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The year 2016 marked the 100th anniversary of Democracy and Education, one of John Dewey’s most widely translated and published books around the world still in the author’s lifetime. Nowadays, in a context in which pedagogy is bogged down in ‘economicism’ and suspicion towards any proposal that hints of value, Dewey’s ideas once again provide a ray of hope for a possible future. One of the contemporary authors that has fostered this hopeful reading of Dewey is Martha C. Nussbaum, whose appeal to bringing the humanities back to schools motivated a project on approaching the classic texts with the Information and Communication Technologies (ICTs), which we have developed during the past years with secondary education students from three schools in Santiago de Chile, Madrid and London. The project is based on an open reading of Sophocles’s Antigone through an online application that enables students from the participating schools to interact. This chapter delves deeper into the theoretical bases of the project. In the first two sections, we analyse the interpretation that Nussbaum and Dewey each made of Antigone. Then, in the third, we present the Antigone project as a learning experience promoting a creative democracy, as Dewey called it.

This article focuses on the study of the shaping of pedagogy as a discipline in Spain prior to the Civil War. Its aim is to identify those elements that helped pedagogy become constituted as a distinct field of knowledge that could offer rigorous insight into the world of education.

The article uses the framework proposed by Rita Hofstetter and Bernard Schneuwly for the shaping of a disciplinary field. Finally, it briefly examines the process of professionalization, using the approach advocated by the sociologist Elliott Freidson.

The analysis carried out concludes that at the outbreak of the Civil War in 1936 the process of professionalization and consolidation of pedagogy as a discipline had been completed in Spain.

The article presents the originality of reinterpreting the elements offered by Spanish history of education in the light of an international theoretical framework. This allows a new understanding of the process of constitution of pedagogy as a disciplinary field while offering the international public a case study according to international standards.

This chapter introduces the book through discussing the context in which it came about, namely a conference to mark the centenary of the publication of Dewey’s Democracy and Education. The first section relates to the book’s subtitle by describing and analysing the context in which speakers at the conference engaged in a ‘fightback’ against educational policies found to be narrowly based on economic aims, and to have lost sight of the humanistic aims of education, aims which Dewey analysed and championed. The book is structured around three key areas, all related to Dewey’s philosophy of education – the first concerns technology, the second, embodiment and the third, democracy and development. A discussion on the significance of each of these areas for contemporary educational theory is followed by detail on the individual chapters within them. This chapter concludes with an introduction to the cautiously optimistic and forward-looking epilogue by Gert Biesta on the matters and issues raised in the book.

The purpose of this paper is to explore the microfoundations of innovation-enabling dynamic capabilities in Latin American firms and, in particular, their processes to: sense and shape opportunities; seize opportunities; and maintain competitiveness through reconfiguring assets.

The authors carried out a confirmatory factor analysis of survey data obtained from a sample of 721 firms located in Latin America, and employed a hierarchical analysis of linear regressions with robust standard errors to test the hypotheses.

The authors found that when firms manage their innovation processes based on sensing opportunities and reconfiguring their tangible and intangible assets, they are more likely to improve on four innovation-related outcomes: development of new products and services; profitability; market share; and diversification.

The findings are limited to the specific context of Latin American countries. In particular, the authors took a random sample of firms from a business directory built by prestigious Latin American business schools, but that may not be representative. Therefore, the generalizability of the results is limited beyond the type of companies that are represented in that sampling frame.

Contributions are twofold. First, the authors test the applicability of an orchestration model of dynamic capabilities to the Latin American context. And, second, the authors relate specific microfoundations of dynamic capabilities to the ability of firms to innovate successfully.

El objetivo de este documento es explorar las micro-fundaciones de las capacidades dinámicas que hacen posible la innovación en las empresas latinoamericanas. En particular, sus procesos para: (1) detectar y dar forma a las oportunidades, (2) aprovechar las oportunidades y (3) mantenerse competitivas a través de la reconfiguración de sus activos.

Realizamos un análisis factorial confirmatorio con datos de una encuesta que hicimos a una muestra de 721 empresas en Latinoamérica, y empleamos un análisis jerárquico de regresiones lineales con error estándar robusto para probar nuestras hipótesis.

Encontramos que cuando las empresas administran sus procesos de innovación basándose en (1) la detección de oportunidades y (2) la reconfiguración de sus activos tangibles e intangibles, es más probable que mejoren en cuatro objetivos relacionados a innovación: (1) desarrollo de nuevos productos y servicios, (2) sus retornos, (3) participación de mercado y (4) diversificación.

Nuestros hallazgos están limitados al contexto específico de los países de América Latina. Específicamente, tomamos una muestra aleatoria de empresas de un directorio de negocios creado por prestigiosas escuelas de negocios latinoamericanas, pero que puede no ser representativo. Entonces, la generalizabilidad de nuestros resultados es limitada más allá del tipo de empresas que están representadas en este marco muestral.

Las contribuciones son dobles. Primero, probamos la aplicabilidad de un modelo de orquestación de capacidades dinámicas en el contexto latinoamericano. Y, segundo, relacionamos micro-fundaciones específicas de capacidades dinámicas con la habilidad de las empresas para innovar exitosamente.

The purpose of this paper is to analyse the relationships between congenital learning (CL) and realized absorptive capacity (RACAP) and tries to identify whether absorptive capacity impacts on international organizational performance (IOP) in today’s global business environment.

The research model and hypothesized relationships are empirically tested using the structural equation modelling approach, validated by factor analysis of 128 small medium enterprises (SMEs) in the UK telecommunications sector.

The findings suggest that, in order to achieve higher levels of RACAP, managers need to create and support a CL process. Furthermore, if an SME does not achieve the required RACAP then IOP is likely to deteriorate.

SMEs need to provide and support a learning process, which is customized and based on three sub-processes: first, the framework for transferring knowledge; second, the framework for transforming knowledge; and third, an open organizational context. Based on these results, transferring and transforming are important sub-processes but are not sufficient for updating congenital knowledge.