pragmatic interpretation″
3.4.2.3 ″The popular press – its many universes interpretation″
3.5 "the end (For the time being, and writte in washable link)"
3.5.1 I should avoid insisting that my truth is absolutely right, therebyattempting to impose it on others
3.5.2 I should avoid irrealist or positivist approaches to physics to justify my methodology
3.5.3 A realist approach to physics
Chapter 3 Continued3.5.4 What I should do? (Don′t forget the washable ink!)
3.5.5 Metaphors of holograms, streams, vortexes and flow: myindispensable training wheels
3.6 Conclusion
Chapter 4: Methodology or "Or community service towards suffrage of humans and nonhumans ... writen in washable ink"4.1 critical discourse analysis
4.2 critical realism
4.2.1 First moment
4.2.2 Second Edge
4.2.3 Third level
4.2.4 Forth Dimension
4.3 the steps of my analysis
4.3.1 Step 1- Choose a problem
4.3.2 Step 2: Convert the problem into a question
4.3.3 Step 3: Gather corpus
4.3.4 Step 4: Locate problem in the network of practices
4.3.5 Step 5: Choose the texts for analysis
4.3.6 Step 6: Description
4.3.7. Step 7: Interpretation
4.3.8 Step 8: Explanatio
4.3.9 Step 9: Verification and expansion
4.3.10 Step 10: Reflexivity
4.3.11 Step 11: What can we not do?
4.3.12 Step 12: Praxis
Chapter 5: Description and integration of the entry text5.1 introduction
5.2 Step 6- description (texutal analysis)
5.2.1 Textual characteristics which, in the interpretation phase, may beuseful as evidence of strategic absences and concealment of information (Table 4.2)
5.2.2 Textual characteristics which, in the interpretation phase, may beuseful as evidence of the reproduction of unequal social relations
(Table 4.3)
5.2.3 Textual characteristics which, in the interpretation phase, may beuseful as evidence for a tendency to avoid discussion and dissentand thus potentially avoid challenges to the status quo (Table 4.4)
5.2.4 Textual characteristics which, in the interpretation phase, may beuseful as evidence of the author′s political orientation (Table 4.5)
5.2.5 Textual characteristics which, in the interpretation phase, may beuseful as evidence that indicates relatively concealed challenges tothe status quo (Table 4.6)
5.3 Step 7. interpretation (processing analysis)
5.3.1 Reading with the text
5.3.1.1 The Monterrey recommendations were participatory
5.3.1.2 The Monterrey recommendations aimed to improve global equity
5.3.1.3 The Monterrey recommendations included reference to up-to-dateenvironmental management technology
5.3.2 Reading against the text
5.3.2.1 Absences and strategic concealment of information
5.3.2.2 Reproduction of unequal social relations
5.3.2.3 Tendency to avoid discussion and dissent and thus potentiallyavoid challenges to the status quo
5.3.2.4 Evidence of the author/s political orientation
2.3.2.5 Relatively concealed challenges to the status quo
5.4 Conclusion
Chapter 6: Explanation (Social analysis of the entry text)6.1 Introduction
6.1.1 Background to the dominant philosophical commitments tostructure and agency: the dominant ideological complex of the business world and its companion logonomic system
6.1.1.1 The dominant ideological complex of business and industry
6.1.1.2 The logonomic system of the business ideological complex
6.2 Philosophical error present in the dominant ideological complex and logonomic system of business and industry
6.2.1 Assumptions of social theory present in the ideological complexand logonomic system of business and industry
6.2.2 Assumptions of epistemology present in the dominant ideologicalcomplex and logonomic system of business and industry
6.2.3 Consequences for social modality of the social theory andepistemological assumptions of the dominant ideological complex,with special reference to environmental education in business andindustry
6.3 Events, trends and world affairs relevant to the production of the text
6.3.1 The growing evidence for climate change linked to the growingstrength of the call for business and industry to addressenvironmental issues
6.3.2 The trend towards globalisation and the ′free market economy′
6.3.3 The disaffectation of developing countries from global politics ingeneral, and their specific absence from global environmentalinitiatives
6.3.4 The trend towards not naming marginalized groups
6.3.5 Stratified personality as textual precondition: a fictional account
Chapter 6 continued
6.3.5.1 A sometimes cynical, always hard-working, environmental hero
6.3.5.2 The environmental hero: a dialectical critical realist perspective
6.4 Conclusion
Chapter 7: Reconsidering the initial findings: Verification and expansion Or ″Placing My Words Into The Crossword″7.1 introduction
7.2 causally aeficacious philosophical mistakes, relating to structure/agency and epistemology
7.2.1 Explaining the absence of responsible agents and lack of emotionin environmental education-related texts in business and industry:the case of a Zimbabwean agriculture business
7.2.1.1 Relevant description of the meeting minutes
7.2.1.2 Relevant interpretation of the meeting minutes
7.2.1.3 Relevant explanation of the meeting minutes
7.3 causally aeficacious Events/trends, at the level of the actual
7.3.1 The influence of growing evidence for climate change, linked tothe challenge to business and industry to address environmentalissues
7.3.1.1 Explaining the (possibly strategically motivated) presence of environmental and social concerns in company reports
7.3.1.2 Explaining the (possibly not strategically motivated) presence of environmental and social concerns in company reports
Chapter 7 Continued 7.3.2 The global trend towards a ′the market system′: explaining′marketing′ language in a South African educational text
7.3.3 The disaffection of developing countries from global politics ingeneral, and their specific absence from global environmentalinitiatives
7.3.3.1
Explaining the relative absence of a concern for environmental issues in many Zimbabwean and South African company reports,and contradictorily, some companies′ significant involvement inenvironmental issues
7.3.3.2
Explaining the discourse of Black Economic Empowerment: thecase of ESKOM′s 2001 annual report
7.3.4 The trend towards not naming marginalized groups: explaining theabsence of gender and marginal groups in environmentaleducation texts in South Africa and Zimbabwe
7.3.5 The stratified personalities of the human events (persons) who produced the texts
7.3.5.1 Deepening the explanation of the denial of marginal categories inthe South African environmental education texts
7.3.5.2 Deepening the explanation of the questionable use of the languageof ′participation′ in environmental education texts that I had produced for industry
7.4 self-reflexity: To what Degree is my analysis an artefact of my own ideological
Commitments
7.5 Conclusion
Chapter 8 tentative suggestions toward improved environmental education business and industry with a focus on language Or ″An environmental education praxis for business and industry(Written in pencil)″8.1 introduction
8.2 BHaskar`s (adapted) features of ethical action
8.2.1 Ethical action should exhibit maximal coherence
8.2.2 Ethical action must be in the moment
8.2.3 Ethical action must start from where we are
8.2.4 Ethical action will be conducted from the standpoint of self-referentiality such that the only thing we can effect is our responseto the situation we are in
8.2.5 Ethical action should be directed towards the abolition of inequalities and master-slave relationships
8.2.6 Ethical action will be carried out by an agent from the position of epistemological humility, rather than from the position of epistemological privilege
8.2.7 Ethical action will be based on the idea of ′shedding′
8.3 An illustrated ? `Sketch` of ethical Sketch of ethical environmental for business and industry
8.3.1 Possible characteristics of ethical environmental education if itwere to exhibit maximal coherence: imagining the absence of ideological complexes and the presence of ethical logonomicsystems in business and industry
8.3.2 Possible characteristics of an ethical environmental education in business and industry if it was ′in the moment′
8.3.3 Possible characteristics of an ethical environmental education in business and industry if it ′started from where we are′
Chapter 8 continued8.3.4 Possible characteristics of an ethical environmental education in business and industry if it was conducted from the standpoint of self-referentiality such that the only thing we can effect is our response to the situation we are in
8.3.5 Possible characteristics of an ethical environmental education in business and industry if it was directed towards the abolition of inequalities and master-slave relationships
8.3.5.1 Assumption of mutual knowledge
8.3.5.2 Turn taking
8.3.5.3 Politeness and other markers of unequal power
8.3.5.4 Allocation of agency
8.3.5.5 Slippage of meaning
8.3.6 Possible characteristics of an ethical environmental education in business and industry if it was carried out by agents from the position of epistemological humility, rather than epistemological privilege
8.3.7 Possible characteristics of ethical environmental education in business and industry if it included the idea of ′shedding′
8.3.7.1 Environmental education in business and industry as a ′shedding′ based on an understanding of the Transformational Model of Social Activity (TMSA).
8.3.7.2
Environmental education in business and industry as a ′shedding′ based on the necessity of (un)knowledge as a requirement of arriving at relatively new knowledge.
Chapter 9 thesis Conclusion 9.1 Summary of thesis outcomes
9.2 stregths and weaknesses of thesis
9.3 final words
references personal communications Appendices
Mobil →
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