Energising a River of Love by Braiding the Work of the Parliament of the World's Religions and the United Nations Through Management Education

Abstract

Global peace and universal justice are aspirations of the Parliament of the World's Religions and the United Nations. Depicted as a braided river, this chapter endorses enhanced dialogue between these two organisations and their impact on peace leadership through a critical focus on the Principles for Responsible Management Education, principles informed by the UN's Sustainable Development Goals sourced in the Global Compact. Currents of such dialogue flowing towards just and sustainable ways of being human are posited as energetic streams of universal peace. The chapter considers divine love as an energy to invigorate leadership for such peace in the context of management education. The chapter does not directly address those for whom spiritual considerations are meaningless except insomuch as differences in ways of being human, spirit[ed], or otherwise energised, must be reconciled if global peace based on universal justice is to be the outcome of individual and collective human activities.

Emancipatory education in the Ecuadorian context: a systematic literature review

“…La educación emancipadora tiene sus raíces en el trabajo y las ideas del educador brasileño Paulo Freire [1], quien es considerado uno de los pioneros de este enfoque pedagógico. Este autor desarrolló su concepto de educación emancipadora en el contexto de su trabajo con adultos analfabetos en Brasil en la década de 1960.…”

“…Se busca que los estudiantes no solo adquieran conocimientos y habilidades académicas, sino también que desarrollen una conciencia social y una comprensión profunda de las dinámicas de poder y opresión en la sociedad. Por tanto, uno de los pilares de la educación emancipadora es la pedagogía crítica, desarrollada por Paulo Freire [1], que enfatiza la importancia de la conciencia crítica y la acción transformadora. Freire argumentaba que la educación tradicional perpetuaba las desigualdades sociales al mantener a los estudiantes en un estado de pasividad y conformidad.…”

“…Otro autor clave en este campo es Freire's "Pedagogía de la Esperanza: Un Reencuentro con la Pedagogía del Oprimido" [1], donde Freire reflexiona sobre su trabajo anterior y presenta nuevas ideas sobre cómo la educación puede ser una fuerza para el cambio social y la liberación. En este libro, Freire defiende una pedagogía de la esperanza que promueva la solidaridad, la compasión y la resistencia frente a la opresión.…”

Infusing courageous love for universal dignity and environmental response-ability through management education and learning: Inspired By Freire’s dream

“…Our essay concludes in Part 4, summarizing our contribution to the call to decolonize our minds and our institutions, and for an activist pedagogy as praxis generating enlarged consciousness and the courage to love justice in the realms of Management Learning and beyond (Jamil et al, 2022).…”

“…This call requires a consideration of our ideas about responsiveness and responsibility to others and our duty to enhance our response- ability in all spheres of our lives – applied in this essay to our privilege and influence as teachers in business schools. We advocate for an activist pedagogy as praxis generating enlarged consciousness through a call to the en‘courage’ment of the human conscience (Jamil et al, 2022). We posit that business school teaching and learning insufficiently prepare business and management teachers and students at all levels of the academy to address the suffering and exploitation of people and planet even as many of us may believe we are doing so – and that in not doing so we are collectively feeding Moloch.…”