Philanthropic venture capital, like traditional venture capital, provides funding and value-added services to a portfolio of entrepreneurial firms. However, TVC differs from PhVC, as the primary goal of TVC is to maximize the economic return of its investments. In contrast, PhVC firms expect their portfolio companies to perform well in terms of both social and economic returns. Using both American and European firms, this paper explores and compares the human capital in PhVC and TVC firm founders. Our results show that (...) there are key differences in both general and specific human capital between these firm types. While both TVC and PhVC firm founders have high levels of commercial experience, TVC firm founders tend to hold degrees in science, engineering, business, and law more frequently than PhVC firm founders. PhVC founders also differ from TVC founders by having greater work experience in the social sector. (shrink)

Philanthropic venture capital (PhVC) is a financing option available for social enterprises that, like traditional venture capital, provides capital and value-added services to portfolio organizations. Differently from venture capital, PhVC has an ethical dimension as it aims at maximizing the social return on the investment. This article examines the deal structuring phase of PhVC investments in terms of instrument used (from equity to grant), valuation, and covenants included in the contractual agreement. By content analyzing a set of semistructured interviews and (...) thereafter surveying the entire population of PhVC funds that are active in Europe and in the United States, findings indicate that the non-distribution constraint holding for non-profit social enterprises is an effective tool to align the interests of both investor and investee. This makes the investor behaving as a steward rather than as a principal. Conversely, while backing non-profit social ventures, philanthropic venture capitalists structure their deal similarly as traditional venture capital, as the absence of the non-distribution constraint makes such investments subject to moral hazard risk both in terms of perks and stealing and social impact focus. (shrink)

Building on the literature on hybrid organizations, this manuscript explores the relationship between the organizational activity of social enterprises backed by venture philanthropy investors and income inequality. Using Ashoka’s portfolio of Indian social enterprises as empirical context of Western venture philanthropy investing activity, our results suggest that Indian municipalities with social enterprises that have received venture philanthropy investments experience a decrease in income inequality level and when these social enterprises are dominated by a collectivistic organizational identity orientation the effect is (...) stronger. Our findings have implications for the research on hybrid organizations, financing of social entrepreneurship and grand ethical challenges. (shrink)

While neurorights are emerging as a potentially novel set of human rights in an age of neurotechnologies, most scholarly and policy debate to date has focused on defining and justifying these norms and their connection to existing rights. This article instead assumes some form of neurorights claims will find recognition in at least some existing or novel law and seeks to anticipate potential legal and regulatory hurdles to the successful implementation of this class of norms. After reviewing the ongoing conversations (...) around neurorights and reflecting on the move towards their legal construction, we draw on insights from fields including international law, political economy, and regulatory theory to identify and consider likely hurdles or coming challenges to implementation, including rights balancing, legal fragmentation, appropriate remedies, and issues around transnational and nonstate action and enforcement. The article then presents a research agenda calling for further analysis of these and other implementation challenges and reflects on how assessing these considerations in advance could inform better policy and advocacy. (shrink)

A careful reading leads to a critical analysis of the two De Magistro at the historical, linguistic and speculative levels. The philosophical and formative intentionality of Augustine's dialogue and Thomas's questiones unfold according to a methodology that is usual for the times in which they were written, but the texts reveal the originality and wisdom of arrangement of the issues and the lines of resolution that the two authors provide. The present article seeks to free from interpretations that are (...) sector-based - and therefore irrelevant for the understanding of the texts - the theoretical nuclei contained in the said works as well as to let shine forth their vital role in today's reflection on the processes of teaching and learning. In fact it is not only the master who holds stage in the two treatises, but rather the master in relation to the disciple, thus weaving that specific didactic-formative communication in which both, in establishing their reciprocal relationships, are related with knowing and, through it, with truth and therefore with the divine Master. The common theological motivation, suggested by the single title, opens up to diverse solutions at the philosophical level in order with the conceptions of intellect, of enlightenment and of judgement, in harmony with their respective anthropological and metaphysical functions. (shrink)

No De libero arbitrio , a fim de provar que Deus existe, santo Agostinho recorre à demonstração da existência de elementos inteligíveis que são universais, imutáveis e superiores a alma. No entanto, o famoso e longo processo de ascensão encontra ainda outras veredas, e no De magistro o futuro bispo de Hipona chega às realidades metafísicas (e, assim, ao próprio Deus) através da análise da linguagem verbal e da comunicação. Partindo das considerações tecidas no próprio tratado, escrito em 389, (...) este artigo pretende analisar como se dá a transcendência da alma no diálogo travado entre santo Agostinho e seu filho Adeodato, e onde se cristalizam as teorias agostinianas do conhecimento e do ensino. Ao fim do trabalho, esperamos tornar manifesta a riqueza do pensamento linguístico do santo – pelo qual podemos vislumbrar suas possíveis contribuições para as mais diversas ramificações da linguística, da filosofia e da teologia – e a sutileza de seu raciocínio. Palavras-chave : Agostinho; Linguagem; Alma; Deus.In his On the Free Will , Saint Augustine, willing to prove the existence of God, demonstrates the existence of intelligible elements which are universal, immutable and superior to the soul. Other paths, however, can fulfill this famous and long ascent, and in De magistro the future Bishop of Hippo attains those metaphysical realities (and God himself) through the analysis of the verbal language. Thus, this article aims at examining, through the considerations made in the text itself, how the transcendence of the soul occurs in this dialogue between Augustine and his son, Deusdedit, in which his theories on knowledge and learning are consolidated. At the end of our work, we hope to make clear how rich Augustine’s thought is – through which we can note his possible contributions to many ramifications of linguistics, philosophy, and theology – and how subtle are his arguments. Keywords: Augustine; Language; Soul; God. (shrink)

It is a matter of suprise to some that St. Thomas ever wrote implicitly concerning education. That he touched educational matters incidently we know, as in his possibly unexcelled theory of play which Dr. Leibell has included in his "Readings in Ethics." But De Magistro is different. It descends immediately to the bed rock of education, and should remind modern man of his place in the educational scheme.

Augustine’s De Magistro is a short and relatively minor dialogue that often is overlooked. Nevertheless, it is an important text, both for its role in the development of key themes in Augustine’s thought and because of its epistemological and pedagogical contributions to the philosophy of education. This paper explores the significance of De Magistro in three steps. First, it introduces the dialogue and offers a summary of Augustine’s argument therein. It then examines important contributions that this dialogue makes (...) in the development of Augustine’s thought regarding signs and the inner teacher. Finally, it explores some educational implications of De Magistro regarding the nature of teaching and the use of Socratic dialogue that Augustine plunders from the previous work of the pagan Plato. (shrink)

Nas Investigações Filosóficas, Wittgenstein conjectura de início sobre um modelo pré-teórico, de inspiração agostiniana, acerca dos modos de compreensão da linguagem; isto é, ele se questiona a respeito de uma noção de compreensão linguística com base em um paradigma cujo grande recurso seria a “ostensividade”. Todavia, essa percepção não parece corroborar com exatidão àquilo que de fato o filósofo de Hipona advoga em sua teoria. Portanto, o objetivo do artigo é o de compreender o que Agostinho entendia como linguagem, incluindo (...) aí o aprendizado linguístico (a assimilação das palavras), e se de fato podemos considerar que ele estabeleceu uma tentativa genuína no sentido de conceber alguma sorte de filosofia nessa seara linguística, portanto, uma filosofia da linguagem. (shrink)

There are surely few writers who have had a more profound impact on European culture, and in the broadest range of fields, than St. Augustine, and this despite the fact that he was North African. Nonetheless, while Augustine is still called upon in debates on interfaith dialogue and in theological and philosophical disputes, one area of his large corpus has received scant attention—his philosophy of education. Although there are references throughout Augustine’s writings to his philosophy of education, he devotes only (...) a single text to its elaboration—De Magistro—On the Teacher. The fact that this work has been largely overlooked by scholars is disappointing, because the De Magistro, despite its use of theological language, retains a very modern and contemporary thematic with interesting insights for any contemporary theory of education. In this article we provide a primer in reading Augustine’s De Magistro. (shrink)

This article investigates the place of De magistro within Augustine’s developing theology of words and the Word through a reverse chronological reading. This is necessary because, despite its emphasis on words, De magistro never refers to Christ as the “Word.” It would be easy, therefore, to see it as unrelated to the theological emphasis on that title in later works such as De trinitate. A reverse chronological reading, however, establishes Augustine’s developing understanding of the relationship between words and (...) the Word in a way that moves us from a full-throated theology of divine and human speech backward into more exploratory engagements with nascent ideas. When this reverse trail is traced, we can begin to see De magistro as one key starting point for it by providing warrant for seeing the inner Christ as necessarily the Word of God, even if not explicitly named as such. Such a reading adds deeper theological significance to a text often read only in terms of its contribution to semiotics and epistemology. In this reading, De magistro is an essential text for understanding Augustine’s fuller theology of language not only because of its early sign theory but because it sets the soteriological stage for our growth into the likeness of Christ the Word. (shrink)

Augustine’s De Magistro, an early work, is cast as a dialogue between himself and his bright son Adeodatus. It leads from a discussion whether teaching is effected through signs to the conclusion that words are not a route to knowledge, unless the soul is taught by God, the only teacher. Although Augustine is mainly concerned to develop his new theory of signification, the dialogue is set in the frame of traditional grammatical teaching, which had become standard in later Roman (...) antiquity. These elements of grammatical education make a good starting point for exploring what precisely was Augustine’s position within this system. Taking into consideration especially his definition of pronomen and the eight parts of speech we come to the conclusion that Augustine as a grammarian is dependent on Charisius and his teacher. (shrink)

This paper is divided in two parts. At first, we show the different roles played by quotations all through Saint Augustin's De Magistro. We compare then the structure in which the text is established to the theory that is developed over there. From such a comparison, we can see that in the mentioned text a theory of language isn't philosophically fundamental and that a dialogue isn't the best way to reach the truth.Este artigo está dividido em duas partes. Primeiro, (...) mostramos os diferentes papéis das citações presentes no De Magistio, de Santo Agostinho. Depois, comparamos a estrutura em que o texto está disposto com a teoria que é aí desenvolvida. A partir de tal comparação, podemos ver que, nesse texto, uma teoria da linguagem não é filosoficamente fundamental e que o diálogo não é a melhor forma de alcançar a verdade. (shrink)

Leo Choirosphaktes' didactic poem Thousand-Line Theology survives in only one manuscript, Vat. gr. 1257 (s. X), which contains a number of rather unusual poetic texts. The subtitle of Vassis' edition, editio princeps, is – strictly speaking – not entirely correct: the whole text was already edited by Rhoby, and parts of it were published by Magdalino. But Rhoby's dissertation has not been published and Magdalino calls his own edition an “imperfect working transcription”. Moreover, these two editions are hardly as good (...) as that of V. Choirosphaktes' poem is not always easy to understand and the only surviving manuscript renders the comprehension of the text even more difficult, because it offers so many incorrect readings. In a number of manuscripts we find a small excerpt of the poem: if one compares the six verses offered by these manuscripts with the text of Vat. gr. 1257, one notices no less than five corruptions, and most of them very serious ones. For the remaining 1153 verses of the poem, we do not possess another manuscript to check the readings of Vat. gr. 1257, but there can be little doubt that there must be hundreds of errors in the text as transmitted by our only manuscript. Some of these errors are easy to spot for reasons of grammar, metrics and meaning, but other errors may escape our notice, because at first sight there does not seem to be anything wrong with the text. As Choirosphaktes is an accomplished poet who knows very well what he is doing, an editor is obliged to change the text by means of divination and emendation whenever the text is not satisfactory. Lately there has been a tendency among editors to be as conservative as possible, but it remains to be seen whether this in itself laudable conservatism is the right method for all texts. V. rightly follows a less cautious method of editing and corrects the text wherever the text needs correcting. One cannot but admire V.'s courage and assiduity in solving the textual problems and unravelling the many mysteries of the Thousand-Line Theology. This is really an excellent edition. (shrink)

El trabajo se ocupa de la concepción acerca de la función y los límites de la enseñanza en el diálogo De magistro de Agustín de Hipona y en la undécima de las Cuestiones disputadas sobre la verdad de Tomás de Aquino. Explorando los límites del lenguaje y de la comunicación, Agustín concluye que el maestro propiamente no enseña, a lo sumo, advierte al discípulo para que pueda reconocer la verdad iluminado por el Maestro Interior. Para Aquino, el maestro propiamente (...) puede enseñar, pero con ello no hace más que asistir al discípulo para que efectúe con su razón el mismo recorrido que hace la razón humana al derivar las conclusiones de la ciencia a partir de los principios del conocimiento humano. A pesar de sus diferencias, ambos coinciden en que la enseñanza es cualquier cosa menos una “transferencia del saber”. (shrink)

El presente artículo intenta indagar en el cuestionamiento que realiza Agustín acerca de la relación entre “palabras” y “cosas” en el diálogo De Magistro. Al evocar los interlocutores el verso de Virgilio en el capítulo II, surge el cuestionamiento acerca del término nihil y si, semióticamente, se lo puede considerar signo o no. El diálogo innovaría en este intermedio absoluto y arbitrario –incierto, impreciso–, que resulta al deliberar acerca de “cómo decir lo que no es pero que, sin embargo, (...) el término nihil supone un significado”. En este contexto, la teoría de la Illuminatio recobra validez en tanto posibilita la intuición intelectual y la aprehensión sensible dando lugar a una semiótica de la suppositio en tanto explicación de las mencionadas relaciones, específicamente con el término nihil que, opuesto a ens, no sólo indica una ausencia sino una inefabilidad. A partir del análisis del diálogo en torno al término nihil, nos atrevemos a sospechar, para este tema, de la afirmación de que Agustín se proponga anular el escepticismo; más bien consideramos que es un reconocimiento del mismo. (shrink)

Generous selections from these four seminal texts on the theory and practice of education have never before appeared together in a single volume. The Introductions that precede the texts provide brief biographical sketches of each author, situating him within his broader historical, cultural and intellectual context. The editors also provide a brief outline of key themes that emerge within the selection as a helpful guide to the reader. The final chapter engages the reflections of the classic authors with contemporary issues (...) and challenges in the philosophy and practice of education. (shrink)

Toward the beginning of De magistro, Augustine and his son undertake a brief philosophical exercise using a line from Virgil’s Aeneid. That exercise seems to end in failure when father and son jokingly give up on their task. In this essay, I show that neither the selection of the particular line nor the failure of the exercise are accidental. I unpack the context of the Virgilian line, showing its resonance with Augustine’s own life, and I explain how the content (...) of the line stands as a challenge to the very argument Augustine seems to want to use it to make. On the basis of this analysis, I argue the dialogue is best read as a dramatization of a false idealization of words—an idealization Augustine hopes his son might be freed from. I conclude with the suggestion that interiority functions in the dialogue as a way of describing an intimate, shared space of meaning. (shrink)

SIGNS, LANGUAGE AND KNOWLEDGE IN AUGUSTINE’S DE MAGISTRO Abstract: In his dialogue De Magistro, Saint Augustine debates whether one human being can teach another something using language. For this purpose, he develops his semantics and a general semiotic theory. The first and minor objective of the paper is to show that Wittgenstein’s (1953) Augustinian conception of language applies to Augustine’s semantics. The second and major objective is to show that his skeptical conclusion is epistemic and derives from his (...) strong requirements for justification. For Augustine knowledge requires acquaintance with the epistemic objects. In the case of sensible knowledge, justification consists of first-hand acquaintance; in the case of intellectual knowledge, it consists of understanding thanks to divine illumination. Keywords: Saint Augustine, Augustinian conception of language, Teaching, Significabilia. (shrink)

This article explores the relation between Aquinas’ metaphysical, epistemological and theological ideas and his theory of education as presented in the De Magistro and other writings. Aquinas’ theory of education is based on a theological metaphysics of human nature and an account of human rationality that is grounded in human nature. In the first section after the introduction we provide a synopsis of Aquinas’ metaphysical narrative, but in a contemporary key that draws upon the resources of Analytical Thomism. However, (...) this theologically inspired metaphysics leads to a somewhat neglected epistemology that is crucial to his understanding of teaching and learning in the De Magistro – the notion of connatural knowledge that we explore in the second section. Our exposition of the Thomistic ontology of the human person together with the notion of connatural knowledge, provide the context for understanding the De Magistro in the third section. (shrink)