Due to the recent global financial crises, academic business schools have come in for much criticism, having, in the eyes of the public, failed in their responsibility to society by teaching future managers only how to increase their personal gain without any consideration as to their actions' social and cultural consequences. Realising that there is a pressing need to innovate their educational offers accordingly, business schools are beginning to turn to the humanities and social sciences to improve on the understanding and thus the teaching of management. This book is the result of an empirical study conducted at eight academic business schools that either already practise or are beginning to practise linking management education to the humanities and social sciences. Gathered mostly in interviews our research team conducted during site visits to these schools, the material presented shows three major fields of concern: how to shift the focus from instrumental to transformative learning, how to reframe the concept of disciplinary subject matter towards a more relational understanding of knowledge-especially in the light of the impact digitalisation is having on education-and how to address the organisational, as well as the political consequences of management education turning towards the inclusion of the humanities and social sciences strategically. The findings indicate that the humanities and social sciences indeed offer knowledge which can significantly help management education with meeting the challenges of the twenty-first century. Innovating management education by making it part of its program portfolios proves a challenge in and of itself in the face of a university system which still determinedly clings to disciplinary segregation. Reforming management education towards an engagement with fields of knowledge traditionally at best ignored and at worst vilified as being completely useless in the "real world" may therefore place academic business schools at the forefront of a movement that is beginning to reshape the educational landscape as a whole. This book will be of value to researchers, academics and students in the fields of business, management studies, organisational studies and education studies.

Due to the recent global financial crises, academic business schools have come in for much criticism, having, in the eyes of the public, failed in their responsibility to society by teaching future managers only how to increase their personal gain without any consideration as to their actions' social and cultural consequences. Realising that there is a pressing need to innovate their educational offers accordingly, business schools are beginning to turn to the humanities and social sciences to improve on the understanding and thus the teaching of management. This book is the result of an empirical study conducted at eight academic business schools that either already practise or are beginning to practise linking management education to the humanities and social sciences. Gathered mostly in interviews our research team conducted during site visits to these schools, the material presented shows three major fields of concern: how to shift the focus from instrumental to transformative learning, how to reframe the concept of disciplinary subject matter towards a more relational understanding of knowledge-especially in the light of the impact digitalisation is having on education-and how to address the organisational, as well as the political consequences of management education turning towards the inclusion of the humanities and social sciences strategically. The findings indicate that the humanities and social sciences indeed offer knowledge which can significantly help management education with meeting the challenges of the twenty-first century. Innovating management education by making it part of its program portfolios proves a challenge in and of itself in the face of a university system which still determinedly clings to disciplinary segregation. Reforming management education towards an engagement with fields of knowledge traditionally at best ignored and at worst vilified as being completely useless in the "real world" may therefore place academic business schools at the forefront of a movement that is beginning to reshape the educational landscape as a whole. This book will be of value to researchers, academics and students in the fields of business, management studies, organisational studies and education studies.

The relationship between economy, finance and society has become opaque. Quantum leaps in complexity and scale have turned this deeply interdependent web of relations into an area of incomprehensible abstraction. And while the economization of life has come under widespread critique, inquiry into the political potential of representational praxis is more crucial than ever. This volume explores ethical, aesthetic and ideological dimensions of economic representation, redressing essential questions: What are the roles of mass and new media? How do the arts contribute to critical discourse on the global techno-economic complex? Collectively, the contributions bring theoretical debate and artistic intervention into a rich exchange that includes but also exceeds the conventions of academic scholarship.

Die religionstheologische Hermeneutik der Gegenwartskultur ist zu einem grundlegenden Forschungsfeld einer sich als Theorie der Religionspraxis verstehenden Praktischen Theologie geworden. Das AEsthetische ist als eine zentrale Dimension des Kulturellen deshalb neu in den Mittelpunkt der Aufmerksamkeit geruckt. Die Erforschung der Zusammenhange von AEsthetik und Religion steht jedoch erst am Anfang. Mit dem Band kann ein teilweiser UEberblick uber den Stand der Diskussion zum Thema Identitat und Differenz von asthetischer und religioeser Erfahrung gegeben werden. Er bietet eine Zusammenschau unterschiedlicher Zugange zu den Phanomenen bzw. differenter Theoriestrategien und weist Perspektiven fur den interdisziplinaren Diskurs auf, in denen die theoretischen Voraussetzungen und methodischen Massgaben fur die Verhaltnisbestimmung von religioeser und asthetischer Erfahrung zu klaren sind.

Medienreligion ist ein Massenphanomen. Jeder Mensch in der modernen Mediengesellschaft partizipiert in der einen oder anderen Weise an diesem Prozess der Verstandigung des Subjektes uber sich selbst und die Welt. Medienreligion versteht sich so als Vollzug der subjektiv-persoenlichen Anverwandlung medialer Sinnmuster. Was aber haben Kinofilme wie Der Herr der Ringe - Die Gefahrten, Lola rennt und Fight Club mit Religion zu tun? Und wie werden die religioesen Sinngehalte von Kinofilmen individuell angeeignet? Die Studie geht diesen Fragen in der Kombination von Werk- und Rezeptionsanalysen popularer Kinofilme nach und legt damit die erste empirische Untersuchung zur These der Medienreligion vor.