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Georges Sorel was a controversial theorist of the late nineteenth and early twentieth centuries, and was usually labelled, though not necessarily accurately, an anarcho-syndicalist. He wrote prolifically on the emancipation of the proletariat, though is now largely ignored by the left generally, and, in particular, by critical organisation studies. It is suggested that, perhaps surprisingly, (given when he was writing), much of his way of thinking, and his ideas on organisation, resonate with the concerns of today’s Critical Organisation Theory. We examine a number of significant aspects of Sorel's work – particularly, his approach to language and to science, the centrality of the concept of myth in his work, and the role that he accords to agonistics - and consider his relevance for an emancipatory organisation theory.

217 p. : il , 20 x 13 cm., Libro Electrónico, I am often told, “Don’t waste your time reading books, you’d be better off reading the leading journals in your field.” Unfortunately, the authors of this book have closely read some of those articles: examining arguments, with simple principles and words, plus a touch of irony – and a shared belief in ideas and debates. The suspicions that we all have in a part of our head appears in its ugly nakedness: what is this social game that authors in leading management journals play? What grants them their truth effects? This is a book that one should read the day one enters the academic field; and then regularly thereafter so as not to forget.’ Professor Jean-Luc Moriceau, Telecom Business School (France), "A menudo me dijo:" No pierda su tiempo leyendo libros, que sería mejor que la lectura de las revistas líderes en su campo. "Desafortunadamente, los autores de este libro han leído muy de cerca algunos de esos artículos: el examen de los argumentos, con principios simples y palabras, además de un toque de ironía - y la creencia compartida de ideas y debates. Las sospechas de que todos tenemos en una parte de la cabeza aparece en su fea desnudez: ¿qué es este juego social que los autores de revistas líder en gestión de jugar? Lo que les dé efectos de verdad? Este es un libro que uno debe leer el día se entra en el campo académico, y luego periódicamente a partir de entonces, para no olvidar ". Profesor Jean-Luc Moriceau , Telecom Business School (Francia), Contributors vii 1 Introduction 1 2 Towards a Clinical Study of Finance: The DeAngelos and the Redwoods 9 3 Marientbal At Work 35 4 ‘Lessons for Managers and Consultants’: A Reading of Edgar H. Schein’s Process Consultation 61 5 Multiple Failures of Scholarship: Karl Weick and the Mann Gulch Disaster 85 6 The ‘Nature of Man’ and the Science of Organization 103 7 Performativity: From J.L. Austin to Judith Butler 119 8 Four Close Readings on Introducing the Literary in Organizational Research 143 9 From Bourgeois Sociology to Managerial Apologetics: A Tale of Existential Struggle 165

La paquidermoperiostosis es una enfermedad poco frecuente que se caracteriza por un engrosamiento de la piel en el cuero cabelludo, frente y párpados, también ocurre en la piel de manos y pies, con un engrosamiento concomitante de las estructuras óseas de las extremidades. El crecimiento acral hace sospechar acromegalia. Su presentación puede ser idiopática, con inicio en la adolescencia y estabilización en la tercera y cuarta década, es de origen genético, de transmisión autosómico dominante y penetrancia variable, o secundaria a enfermedades tumorales, principalmente pulmonares o intratorácicas de inicio en la cuarta y quinta décadas de la vida. El tratamiento para sus dos variedades es quirúrgico, ya sea reconstructivo tratándose de la primaria, con mejoría estética; o excisional en el caso de la secundaria, con regresión total o parcial a la normalidad. Se presenta el primer caso conocido en el ámbito de la medicina costarricense, a fin de dar a conocer esta patología al cuerpo científico y facilitar la detección de otros posibles casos. Esta es una enfermedad poco frecuente en el mundo y hasta ahora desconocida en nuestro país. The disease known as pachydermoperiostosis is of rare occurrence and is characterized by thickening of the skin folds on the forehead and eyelids and in the extremities. It is also accompanied by a gross thickening of the underlying the bony structures of hands and feet, raising the diagnostic possibility of acromegaly. It has two presentations, idiopathic, which is transmitted in an autosomic and dominant fashion with variability in its penetrance and starts in the teen years and halts progression in the third and fourth decades of life, the secondary type starts in the fourth and fifth decade and its secondary to a pulmonary or intrathoracic tumoral lesion. Treatment consists in either reconstructive surgery for the primary type, with cosmetic acceptable results and surgical excision in the secondary type with partial or complete regression of the disease. We present to our knowledge what is the first reported case in Costa Rica with the purpose of informing the scientific body in our country of the existence of the disease and to help detect any other possible cases.

This thesis proposes a theory of Motivation to Work, as a particular condition of general motivation, using the Maussian concept of the Gift to explain the operation of Lacanian Desire. Specifically, it argues that de-motivation stems from Gift rejection. However, as the arguments are not paradigmatically commensurable with managerialist theories, it has been necessary to establish the epistemological tradition of which this work is representative, namely, Critical Theory and Post-Structuralism/Post- Modernism. In distinction to the managerialist explanations of motivation, management and work, behaviourist theories of motivation are characterised as more properly a concern with psychological incentives, management in its current socio-historic institutionalised form as a process of social domination and work as a social experience of domination, but also as a forum for social life generally. However, as such a view receives little theoretical or empirical confirmation from managerialist literature, it is argued that it is necessary to broaden the catchment area of relevant writing, and that the literary arts have more insight than orthodox science. This is supported by reference to modern literary theory in terms of the Form/Content distinction. Central to this argument is the ontological concept of Difference and its `political' use in maintaining social domination by privileging certain forms over others. Having established the basis on which to articulate this theory of motivation, the Lacanian concept of Desire is explored, together with its relevance to motivation and management/organisation theory. The theory of the Gift Relationship is then explicated and developed, together with some of its popular sociological conceptualisations, and an argument made for an understanding in terms of its psychological signficance in explaining the operationalisation of Lacanian Desire. This is related to the work situation and to its relevance for organisational management. In conclusion, its utility is considered, as are some potential criticisms of the arguments put forward.

This paper uses the metaphor of the cat’s cradle to explore how learning in the city can be understood as an entangled meshwork of social, material and discursive practices. Drawing on two years of ethnographic encounters in the city with organisers of adult learning, conveners of protests, leaders of elite city institutions, refugees, longstanding inhabitants, artists, medics, city farmers, older people’s groups, parents, carers and social activists (amongst others), the chapter describes how a city’s learning ecology is deeply shaped by physical infrastructure, planning laws, transport systems and in particular by key local actors actively nurturing rich learning experiences. We conclude by arguing that creating a vibrant learning city will require investing in and supporting these key actors and working across education, planning, transport and land departments if issues of equity and access to learning opportunities are to be fully addressed.

During the recent years doctoral education has ultimately left its seclusion within the disciplines and become part of national and global policy agendas, claimed to ensure societal welfare and financial growth. As a consequence more resources have been allocated to the formalization and professionalization of doctoral education, with Graduate schools increasing in size and organizational complexity. Paradoxically, we see in contemporary research into doctoral students’ learning experiences that the students do not favour the formalized support systems and supervision, but on the contrary draw most heavily from the support from informal and extra-curricular researcher communities and non-formal support systems even beyond the institution in the private and societal lifeworlds. The chapter describes and analyses such forms of organizational and existential darkness within doctoral education, and discusses how institutions and doctoral programmes could use such sprawling spaces for learning to build doctoral ecologies and to strengthening existentially based pedagogies within doctoral education.

A pedagogical process that enables people to make a claim for ‘general credit’ has been in place for the last 20 years at the University of Middlesex. General credit means that people can reflect upon their learning drawn from any area of their life experience. This is distinct from where the common form of accrediting prior and experiential learning for specific credit is claimed for specific learning that is contained in particular university modules. \ud \ud Academic advisers support people in making claims for experiential learning that can be at any university level from Foundation to Doctorate. Making the claim is a developmental process and usually results in the achievement of a certificate of credit that can be put towards a university award. General credit has been used to provide access to higher education for people who do not have certificated learning. There are generations of people who have not had the opportunity to attend university but have lifewide learning that may meet HE level criteria. Some claimants already have highly successful careers and seek to develop themselves further whilst some do not realise the abilities they already have. All of them can garner their experience, reflect and formalise their learning in a way that brings new confidence and what some describe as inspiration and enrichment. The process of making the claim has without doubt been an uplifting experience for many people. It acts as a bridge between formal academic curricula and recognition of lifewide learning and achievement.

Lifewide learning has grown in importance amongst UK universities, with many now offering award programmes to both encourage students to take part in extra- and co-curricular activities and to recognise their efforts in these areas. However, the typical requirement to align these awards with the existing academic year means that the submission and assessment of the awards occur at one of the most demanding times of the year for both students and staff. This paper suggests that a model for lifewide learning awards where the assessment activities are devolved to trusted third-parties would help to reduce the burden on students and staff. The idea of Open Badges, a standard for creating and sharing secure, verifiable digital credentials and evidence, is proposed and discussed using a case study as a means to support a devolved approach to lifewide learning awards.

This chapter describes our search for a design and an appropriate conceptual vocabulary to describe an approach to encouraging, supporting and recognising individuals’ lifewide learning gained through their engagement with an open online opportunity for learning and sharing learning about the use of mobile devices and a suite of social media applications. We called this opportunity 'Bring Your Own Device for Learning' abbreviated to BYOD4L. The chapter describes the thinking underlying the learning design, the design itself and a flavour of the dynamics of the community process of learning. It draws on theories of learning that appear to offer the most useful explanations for this type of lifewide learning. We draw attention to the potential role of Open Educational Practices (OEP) and Open Educational Resources (OER) in lifewide learning and highlight a number of theories of learning that are \ud particularly relevant to our ecological process.