Social Responsability

Nelle realtà vive della scuola italiana ci si interroga sulle vie migliori per superare quella frattura tra scuola e vita, i cui esiti sono leggibili da tempo da una pluralità di segnali, sistemici o esistenziali. Riconciliare la scuola con la vita non può avvenire se non con mutamenti dei curricoli, delle metodologie, delle forme di vita di una scuola, dei suoi ritmi e spazi per permettere un’esperienza diretta del reale, fondamentale alimento di ogni percorso educativo. La proposta pedagogica del Service-Learning tenta la strada di un umanesimo personalistico e comunitario, con cammini di continua relazione tra il “dentro” dell’aula e il “fuori” del mondo, attraverso esperienze solidali dove lo studente scopre di essere fatto di “legami”.

The task of schools, universities and educational institutions should be to support people in their growth by helping them to develop their potential and providing them with a wide range of skills for a successful integration in the society. This objective must be constantly adapted to the new challenges created by the ever-changing social and cultural scenario. Today, more than ever, we live in a complex society where everything evolves promptly, making previously indispensable knowledge and skills rapidly obsolete. The system of education must be transformed profoundly in order to pursue a vision of education that goes beyond the predominant utilitarian and economic one, to integrate the multiple dimensions of human existence and to promote the harmonious development of the person in relationship to the world. The Recommendations of the Council of the European Union of May 22, 2018 on key competences for lifelong learning make it clear that, in order to ensure resilience and the ability to adjust to change, the skills that are now required are entrepreneurial, social and civic skills. It should be noted that the competences mentioned by the Council of the European Union are meta-competences and personal skills. How can the educational system create the conditions for the development of the human being, his resilience and skills? Are there already educational approaches that can foster an integral growth? A pedagogical approach that places the development of the human being in all his dimensions at the center of its structure, valuing the empowerment of the subject who actively contributes to the construction of himself and the community in which he lives, can be identified in Service-Learning. In practical terms, it is a learning/teaching approach that combines Service (solidarity service to the community, citizenship) with Learning (the acquisition of professional, methodological, social and didactic skills) in order to help students develop knowledge and skills through a solidarity service offered to the community. Service-Learning, which has been developing around the world since the end of the 1960s, has its roots in the civic concern of the North American pedagogist John Dewey and in the South American educator and philosopher Paulo Freire's concept of transforming the world through reflection and action. Both are today the two main points of reference for the most pragmatic and critical currents of this pedagogical proposal, although they have never explicitly theorized it. The two scholars understood the "educational process as a bearer of action and reflection", insisting on the fact that theory and practice must complement each other as they both "build their philosophies around concepts related to experience, growth, communication, mediation and problem solving. Today, the Service-Learning approach has become a worldwide pedagogical movement, taking on its own characteristics in different cultural contexts.

The professional ethics of librarians is a constant commitment to making the huge mass of information open and shared, truly usable by all. Now, in the 21st century, the "ethical" reflection of librarians involves as well the social responsability to to "translate" information into real knowledge and understand the complexity of the world, for all, students and adults.

The COVID-19 Pandemic has become a major public health concern worldwide, which can impact environmental sustainability and social responsibility, as well as people's quality of life. In this context, environmental awareness, sustainable consumption and social actions of people have been effectively changed, as a period of quarantine, social isolation and health crisis caused by Pandemic has been experienced. This study aims to analyze the impact of the COVID-19 Pandemic on environmental awareness, sustainable consumption and social responsibility, in the perception of Baby Boomers, X and Y generations, residents in Brazil and Portugal. The method used was quantitative research, of a descriptive character, through a survey applied to 3236 people, which was analyzed with the use of Structural Equation Modeling. The results indicate that COVID-19 Pandemic is an important vector in people's behavioral change, which reflects on environmental sustainability and social responsibility. It is noteworthy that the impact of the COVID-19 Pandemic had a greater influence on sustainable consumption , followed by environmental awareness, and to a lesser extent, on social responsibility. There was also greater relevance in Portugal, as well as the perception of the Baby Boomers generation. This study also provides a framework such as metrics to measure a transformational event, which is the COVID-19 Pandemic in socio-environmental aspects and conscious consumption.

All technical degrees in the Spanish Higher Educational System include a mandatory Final or Honours project. This is a technical activity which should lead the student to put into practice most of the skills acquired throughout the whole degree. Only technical skills are usually put into practice, although recent studies have proved that further capabilities, such as those included in the category of “social skills”, will also be demanded by employers. Moreover, the introduction of the European Higher Educational System, strongly emphasizes the importance of this sort of capabilities. What we present in this work is a way to include both social skills and moral values in the Honours Project without any loss of its technical character. To do so we have launched a line of projects devoted to the development of technical aids to improve the welfare of disabled people. Collaboration agreements with nonprofit institutions and charities give us access to the needs of these communities and...

Los europeos tienen que volver a aprender la libertad como responsabilidad y autosuficiencia, no como dependencia de los EE. UU. Eso es lo mejor para Europa y EE. UU., e incluso para aquellos rusos, iraníes y chinos que buscan liberarse de sus propios regímenes autoritarios.

This chapter of the book aimed to establish the background of the USR (University Social Responsibility), the methodology used was the content analysis, with a qualitative  approach, the type of review is descriptive and the document search strategy was carried out in Several stages, the first the research of scientific articles, the second the organization of information and the third the writing, different definitions of  USR are addressed and a definition is proposed that will guide the proposal, establishing that universities should understand the role of stakeholders, identify requirements. Approaches area also made to the most relevant aspects of the USR reporting initiative, identifying four most used tools, finally, some conclusions area read.

The Economic and Environmental Decline of Atenquique, Mexico, Associated with Socially Irresponsible Corporate Ownership
This chapter analyzes the development process of Atenquique, a town now under corporate ownership, showing how corporate changes have affected the livelihood and welfare of its inhabitants. The chapter reports about the consequences of the privatization of the Paper Mill Company that used to belong to the state; it affected environmental conditions and caused economic decline in Atenquique. The ownership change resulted from globalization that took place after the very successful years of the paper mills after 1950s. This chapter reports about the quality of life of the labor force of this Paper Mill Company under the impact of globalization, and workers’ feelings about the new corporate owners. We applied descriptive and exploratory methodology. The Industrial Company of Atenquique was growing, while it was owned by the Mexican State. After the company had become private property, the town was declining and lost population and economic output, and this decline also affected the regional surrounding population.

Summary in English (article is in German):

In this article the author deals with the concept of responsibility in psychotherapy on the background of a critical-realistic position. In doing so, she understands responsibility as a certain attitude towards oneself, one's fellow human beings and the task at hand. The short article is rounded off with thoughts on responsibility as a concern for the institution of psychotherapy and some related professional-political aspects.

Zusammenfassung:

In diesem Beitrag setzt sich die Autorin auf dem Hintergrund einer kritisch-realistischen Position mit dem Begriff der Verantwortung in der Psychotherapie auseinander. Dabei versteht sie Verantwortung als eine bestimmte Haltung gegenüber sich selbst, dem Mitmenschen und der Aufgabe. Abgerundet wird der Kurzbeitrag zu Gedanken über Verantwortung als Sorge um die Institution Psychotherapie und einige damit verbundene berufspolitische Aspekte.

Social enterprise is a model of solving various problems through its enterprise elements that are widely applied by the whole world to develop the well-being of the global community. This situation also makes this social enterprise can contribute to a community through the goals developed in the social enterprise. However, how well does this enterprise contribute to the development of a community such as curbing social injustice are subjected to explore. Therefore,
the objective of this article is to identify the impact of the social enterprises to the community in Malaysia. This study is a preliminary study and uses a qualitative approach through face-to-face
interview methods. Face-to-face interviews were conducted with three informants of social enterprise owners. Interview narratives were analyzed using thematic methods with the help of
Atlas.ti software. The results of the study have identified 31 basic themes, eight main themes, and three emerging categories. The three categories that have been identified in achieving the
objectives include a) through helping the vulnerable, b) improving the economy through increasing income, as well as c) assisting in preserving and conserving the environment. However, the findings through these categories do not cover the whole aspect, especially for contributions in the welfare aspect that can be further enhanced. The results of the analysis also found that the goal of social enterprise is less emphasis on issues to curb social inequality. A social enterprise has no problem if they only make certain contributions for a short period of time. However, in the long run, the goals of entrepreneurs' social responsibility towards social welfare and social inequality are recommended to be developed through social innovation instruments.

Philip Zimbardo, ideatore del celebre esperimento carcerario di Stanford e perito della difesa nel processo sugli abusi di Abu Grahib, approfondisce il concetto di responsabilità di sistema. Egli accusa il diritto penale di anacronismo rispetto alle scoperte delle scienze sociali, trascurando la conclamata e poderosa influenza dell'ambiente sull'individuo. La responsabilità di sistema sembrerebbe sollevare gli individui dalla responsabilità personale, configurandosi come alibi per la coscienza, scusante per atti atroci, negazione della stessa libertà umana, decretando un determinismo assolutorio e rassegnato ai mali del mondo. Tale concetto, smascherando il paradigma delle " mele marce " , serve invece a responsabiliz-zare maggiormente i vertici delle organizzazioni, i cosiddetti architetti di sistema. Philip Zimbardo, author of the well-known Stanford prison experiment and defense expert in the Abu Grahib abuse trial, elaborates on the concept of Systemic Responsibility. In his work, he points his finger at the anachronism of the criminal law system especially when compared with the insights of Social Sciences, and remarks the unquestionable influence of environment on individuals. Systemic Responsibility seems to remove man from individual responsibility, while casting itself as an alibi for consciences, an excuse for atrocious acts, a negation of human freedom itself and deriving all that is ill in the world to an irreconcilable determinism. Instead, the notion of Systemic Responsibility, unmasking the 'rotten apples' paradigm, helps the assumption of responsibility of those who at the top of the power hierarchy in organizations: the system's architects.

La actividad de la empresa y en particular de las cooperativas, constituye un sistema que se caracteriza de manera significativa por interacciones sociales internas y externas y su objetivo social se cumple a través de la relación con personas y con grupos, por lo cual debe ubicar su objetivo económico dentro de determinado contexto integral. La conjunción del objetivo económico y el objetivo social permiten tanto el desarrollo de la empresa como el propio hombre. Es responsabilidad de la empresa procurar mejores condiciones de trabajo, la asistencia médica, el nivel de prestaciones sociales, la formación, el descanso y el espíritu de pertenencia.

The report “Social Responsibility of Citizens” comes out of the need to examine the responsibility of citizens in a broader sense. The report gives an insight in the citizens’ attitudes about their responsibility on the crucial social issues, the legal, moral or ideological responsibility of citizens towards the community and, in wider context, towards the society. In addition, several indicators illustrate the habits and actions of citizens regarding certain issues. The report also gives an overview of the attitudes, motivation, situation and mechanisms of charity giving.

El presente trabajo tiene como propósito elucidar la postura de Aristóteles con respecto a la responsabilidad moral basándonos en el contenido de su libro Ética a Nicómaco. A pesar de que no encontramos una teoría explícita al respecto, demostraremos que Aristóteles habla de lo que hoy en día llamaríamos responsabilidad moral en términos de voluntariedad y capacidad de deliberación. Por ello, examinaremos en primer lugar su teoría de la voluntariedad; luego, analizaremos el papel que le otorga al deseo, la deliberación y la elección en la responsabilidad y, finalmente, profundizaremos en su análisis de la naturaleza del carácter del agente.

This study aims to measure the perception of owners/managers of small and medium–sized enterprises (SMEs) towards corporate social responsibility (CSR). It also seeks to examine whether ownership type causes any difference in the CSR attitudes of small firms' owners. The findings of this study revealed that majority of Malaysian SME owners have a philanthropic view towards CSR followed by modern view.

"ABSTRACT
The aim of this essay is to introduce the concept of Social Responsibility and to know the context where it appeared and where now is developing.
The most important ideas of the text are the definition of Social Responsibility and the teorical framework where it’s included.
Finally, the role of Social Responsibility is very important in the society and it’s because of the contribution of some entities.

RESUMEN
El objetivo de este trabajo es presentar el concepto Responsabilidad Social, así como conocer el contexto en que surgió y en el cual se desarrolla en la actualidad.
El concepto Responsabilidad Socail en todas sus vertientes, así como en el marco teórico en el cual se engloba serían los elementos más relevantes que se trata en el texto.
Como conclusión se puede destacar el importante papel de la Responsabilidad Social en la sociedad que se materializa mediante las aprotaciones de diversas entidades.

RESUM
L’objectiu d’aquest treball és presentar el terme Responsabilitat Social, així com conèixer el context en el que va sorgir i en el qual es desenvolupa en l’actualitat.
El terme Responsabilitat Social en totes les seues vessants, així com el marc teòric en el qual s’engloba serien els elements més rellevants que tractem al text.
Com a conclusió podem destacar l’important paper de la Responsabilitat Social a la societat que es materialitza mitjançant les aportacions de diverses entitats."

1960’lı yıllarda kurumsallaşan sosyal devlet olgusu, 70’lerle birlikte sosyal devlet anlayışının sorgulanması ve 1980’lerden itibaren neoliberal politikaların yaşama geçmesiyle birlikte çözülmeye başlamıştır. Bu süreç sonucunda devletin sosyal yönü yok olmamakla birlikte zayıflamıştır. Devletlerin sorumluluğunda olan bazı konular kar odaklı şirketlere devredilmeye ya da çeşitli ortaklıklar yürütülerek yerine getirilmeye çalışılmıştır. Böylece devletlerin sorumluluk alanında yer alan hizmetler, kurumsal sosyal sorumluluk projeleriyle tamir edilmeye başlanmıştır. Bu çalışmada neoliberal politikalarla sosyal devletin yaşadığı dönüşüm ele alınırken Türkiye’deki sosyal sorumluluk projelerine nasıl yansıdığı açıklanmaya çalışılmıştır. Türkiye hükümetinin de kabul ettiği Sürdürülebilir Kalkınma Amaçları’nın (SKA) kurumsal sosyal sorumluluk projelerine yansıması incelenmiştir. Araştırmanın örneklemini 2017-2020 yılları arasında Türkiye Kurumsal Sosyal Sorumluluk Derneği ve Cenevre merkezli Sürdürülebilir Kalkınma Akademisi tarafından düzenlenen Sürdürülebilir Kalkınma Akademi Ödülleri’ni alan kurumsal sosyal sorumluluk projeleri oluşturmaktadır. Doküman analizinin kullanıldığı çalışmada ödül alan 50 projenin üretildiği SKA’lar, paydaş analizi ve SKA’lara yönelik sektör analizi yapılmıştır. Araştırma sonuçlarına göre, kurumsal sosyal sorumluluk projelerinin nitelikli eğitim (SKA 4), eşitsizliklerin azaltılması (SKA 10) başlıklarında yoğunlaştığı görülmüştür. Temiz su ve sanitasyon (SKA 6), erişilebilir ve temiz enerji (SKA 7), sudaki yaşam (SKA 14), barış, adalet ve güçlü kurumlar (SKA 16) başlıklarında ise 2017-2020 yılları arasında proje üretilmediği tespit edilmiştir. Enerji, petrol, gaz türevleri üretimi ve dağıtımı sektöründe bulunan şirketlerin sosyal sorumluluk projesi üretmesine rağmen kendi sektörlerini ilgilendiren SKA 7 kapsamında proje üretmemeleri dikkat çeken bulgulardandır. Özel sektörün kurumsal sosyal sorumluluk projelerinde paydaş tercihi analiz edildiğinde en fazla kamu kuruluşlarıyla, ardından ise STK’larla sonrasında ise hem kamu kuruluşları hem de STK’larla işbirliği yaptığı görülmektedir.

Article for "ITSTIME– Italian Team for Security, Terroristic Issues & Managing Emergencies", the webjournal of the research center of Department of Sociology of the Catholic University of Sacred Heart, Milan: September 4, 2020.
In June 2020, a French newspaper used a photo of the "Incappucciati" (a Catholic procession) of Sorrento (Italy) in an article that talked about something else, namely members of the Ku Klux Klan. This is a gaffe discovered by the Italian anthropologist Giovanni Gugg, who in this article explains the digital responsibility of each of us.

The increasingly worldwide press restrictions by intolerant regimes —including those called " democratic " — are forcing journalist to use social media as new report trenches, but using prudently semantic writing strategies to evade political and illegal reprisals. That is the specific case of reporters in Venezuela.

Freedom implies the absence of constraints; responsibility implies the assumption of limitations. In this context, education has a very important role, having the task of balancing the disadvantages of freedom with the advantages of responsibility. When one uses one's freedom to limit the freedom of others, things degenerate. People need to be educated for responsibility; it does not develop without help. The balanced intertwining of freedom and responsibility is an act of divine greatness. The classroom is the place where the student learns how to behave in society. Teachers have a huge responsibility because they are the most important ambassadors of authentic values. An important aspect of the concern for freedom and responsibility is found in religious education. Focusing on the development of character, on the transmission of values and on the acquisition of pedagogical content that encourages the cultivation of true faith in parallel with the development of critical thinking is the most valuable way to approach the human personality.

ABSTRACT
The increase of studies arising from neuroscience, based on the technological developments that permit the investigation of cerebral patterns through neuro-imaging, has created a new area of study involving all those fields of study which use the prefix neuro, such as neuro-economy, neuro-marketing, and neuro- social science. This article conducts a revision based on various investigations with the object of presenting social responsibility, conceptually associated with organizational paradigms, in order to suggest an evolutionary tendency typical of human development, called Neuro-responsibility.
Key words: Neuro-responsibility, social responsibility, values, evolution, empathy.


RESUMEN
El auge del estudio desde la neurociencia, con base en el desarrollo tecnológico que permite investigar los procesos cerebrales mediante la neuro-imágen, ha conllevado una nueva área que tras el prefijo neuro abarca áreas de estudio como la neuroeconomía, el neuromarketing y la neurociencia social. Este artículo realiza una revisión basada en diferentes trabajos de investigación con el objetivo de presentar la responsabilidad social, vinculada conceptualmente a paradigmas organizacionales, hacia una propuesta de tendencia evolutiva propia del desarrollo humano, denominada Neuroresponsabilidad.
Palabras clave: Neuroresponsabilidad, responsabilidad social, valores, evolución, empatía.

Resumo Neste trabalho são analisadas, qualitativamente, as percepções de 28 professores universitários da Faculdade de Educação Física em relação às funções da educação física, aprofundando-se na função da transformação das desigualdades de origem. Em geral, os procedimentos de análises usados cingem-se às propostas da fragmentação e da articulação da “Grounded Theory”. Conclui-se que a função da transformação social da educação física está relacionada com o dever de ser profissional, que ainda está ...

Editoriale Annalisa Caputo «Un segno intelleggibile, / che può dar senso al tutto». Franare e rilucere del linguaggio sulla responsabilità ai tempi del Corona virus Licenziare un numero su Responsabilità e giudizio, mentre si moltiplicano gli inviti alla responsabilità individuale come unica via della responsabilità comune (#iorestoacasa), non è facile. L'esperienza che stiamo facendo, tutti, da soli e insieme (#noirestiamoacasa), fa franare il linguaggio, i concetti, il senso. Rileggo le pagine degli articoli raccolti e pubblicati-avrei detto 'bellissimi' fino a qualche settimana fa-e ho difficoltà ora a ri-vederli tali. Non perché non lo siano. Ma perché sentiamo che 'questo' tempo sta cambiando, radicalmente, il nostro modo di concepire la vita e la morte, la malattia e la salute, i diritti individuali e i doveri collettivi (o i doveri individuali e i diritti collettivi?), e quindi sta cambiando anche il modo con cui fino all'altro ieri abbiamo vissuto e pensato la responsabilità. E forse oggi ci sembra un po' ridicolo (sebbene non lo sia) pensare che la cosa più urgente sia, per esempio, scendere in piazza per richiamare l'attenzione sulla nostra responsabilità verso il pianeta. O interrogarci sul rapporto tra scienza, tecnica e filosofia. O chiederci che cosa pensavano gli Antichi, o i moderni o gli autori del Novecento sul tema della responsabilità. Oggi più che mai sentiamo quanto è vero quello che ci dicevano-in maniera opposta e perciò paradossalmente convergente-Hegel e Nietzsche: che la filosofia è 'in ritardo' rispetto al proprio tempo, e alla vita. Nottola del crepuscolo. Inattualità anti-eroica e quasi mai realmente profetica. Sì: primum vivere deinde philosophari. È sempre stato così. Ma ci sono momenti in cui è più forte l'impressione che il filosofare sia assolutamente indietro rispetto alla vita. Tutti stiamo leggendo, commentando, condividendo o meno (nel senso tecnico della 'condivisione' social; e nel senso riflessivo del giudizio-su) stralci di pensiero, balbettati dagli intellettuali. E tutti ci parlano di responsabilità. Ma chi non ha avvertito fastidio e disagio, leggendo queste riflessioni più o meno filosofiche? Chi non ha avvertito che non c'è niente di intellettualmente alto da pensare, oggi? Non perché non ci sia da pensare. Non perché non sia responsabilità del pensiero farlo. Ma perché siamo in ritardo. Domani. Domani ci saranno forse i concetti per dire questa mutazione che sta accadendo in noi. Per comprenderla e dirla. Oggi no. E forse è opportuno che sia così. Viverla. Per evitare di cadere o nella mera ripetizione del Ge-rede (e non sto facendo anche io 'chiacchiera', concedendomi il vezzo di termini e trattini heideggeriani?) o nel pozzo di Talete (non per il timore delle servette tracie, che stanno già ridendo; quanto piuttosto perché oggi non possiamo nemmeno uscire a vedere il cielo). E allora? Sì. Questo numero è in ritardo. Non nel tempo cronologico della sua uscita (perché l'impagabile redazione di "Logoi" sa assumersi le sue responsabilità). Ma è in ritardo perché parla di un'idea di responsabilità che valeva fino all'altro ieri. E non è in grado di dire nulla sulla responsabilità che vale oggi. Un hashtag, un breve video, una foto, e tutto quello che riempie le nostre bacheche virtuali…, sono in grado di farlo forse meglio di quanto 'ora' possa il lavoro del concetto. Forse. Abbiamo scelto comunque di offrire questo Numero ai nostri lettori. Ai quali possiamo solo consigliare di prendere gli articoli che seguono come tracce e frammenti che emergono da un mondo passato. Raccolti con l'amorevole cura con cui un archeologo

La Arendt è convinta che a differenza della natura, la storia sia piena di eventi e che questa frequenza abbia la La Arendt è convinta che a differenza della natura, la storia sia piena di eventi e che questa frequenza abbia la sua unica ragione nel fatto che gli eventi sua unica ragione nel fatto che gli eventi storici sono di continuo creati e interrotti dall'iniziativa dell'uomo, che è un che è un initium initium in quanto agisce.
https://www.gazzettafilosofica.net/2020-1/aprile/il-problema-della-libertà-in-hannah-arendt/