Social Process for Project Leaders

Author(s):  
Ian Macdonald ◽  
Catherine Burke ◽  
Karl Stewart
Keyword(s):  
2019 ◽  
Vol 5 (2) ◽  
pp. 147-162

Academic career-making in the era of globalizing knowledge and a globalized knowledge enterprise is not only an individual undertaking but also a social process. It impacts individual academicians as they meet requirements, secure resources, find opportunities, follow procedures, and build structures to make their careers. It has consequences for society as it establishes institutions, opens markets, provides media, creates values, and enforces rules to connect individual academicians and their products to the larger social system. This paper explores academic careers, and career-making as knowledge and the knowledge enterprise become globally hegemonic. Specifically, it examines how academic career-making makes demands on individuals in the form of brainwashing, emotion rechanneling, life-simplifying, and social isolation. It also investigates how academic careers place constraints over individuality by way of socialization, massing, fashion, and lifestyle. Received 16th October2018; Revised 10th April 2019; Accepted 20th April 2019


1985 ◽  
Vol 24 (1) ◽  
pp. 77-82
Author(s):  
Zia Ul Haq

Amiya Kumar Bagchi, an eminent economist of the modern Cambridge tradition, has produced a timely treatise, in a condensed form, on the development problems of the Third World countries. The author's general thesis is that economic development in the developing societies necessarily requires a radical transformation in the economic, social and political structures. As economic development is actually a social process, economic growth should not be narrowly defined as the growth of the stock of rich capitalists. Neither can their savings be equated to capital formation whose impact on income will presumably 'trickle down' to the working classes. Economic growth strategies must not aim at creating rich elites, because, according to the author, "maximizing the surplus in the hands of the rich in the Third World is not, however, necessarily a way of maximizing the rate of growth".


2018 ◽  
Vol 28 (3) ◽  
pp. 815-822
Author(s):  
Reni G. Hristova - Kotseva

Prof. D. Katsarov was a prominent scholar who worked in the field of Psychology and Pedagogy in Bulgaria during the 20th century. In his rich pedagogical heritage, he defined three basic pedagogical principles - love, freedom and experience.D. Katsarov's humanism is expressed in his deep faith in man, in his conviction that every human being possesses good talents and that every child deserves trust. His humanism manifests itself in his love of both the child and the adult, in his deep faith in their powers and capabilities.He declared this love to be the first basic pedagogical principle, without which upbringing, training or education cannot exist to the full extent of their meaning.The pedagogical principle of love is not perceived as a temporary emotional state but as an active attitude both in the child and the teacher. Love is expressed through concern, attention to the needs and interests of the child, and through active attitude to what is necessary to satisfy these needs and interests.The importance of this basic, according to Prof. D. Katsarov, principle can be seen in its three dimensions: the attitude of the child, of the teacher and of the education system.D. Katsarov formulated several kinds of freedom. Physical freedom, according to him, is expressed in freedom of deeds and actions. Any limitation of the freedom of the child inevitably leads to obstructing of their proper physical development "because this freedom enables the child to come into the widest range of contacts with the things that surround them, which is the only opportunity to get to know them comprehensively".According to Prof. D. Katsarov, it is the American philosopher, pedagogist and psychologist John Dewey that provides the most profound analysis of experience as a pedagogical principle, in its broad sense, as the basis of education.The true educational experience, according to the author, is a social process of sharing. Educational work is a source of social control only when it is a common work involving all individuals and those individuals feel somewhat responsible.


1988 ◽  
Vol 5 (2) ◽  
pp. 239-246
Author(s):  
Mohammad A. Siddiqui

IntroductionCommunication today is increasingly seen as a process through whichthe exchange and sharing of meaning is made possible. Commtinication asa subject of scientific inquiry is not unique to the field of mass communication.Mathematicians, engineers, sociologists, psychologists, political scientists,anthropologists, and speech communicators have been taking an interest inthe study of communication. This is not surprising because communicationis the basic social process of human beings. Although communication hasgrown into a well developed field of study, Muslim scholars have rdrely hcusedon the study of communication. Thus, a brief introduction to the widely usedcommunication concepts and a framework for the study of communicationwithin the context of this paper is provided.In 1909, Charles Cooley defined communication from a sociologicalperspective as:The mechanism through which human relations exist and develop -all the symbols of mind, together with the means of conveyingthem through space and preserving them in time. It includes theexpression of the face, attitude and gesture, the tones of the voice,words, writing, printing, railways, telegraph, and whatever elsemay be the latest achievement in the conquest of space and time.In 1949, two engineers, Claude Shannon and Warren Weaver, definedcommunication in a broader sense to include all procedures:By which one mind may affect another. This, of course, involvesnot only written and oral speeches, but also music, the pictorialarts, the theater, the ballet, and, in kct, all human behavior.Harold Lasswell, a political scientist, defines communication simply as:A convenient way to describe the act of communication is to answerthe following question: Who, says what, in which channel, towhom, with what effect?S.S. Stevens, a behavioral psychologist, defines the act of communication as:Communication occurs when some environmental disturbance (thestimulus) impinges on an organism and the organism doessomething about it (makes a discriminatory response) . . . Themessage that gets no response is not a commnication.Social psychologist Theodore Newcomb assumes that:In any communication situation, at least two persons will becommunicating about a common object or topic. A major functionof communication is to enable them to maintain simultaneousorientation toward one another and toward the common object ofcommunication.Wilbur Schramm, a pioneer in American mass communication research,provides this definition:When we communicate we are trying to share information, anidea, or an attitude. Communication always requires threeelements-the source, the message, and the destination (thereceiver).


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