Creating an Interdisciplinary Business Ethics Program

Driven by recent accreditation mandates, a changing legal environment, and multiple high-visibility corporate ethics scandals, many business schools are responding to the growing movement within higher education to integrate ethics into the curricula. The literature suggests that the amount of attention given to ethics varies widely among institutions, and has not been coherently developed. Moreover, institutions have struggled to tie related projects and instruction to the overall concept of assurance of student learning. The purpose of this paper is to provide a framework for institutions interested in creating an interdisciplinary business ethics program that combines critical success factors, assurance of student learning and continuous quality improvement. Using a nationally recognized business school’s ethics program, we provide an example of how our model can be applied at other institutions based on their own unique vision, mission and goals.     

Toward an Interdisciplinary Science of Culture

The Psychological Record - Cultural events are of interest to scientists working in many scientific domains. Given this, an interdisciplinary science of culture may provide a more thorough...     

Becoming (and Remaining) an Analyst in Latin America

The following overview of the development of psychoanalysis in Brazil and in Porto Alegre outlines the current situation and the challenges to psychoanalysis in my country. I will explain my own experiences on becoming an analyst, the main reasons for my choice, my main influences, and my evolution as a clinical psychoanalyst and as a member of psychoanalytic and psychiatric institutions. I include my main contributions to psychoanalysis and consider two broad areas of interest: psychoanalytic technique and its teaching, and the relationship of psychoanalysis and culture. As for the former, my main interests are studies on countertransference and analytic neutrality, to which I will propose a comprehensive concept. As for the latter, I discuss a culture that contrasts vividly with the one in which Freud created the discipline, psychoanalytic views on violence and perversity, psychoanalytic institutions, and the application of analytic ideas for the understanding of some artists and their work.

I will also describe some general features of my country and the development of psychoanalysis in it; report my experiences as a candidate and an analyst; and offer some information about my evolution as an analyst through papers I have written over the past 30 years.     

Becoming and Being an Analyst in the British Psychoanalytical Society

The articles of Elizabeth Spillius and Jennifer Johns exemplify contrasting ways in which an analyst may form her psychoanalytic identity. She may recognize and accept a particular theoretical standpoint as valid, and form an analytic identity around that position. Or she may engage with a variety of viewpoints, and form an analytic identity through the interaction between these and her own internal self-experience. These approaches coexist in the British Psychoanalytical Society. There has been the potential for creative discussion between them, especially as regards their implications for analytic training. These six articles together, however, reveal how hard it has been for such discussion to take place. Spillius describes the disparity between the Society's three groups in relation to candidates' choice of supervisors, and I discuss this further. It seems to reflect an underlying difference in approach to psychoanalytic training, based on these different views of how an analyst's identity is formed. I suggest that the difficulty in debating this freely reflects a fear that opening up the issue might lead the Society to split. In 2005 the so-called Gentlemen's Agreement, which for 60 years governed group balance in the British Society, was formally abolished. In the light of this, I consider what is needed for a Society creatively to contain divergent philosophies of training.