Language, Cognition, and Reality: Constructing Shared Meanings Through Communication

2003 ◽  
pp. 86-109
Keyword(s):  
Shared Meanings

Political Intimacy

2011 ◽  
Vol 25 (4) ◽  
pp. 658-677 ◽  
Author(s):  
Neringa Klumbytė
Keyword(s):  
Communist Party ◽  
Central Committee ◽  
The State ◽  
Artistic Creativity ◽  
Political Dialogue ◽  
The Public ◽  
Shared Meanings ◽  
Political Aesthetics ◽  
Late Socialism ◽  
Power Orders

This article explores intersections between power, subjectivity, and laughter by focusing on Šluota ( The Broom), a humor and satire journal published by the Central Committee of the Lithuanian Communist Party during late socialism (1970s to mid-1980s). In Lithuania, while the official newspapers and journals were commonly distrusted, The Broom was perceived as a grassroots media. In this article, the author asks how officially sanctioned socialist humor was translated into readers’ sincere laughter; how sensual and political dialogue was created between state authorities, artists, and readers. The author shows that in the case of the official culture of humor presented in The Broom, laughter cannot be easily classified as performance of resistance or support for the regime. In The Broom, the discourse of power was never monologic and simply oppressive. It was situational, contextual, and changing. Officially sanctioned laughter was infused with and mediated by private emotions and values. Moreover, the journal provided space for artistic creativity and self-expression that reshaped official political aesthetics. Laughter blurred the distinctions between the state and the citizen, the public and the private, the hegemonic and the sincere. The author argues that laughter is an experience and a performance of political intimacy through which various agents imagine a self, society, and the state and reproduce various power orders. Political intimacy refers to coexistence of state authorities and other subjects in fields of social and political comfort, togetherness, and dialogue as well as in the zones of shared meanings and values.

The Making of a President: The European Parliament and the Confirmation of Jacques Santer as President of the Commission

1996 ◽  
Vol 31 (1) ◽  
pp. 62-76 ◽  
Author(s):  
Simon Hix ◽  
Christopher Lord
Keyword(s):  
European Parliament ◽  
The Other ◽  
The European Union ◽  
Political Debate ◽  
European Elections ◽  
Shared Meanings ◽  
Single European Act ◽  
The One ◽  
Council Of Ministers ◽  
The Eu

THE SINGLE EUROPEAN ACT AND THE MAASTRICHT TREATY attempted to balance two principles of representation in their redesign of the institutional structures of the European Union: the one, based on the indirect representation of publics through nationally elected governments in the European Council and Council of Ministers; the other, based on the direct representation of publics through a more powerful European Parliament. There is much to be said for this balance, for neither of the two principles can, on its own, be an adequate solution at this stage in the development of the EU. The Council suffers from a non-transparent style of decision-making and is, in the view of many, closer to oligarchic than to democratic politics. On the other hand, the claims of the European Parliament to represent public sentiments on European integration are limited by low voter participation, the second-order nature of European elections and the still Protean nature of what we might call a transnational European demos. The EU lacks a single public arena of political debate, communications and shared meanings; of partisan aggregation and political entrepreneurship; and of high and even acceptance, across issues and member states, that it is European and not national majority views which should count in collective rule-making.

Shared shorelines, shared meanings?: Examining place meaning in Puget Sound

2021 ◽  
Vol 135 ◽  
pp. 102559
Author(s):  
David J. Trimbach ◽  
Kelly Biedenweg
Keyword(s):  
Puget Sound ◽  
Place Meaning ◽  
Shared Meanings

Leadership: Convergence and Divergence in Leadership Relations

2017 ◽  
Vol 28 (3) ◽  
pp. 319-334 ◽  
Author(s):  
Mats Alvesson
Keyword(s):  
Shared Meanings ◽  
Leaders And Followers ◽  
Convergence And Divergence ◽  
High Level ◽  
The Relationship

The article argues for theorizing and studying the significance of how so-called leaders and followers converge or diverge in their views and understandings of the leadership/followership relations they may be part of. Divergence or misfits may be common yet missed by the researcher who takes only one party’s view of leadership into account and/or assumes that people involved define the relationship in a similar way. The article identifies and illustrates four typical forms of shared/diverse meanings regarding leadership: high-alignment leadership (shared meanings), value misfit (diverse assessment), construction misfit (different views of what goes on), and multiple breakdowns (high level of confusion of what goes on and how to assess it). Given variations in views of leadership, this article makes a case for considering “divergent relationalities”—in some opposition to common ideas about “smooth” leadership/followership relations based on convergent meanings.

Service innovation as a social construction: The role of boundary objects

2018 ◽  
Vol 19 (3) ◽  
pp. 259-279 ◽  
Author(s):  
Cristina Mele ◽  
Roberta Sebastiani ◽  
Daniela Corsaro
Keyword(s):  
Social Construction ◽  
Service Innovation ◽  
Innovation Process ◽  
Boundary Objects ◽  
Resource Integration ◽  
Shared Meanings ◽  
Socially Constructed ◽  
The Social ◽  
Outcome Perspective

This article advances a conceptualization of service innovation as socially constructed through resource integration and sensemaking. By developing this view, the current study goes beyond an outcome perspective, to include the collective nature of service innovation and the role of the social context in affecting the service innovation process. Actors enact and perform service innovation through two approaches, one that is more concerted and another that emerges in some way. Each approach is characterized by distinct resource integration processes, in which the boundary objects (artifacts, discourses, and places) play specific roles. They act as bridge-makers that connect actors, thereby fostering resource integration and shared meanings.

scholarly journals In the Beginning was the Commons: Transformative Learning as Praxis for Regenerating the Cultural Commons

2021 ◽  
Vol 8 (2) ◽  
pp. 6
Author(s):  
Aftab Omer ◽  
Melissa Schwartz
Keyword(s):  
Transformative Learning ◽  
Educational Institutions ◽  
Truth Telling ◽  
Human Capabilities ◽  
Shared Meanings ◽  
The Core ◽  
State Education ◽  
The Commons ◽  
Cultural Commons ◽  
In The Beginning

Culture is the medium through which human capabilities are transmitted. In this respect, culture may be understood as a commons that is consequential to the future of other forms of commons. Regenerating the commons is inherently and intrinsically associated with democratizing and partnering. The commons of shared meanings that enable truth telling are exploitable by the market when education is dominated by the market. If educational institutions are at the behest of the market and the state, education can neither be a commons nor be in the service of the commons. We can frame this circumstance as an enclosure of learning. Transformative learning facilitates a shifting from the mindset of exploiting the commons to a mindset of regenerating the commons. In fact, the core transformation that occurs in transformative learning is the liberation of awareness from identity enclosure. Such a liberation prepares the ground for growing partnership capabilities from the intimate to the global, essential for preserving and regenerating the commons. An education that transforms seeks to re-sacralize and regenerate culture as a commons, which can then enable partnership-based care towards all other forms of commons.

Managing Knowledge-Based Organizations Through Trust

2011 ◽  
pp. 1-29 ◽  
Author(s):  
Maija-Leena Huotari ◽  
Mirja Iivonen
Keyword(s):  
Social Capital ◽  
Knowledge Management ◽  
Organizational Development ◽  
Primary Source ◽  
Well Being ◽  
Knowledge Generation ◽  
Shared Meanings ◽  
Organizational Behaviour ◽  
Knowledge Based

This chapter provides a comprehensive basis for understanding the role of trust in knowledge management and systems in organizations. The point of departure is the resource and knowledge-based theories of an enterprise that place knowledge generation as the primary source of wealth and social well-being. The authors show the crucial role of the intangible factors of trust, knowledge and information as related to the social capital and the development of the intellectual capital of an organization. The multidisciplinary nature of the concept of knowledge management and of trust is examined by a thorough review of literature. Trust is seen as a situational and contextual phenomena whose impact on the development of an organizational culture and climate and on success with collaborating is explored as related to the relational, cognitive and structural dimensions of social capital. The overall aim is to sustain strategic capability in the networked mode of performing. The importance of normative trust, shared values and shared meanings is stressed as a frame of reference to organizational behaviour and in communities of practice, but also the role of swift trust is highlighted. The authors provide ideas for empirical research to develop theory of the strategic management of knowledge and information and outline implications for practices for the organizational development.

Cross-Cultural Adaptation of E-Learning

2011 ◽  
pp. 829-841
Author(s):  
Emmanuel Blanchard ◽  
Claude Frasson
Keyword(s):  
Adaptive Systems ◽  
Stable System ◽  
Static System ◽  
Learning Session ◽  
Pedagogical Strategies ◽  
Cross Cultural Adaptation ◽  
Shared Meanings ◽  
New Family ◽  
Cultural Proximity ◽  
E Learning

This chapter introduces the concepts of Culturally AWAre Systems CAWAS), a new family of adaptive systems that try to adapt learning contents and pedagogical strategies according to learners’ cultural background. CAWAS is based on the notion of cultural intelligence and on the representation of a culture as both a static system i.e. a “relatively stable system of shared meanings, a repository of meaningful symbols…” and a dynamic one i.e “a process of production of meanings. A methodology for evaluating culturally rate and selecting appropriate resources is described. A system implementing this methodology is finally introduced. The aim of this work is to develop systems that will be better accepted by learners and de facto will work more efficiently by showing a cultural proximity with learners during a learning session.

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