The essay proposes to replace the leadership, as a way of managing organizations, for a co-inspiring management. The authors propose we are living in a post-post modern era, whose main characteristic is that we, human beings, know what we know we know and understand what we understand we understand. This situation leads us to an ethical action-reflexion in which human beings can not run away of the consciousness and responsibility of their behaviors. In this context, human relations such as leadership are meaningless. Thus, the concept of co-inspiring management arises. This concept allows people to participate in an active and creative way in the creation and accomplishment of common projects and in the fulfillment of well-being.

Key words: co-inspiring management, leadership, human relations, post-post-modern era.

Excerpt: Educational programs designed to help children to overcome prejudice offer some hope to understanding the emergence of harmony in human relations. One aim of such programs is to facilitate the development of mutual respect and responsibility towards others. In the present paper I review ways in which a series of programs designed to train trainers to work constructively changed over an eight year period. Each program was an intervention study designed to provide opportunities in classrooms to young children aged between 5 and 12 years of age to reconsider their prejudices (e.g., Gash, 1995a). In particular, recursive changes have been driven by tensions involved in designing a training system to facilitate the emergence of constructivist practices.

This paper proposes three principles for the ethical design of online social environments aiming to minimise the unintended harms caused by users while interacting online, specifically by enhancing the users’ awareness of the moral load of their interactions. Such principles would need to account for the strong mediation of the digital environment and the particular nature of user interactions: disembodied, asynchronous, and ambiguous intent about the target audience. I argue that, by contrast to face to face interactions, additional factors make it more difficult for users to exercise moral sensitivity in an online environment. An ethics for social media user interactions is ultimately an ethics of human relations mediated by a particular environment; hence I look towards an enactive inspired ethics in formulating principles for human interactions online to enhance or at least do not hinder a user’s moral sensitivity. This enactive take on social media ethics supplements classical moral frameworks by asking us to focus on the relations established through the interactions and the environment created by those interactions.

Key words: social media, enactive cognition, enactive ethics, mediation, online environments, relational ethics, human computer interaction.

Excerpt: My purpose in this commentary is not only to show the nature of the difference between scientific and philosophical theories but also to reflect on the consequences of their use in the realm of human actions. In order to meet this goal, in the following, I will first say a few words about explanations and theories in general, and then I will describe what I think scientists and philosophers do, showing the different goals with which philosophers and scientists perform their respective theorizations. Finally, I will reflect on the various consequences, to justify our actions in the field of human relations, the different types of theories that we, scientists and philosophers, generate as a result of our different objectives.

In this essay, we propose to present and discuss the epistemology of the Chilean biologist Humberto Maturana, by means of the concepts of perception, autopoiesis and cognition and, accepting this explanatory path, comment on its implications for our understanding of three relational phenomena in the context of living: the domain of molecular interactions, in the scope of immunology, the domain of interspecific interactions, in the scope of domestication, and the domain of human relations, in the scope of education. While visiting these three relational domains, we reflect how the phenomenon of learning will inevitably arise, generated in the very dynamics of living, without the need to resort to the notion of instructive interactions, which we sometimes connote, at least in the context of human relations, as teaching.

Key words: humberto maturana. learning. immunology. domestication. education.