Communities of Practice and Critical Social Theory

2011 ◽  
pp. 2984-2990
Author(s):  
Steve Clarke

In philosophical terms, a key issue of communities of practice (CoPs) can be located within one of the key philosophical debates. The need for CoPs is traceable to the inadequacy in certain contexts of the so-called scientific or problem-solving method, which treats problems as independent of the people engaged on them. Examples of this can be drawn from the management domains of information systems development, project management, planning, and many others. In information systems development, for example, the whole basis of traditional systems analysis and design requires such an approach. In essence, in undertaking problem solving, the world is viewed as though it is made up of hard, tangible objects, which exist independently of human perception and about which knowledge may be accumulated by making the objects themselves the focus of our study. A more human-centered approach would, by contrast, see the world as interpreted through human perceptions: the reason why the problem cannot be solved is precisely because it lacks the objective reality required for problem solving. In taking this perspective, it may or may not be accepted that there exists a real world “out there”, but in any event, the position adopted is that our world can be known only through the perceptions of human participants. This question of objective reality is one with which philosophers have struggled for at least 2,500 years, and an understanding of it is essential to determining the need for, and purpose of, CoPs. The next section therefore discusses some of the philosophical issues relevant to the subjective-objective debate: a search for what, in these terms, it is possible for us to know and how we might know it.

Author(s):  
Steve Clarke

In philosophical terms, a key issue of communities of practice (CoPs) can be located within one of the key philosophical debates. The need for CoPs is traceable to the inadequacy in certain contexts of the so-called scientific or problem-solving method, which treats problems as independent of the people engaged on them. Examples of this can be drawn from the management domains of information systems development, project management, planning, and many others. In information systems development, for example, the whole basis of traditional systems analysis and design requires such an approach. In essence, in undertaking problem solving, the world is viewed as though it is made up of hard, tangible objects, which exist independently of human perception and about which knowledge may be accumulated by making the objects themselves the focus of our study. A more human-centered approach would, by contrast, see the world as interpreted through human perceptions: the reason why the problem cannot be solved is precisely because it lacks the objective reality required for problem solving. In taking this perspective, it may or may not be accepted that there exists a real world “out there”, but in any event, the position adopted is that our world can be known only through the perceptions of human participants. This question of objective reality is one with which philosophers have struggled for at least 2,500 years, and an understanding of it is essential to determining the need for, and purpose of, CoPs. The next section therefore discusses some of the philosophical issues relevant to the subjective-objective debate: a search for what, in these terms, it is possible for us to know and how we might know it.


Author(s):  
David A. Banks

This chapter examines some of the issues that are driving the development of a master’s course designated as “Information Systems Development Methodologies.” The course takes a “reality as a social construct” view of the world, the purpose of the approach being to encourage students to challenge assumptions and enhance their abilities to research, reflect, critique, and develop strong arguments to support their understanding of the subject area. An interpretive approach such as this can challenge those students whose experiences of previous educational settings have been more strongly oriented toward rote or positivistic teaching and learning styles. The chapter outlines a number of approaches that have been adopted to help students deal with interpretive approaches to learning and to introduce them to issues of belief, inquiry, argument, and reflection.


2012 ◽  
Vol 9 (1) ◽  
pp. 135-164 ◽  
Author(s):  
Damjan Vavpotic ◽  
Olegas Vasilecas

The paper presents a decision model and a tool that helps to find an information systems development methodology (ISDM) for a computer-based business information system (IS) that is suitable to a certain IS development project or an organization dealing with IS development. The intention of the model is not only to suggest a certain ISDM, but also to propose the properties an ISDM should have to suite the project or the organization. It is designed in a way that facilitates experimentation with different project, organization and ISDM properties. Based on the model we created a tool that has been applied on several cases in which we validated the correctness of its recommendations and established that it can have a significant positive contribution in the process of ISDM selection and in the process of improvement of existing ISDM.


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