02994oam 2200481M 450 991015035240332120230808200349.01-315-40042-11-315-40040-510.4324/9781315400426 (CKB)3710000000932688(MiAaPQ)EBC4741966970389527(OCoLC)1006320564(OCoLC-P)1006320564(FlBoTFG)9781315400426(EXLCZ)99371000000093268820161114d2016 ky 0engur|||||||||||rdacontentrdamediardacarrierAristotle and Confucius on Rhetoric and Truth the Form and the Way /Haixia LanRoutledge,2016.1 online resource (233 pages)Includes index.1-4724-8736-2 1-315-40041-3 1. Aristotle and rhetorical invention : a legacy of interdisciplinary inquiry 2. Interpreting the Analects : need to address rhetorical invention -- 3. Rhetorical probability : form, eikos, tianming, and rendao -- 4. Rhetorical reasoning : epieikeia, kairos, ren, and yi -- 5. Rhetorical education : topoi, stases, li, and yue."The study argues that different cultures can coexist better today if we focus not only on what separates them but also on what connects them. To do so, the author discusses how both Aristotle and Confucius see rhetoric as a mode of thinking that is indispensable to the human understanding of the truths of things or dao-the-way, or, how both see the human understanding of the truths of things or dao-the-way as necessarily communal, open-ended, and discursive. Based on this similarity, the author explores for more nuanced understanding of differences to help foster better cross-cultural communication. In making the argument, she critically examines two stereotyped views: that Aristotle's concept of essence or truth is too static to be relevant to the rhetorical focus on the realm of human affairs and that Confucius' concept of dao-the-way is too decentered to be compatible with the inferential/discursive thinking. In addition, the author relies primarily on the interpretations of the Analects by two 20th-century Chinese Confucians to supplement the overreliance on Western scholars' renderings of it in recent comparative rhetorical scholarship. The study shows that we need in-depth understandings of both the other and the self to understand the relation between the two."--Provided by publisher.Rhetoric, AncientPersuasion (Rhetoric)HistoryTo 1500Rhetoric, Ancient.Persuasion (Rhetoric)History181/.112Lan Haixia1240811OCoLC-POCoLC-PBOOK9910150352403321Aristotle and Confucius on Rhetoric and Truth2878564UNINA09850nam 2200505 450 991063109050332120231110214706.03-031-05284-6(MiAaPQ)EBC7141539(Au-PeEL)EBL7141539(CKB)25360921600041(OCoLC)1351200161(EXLCZ)992536092160004120230330d2022 uy 0engurcnu||||||||txtrdacontentcrdamediacrrdacarrierManagement and leadership for a sustainable AfricaVolume 3 educating for sustainability outcomes. /edited by Kemi Ogunyemi, Oreva Atanya, Vanessa BurgalCham, Switzerland :Palgrave Macmillan,[2022]©20221 online resource (236 pages)Palgrave Studies in African Leadership Print version: Ogunyemi, Kemi Management and Leadership for a Sustainable Africa, Volume 3 Cham : Springer International Publishing AG,c2022 9783031052835 Includes bibliographical references and index.Intro -- Foreword -- Contents -- Editors and Contributors -- About the Editors -- Contributors -- List of Figures -- List of Tables -- 1 Educating Leaders in Responsibility for Sustainability Outcomes: What Do We Mean -- Introduction -- Sustainable Trends and Agendas -- An African Conception of Leadership and Responsibility -- Educating Leaders -- References -- 2 Education for Sustainable Development (ESD) in Egypt: An Interpretivist Analysis of Teaching and Pedagogy in Higher Education Institutions (HEIs) -- Introduction -- Literature Review -- Sustainability Conceptualization -- Education for Sustainable Development -- ESD and Higher Education -- The Context of ESD in Egypt -- Pedagogies of ESD -- Challenges and Opportunities of ESD -- Methodology -- Results and Discussion -- Conclusion and Implications -- Recommendations -- Directions for Future Research -- Appendix A: Curricular Level References -- Appendix B: Community Service Level References -- Appendix C: Institutional Level References -- References -- 3 Leading with Purpose for Education for Sustainable Development: Field Trips in Language Teacher Education -- Introduction -- United Nations and Sustainable Development -- Education for Sustainable Development -- ESD Leadership in Teacher Education Institutions (TEIs) -- Mauritius Institute of Education and ESD -- ESD Initiative in the English Department: Language-Oriented Field Trips -- Background Information on the Research -- Data Collection -- Experiential Learning Theory -- Benefits and Challenges of Field Trips -- Field Trips in Teacher Education Institutions -- Research Findings -- Conclusions -- Recommendations and Directions for Future Research -- References -- 4 Introducing Ecopoetry in Teacher Education to Promote Sustainable Education at Lower Secondary Level in Mauritius -- Introduction.How Eco-Ethical Leadership is embedded in the Literature Didactic Module in a B.Ed Programme -- Use Ecocriticism and Literary Texts as Cross-Curricular Resources for the Teaching of the General Paper -- Introducing Trainee-Teachers to the Teaching of Ecopoetry at Lower Secondary Level -- How Literature Contributes to Sustainable Education at Lower Secondary Level -- What is Ecopoetry? -- Why Use Ecopoetry? -- Three Ways of Teaching of Ecopoetry to Promote Eco-Ethical Leadership in Trainee-Teachers -- Observations based on a Pilot Implementation -- Conclusion and Recommendations -- References -- 5 Raising Sustainability Awareness at the Grassroots -- Introduction -- Creating Awareness at the Grassroots Using Unilever's Examples -- Examining Change Management to Sustainability -- Creating a Purpose Driven Concept for Supporting Sustainability -- Awareness at the Grassroots: Communication Media -- Conclusion and Recommendations -- References -- 6 Importance of Communicating Sustainability to the Entire Value Chain -- Introduction -- Importance of Educating People on Sustainability -- How Lack of Awareness About Sustainability Has Impacted Our Continent Negatively -- Identifying Stakeholders in the Value Chain -- The Role of Government and Corporate Organizations -- The Role of Individuals, NGOs/CSOs and the Media -- Conclusion -- References -- 7 Best Practices in Communications to Support Circular Economy Adoption -- Introduction -- Communications Theory: Sustainability and Behaviour Change -- Government and Business to Consumer (G/B2C) -- Awareness-Understanding-Commitment Framework -- Framing, Discourse, and Story-Telling -- Commitment to Change Model -- Business to Business and Government (B2B/G) -- 3A Model -- Government Communication: Government to Business (G2B) -- A Comparative Analysis of Cities: Lagos and London.London, Lagos, and Other Cities -- London -- Lagos -- Best Practices -- Business Models -- Cities -- Waste -- Infrastructure -- People -- Stakeholders -- The Role of Communications -- Communications Best Practice -- Government/Business to Consumer (G/B2C) -- Communications Framework -- Media Model -- Business to Business/Government (B2B/G) -- Communications Framework -- Media Model -- Government to Business (G2B) -- Communications Framework -- Media Model -- Conclusions and Recommendations -- Appendix -- References -- 8 Training Executives and Policymakers on the Need to Integrate Sustainability into Decision Making -- Introduction -- Business Case for Sustainability -- Policy Framework for Sustainability -- Sustainability Standards -- Key Regulations Governing Sustainability in Some African Countries -- South Africa -- Kenya -- Nigeria -- Ghana -- Are Policymakers Doing Enough? -- Integrating Sustainability at Different Stages of Business Growth -- A Look at Wecyclers and Sahara Group -- WeCylcers -- Sahara Group -- Creating an Organizational Appetite for Sustainability -- Investec -- Stepping up to Sustainability Challenges -- IHS Towers -- Enhanced Governance and Accountability Measures -- Access Bank Plc -- Training for the Sustainability Ecosystem -- Policymakers -- GRI Guide for Policymakers -- Company Boards -- Senior Company Leaders -- Dangote Cement Plc -- Employees -- Oando Plc -- Case: Dangote Sustainability Champions Training Program -- Media -- Business and Industry Associations -- Training to Support Company Policymakers -- Onboarding for New Directors -- Board Training on Material Sustainability Issues -- Executive Training Courses -- Certifications in Sustainability -- Setting Sustainability in Motion -- References.9 Ensuring Sustainability in Education Amidst the Twenty-First-Century Uncertainties: A Case Study on Educators' Readiness for Remote Teaching of Chemistry -- Introduction -- Ensuring Sustainable Educational Outcomes During and After a Global Pandemic in Mauritius -- The Need to Ensure Educational Continuity by Tackling the Emergent Technical and Adaptive Challenges in the Mauritian Educational Context -- Emergency Remote Teaching -- Emergency Remote Teaching in Secondary School Settings -- Aims of this Chapter and the Research Questions -- Theoretical Framework -- Methodology -- Results and Discussions -- The Predominance of Affective Factors in Problematising or in Enhancing Educators' Readiness for Remote Teaching -- Chemistry Educators' Comfort with Reconfigured Teaching -- Chemistry Educators' Willingness to Learn New Things -- Educators' Attitude to the Importance of Chemistry Remote Teaching Competencies -- Pedagogical Competencies, Time Management and Student Attention as Key Challenges to Overcome in Promoting Sustainable Educational Outcomes in Chemistry Education -- The Need to Develop Specific Pedagogical Competencies in Line with the Multiple Theoretical and Practical Demands of Chemistry Teaching to Ensure Sustainable Educational Outcomes -- Managing Time and Student Attention During Emergency Remote Teaching to Promote Sustainable Chemistry Educational Outcomes -- Conclusions -- Recommendations -- The Need for Centralised Data and Information Infrastructure and for Community Leadership to Ensure Educational Continuity -- Integration of Digital Learning Technologies of Science to Promote Sustainability in Chemistry Education -- Developing Professional Learning Networks for Educators to Promote Self and Peer-Directed Learning.Researching Educators' Readiness to Remote Teaching Based on Their Perception of the Institutional Support Provided to Promote Sustainable Chemistry Educational Outcomes -- References -- 10 Educating Africa for Sustainability-A Leadership Responsibility -- Introduction: The Concept of ESD -- ESD and ESD in Africa -- Formal ESD-In the Classroom -- Informal ESD-Beyond the Classroom -- Obstacle(s) to ESD in Africa -- Leadership for ESDA -- ESDA Recommendations for Responsible Leaders -- Public Sector Leaders -- Private Sector Leaders -- Communicating (Educating About) Sustainability (Outside the Classroom) -- Communicating (Educating About) Sustainability (in the Classroom) -- Communicating (Educating) Sustainably -- How to Achieve ESDA? -- Conclusion -- References -- Index.Palgrave Studies in African Leadership LeadershipLeadership.378.16913094248Ogunyemi KemiAtanya OrevaBurgal VanessaMiAaPQMiAaPQMiAaPQBOOK9910631090503321Management and leadership for a sustainable Africa3083280UNINA