Professional Mindset in Troubled Times

2021 ◽  
pp. 93-103
Author(s):  
Maria Antonietta Impedovo
Keyword(s):  
Professional Development ◽  
Epistemic Community ◽  
Professional Life ◽  
Epistemic Communities ◽  
Social Connections ◽  
Emotional Dimension ◽  
Collaborative Professional Development ◽  
Professional Transformation

Globally, COVID-19 has stressed social and personal tensions in professional life. This chapter focuses on the networked dimension to highlight the workers need for social connections. Some suggestions are proposed to implement an epistemic community to sustain creative and collaborative professional development in disruptive time. Two points are discussed to scaffold epistemic communities in the organisation: 1) the inter-professional dimension to embrace complex topic and 2) the emotional dimension as resources to embrace professional transformation.

scholarly journals A Taxonomy for the Social Agents of Scientific Change

2017 ◽  
Vol 1 ◽  
pp. 55-62
Author(s):  
Nicholas Overgaard
Keyword(s):  
Scientific Community ◽  
Epistemic Community ◽  
Epistemic Communities ◽  
Scientific Change ◽  
Collective Intentionality ◽  
Social Agents ◽  
Social Agent ◽  
The Social ◽  
The World ◽  
Definition Of

Although we accept that a scientific mosaic is a set of theories and methods accepted and employed by a scientific community, scientific community currently lacks a proper definition in scientonomy. In this paper, I will outline a basic taxonomy for the bearers of a mosaic, i.e. the social agents of scientific change. I begin by differentiating between accidental group and community through the respective absence and presence of a collective intentionality. I then identify two subtypes of community: the epistemic community that has a collective intentionality to know the world, and the non-epistemic community that does not have such a collective intentionality. I note that both epistemic and non-epistemic communities might bear mosaics, but that epistemic communities are the intended social agents of scientific change because their main collective intentionality is to know the world and, in effect, to change their mosaics. I conclude my paper by arguing we are not currently in a position to properly define scientific community per se because of the risk of confusing pseudoscientific communities with scientific communities. However, I propose that we can for now rely on the definition of epistemic community as the proper social agent of scientific change.Suggested Modifications[Sciento-2017-0012]: Accept the following taxonomy of group, accidental group, and community:Group ≡ two or more people who share any characteristic.Accidental group ≡ a group that does not have a collective intentionality.Community ≡ a group that has a collective intentionality. [Sciento-2017-0013]: Provided that the preceding modification [Sciento-2017-0012] is accepted, accept that communities can consist of other communities.[Sciento-2017-0014]: Provided that modification [Sciento-2017-0012] is accepted, accept the following definitions of epistemic community and non-epistemic community as subtypes of community:Epistemic community ≡ a community that has a collective intentionality to know the world.Non-epistemic community ≡ a community that does not have a collective intentionality to know the world.[Sciento-2017-0015]: Provideed that modification [Sciento-2017-0013] and [Sciento-2017-0014] are accepted, accept that a non-epistemic community can consist of epistemic communities.

scholarly journals Conditions of effective self-management. “Manage yourself, be creative, achieve goals”

2021 ◽  
Vol 199 (1) ◽  
pp. 96-110
Author(s):  
Lesław Wełyczko
Keyword(s):  
Professional Development ◽  
21St Century ◽  
Personal Development ◽  
Technological Development ◽  
Professional Life ◽  
Personal Life ◽  
Self Management ◽  
Human Being ◽  
The Social ◽  
Critical Aspects

The article addresses what seems to be the critical aspects related to the most important competence of a human being in the 21st century – the competence to manage oneself. Nowadays, when life and civilization and technological development have accelerated unbelievably, people find it increasingly challenging to fulfill the social roles entrusted to them. That applies to everyone, but especially to those who have to manage (lead) other people or even entire teams, often forgetting about themselves, their needs, life priorities, and personal development. One should be able to wisely and rationally plan professional development in his/her personal life so as not to lose himself/herself entirely in the surrounding reality, being absorbed only in professional matters and others’ problems. This article indicates the most critical aspects that should be taken into account when planning personal and socio-professional development since only in this way can one feel the fulfillment of both in personal (family) and social and professional life.

The Emulation of Peace Mediation Practices: Beware of the Jurisgenerative Train

2021 ◽  
pp. 53-70
Author(s):  
Emmanuel De Groof
Keyword(s):  
International Law ◽  
Epistemic Community ◽  
Information Networks ◽  
Peace Building ◽  
Epistemic Communities ◽  
Professional Practices ◽  
Value Systems ◽  
Constitution Building ◽  
Post War

This chapter discusses the deontology of peacemakers and mediators. It outlines the notion of epistemic communities and the reproduction of value systems, asking whether any form of emulation influences the evolution of international law in relation to transitional governance (‘TG’). The re-occurrence of TG can be attributed phenomena such as the ‘migration of constitutional ideas’, ‘constitutional borrowing’, ‘transnational information networks’, acculturation in contact groups, and the use of templates for peace building. The community of practitioners engaged in post-war countries and constitution building is relatively small. As a result, the epistemic community dealing with these issues creates a habitat favourable to the reproduction of professional practices by emulation. The question then becomes whether such reproduction is jurisgenerative, namely whether it expresses emerging law through custom creation or otherwise.

Part VI Actors, Ch.40 Epistemic Communities

2021 ◽  
Author(s):  
Haas Peter M
Keyword(s):  
International Relations ◽  
Intellectual History ◽  
Environmental Law ◽  
World Politics ◽  
Epistemic Community ◽  
Epistemic Communities ◽  
Causal Beliefs ◽  
International Environmental Law ◽  
History Of

This chapter begins with a definition and intellectual history of epistemic communities. ‘Epistemic communities’ is a concept developed by ‘soft’ constructivist scholars of international relations concerned with agency. Soft constructivists in general focus on the role of various types of norms, principled beliefs, causal beliefs, and discourses in establishing roles and rules in international relations: that is, determining the identities, interests, and practices that shape the identification of actors in international relations. The chapter then applies this definition to the study of international environmental law and discusses whether or not international lawyers constitute an epistemic community. It concludes with a discussion of some of the recent challenges to the influence of epistemic communities in world politics more broadly, and thus the future of international environmental law.

Degrees of School Democracy: A Holistic Framework

2012 ◽  
Vol 22 (4) ◽  
pp. 707-732 ◽  
Author(s):  
Philip A. Woods ◽  
Glenys J. Woods
Keyword(s):  
Professional Development ◽  
Analytical Framework ◽  
Organizational Setting ◽  
School Communities ◽  
Working Together ◽  
Collaborative Professional Development ◽  
Holistic Conception ◽  
School Democracy

This article outlines an analytical framework that enables analysis of degrees of democracy in a school or other organizational setting. It is founded in a holistic conception of democracy, which is a model of working together that aspires to truth, goodness, and meaning and the participation of all. We suggest that the analytical framework can be used not only for research purposes but also to help enhance democratic professional participation. It is a resource for collaborative professional development by practitioners, offering a vehicle for school communities to reflect together on where they are as a school and where they would like to be.

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