Sensible Knowledge and Practice-based Learning

Strati, Antonio

doi:10.1177/1350507607073023

Cited by 278 publications

(347 citation statements)

References 21 publications

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“…The most important contribution of PBS to the field of organisational studies is the understanding that practices are a system of activities in which knowing cannot be separated from doing [30,[40][41][42]. The studies that support this view also acknowledge that knowledge does not reside in individuals' minds it is not an individual cognitive resource but something that people do together.…”

Section: Discussionmentioning

confidence: 73%

Sustainability as Practice: Reflections on the Creation of an Institutional Logic

Silva

Figueiredo

2017

Sustainability

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Abstract:Debates over social and organisational sustainability are constant because sustainability must stem from beliefs and goals that social and economic actors share. However, there is still a gap in the knowledge about how sustainability is practiced. In this theoretical paper, we use institutional logic (IL) to assume that the logic of sustainability can contribute to sustainability studies by explaining how practices are socially constructed and shared among actors. We consider sustainability as a practice by articulating IL through an understanding of practice-based studies (PBS). Sustainability as a practice facilitates the emergence of new organisational values and contributes to changes that support a new institutional logic. Hence, we define the institutional logic of sustainability (ILS) as a theoretical approach enabling comprehension of how sustainability can be observed and practiced through socially constructed actions and intentions. We highlight its relevance to deep sustainability studies and argue that by using different roles and meanings surrounding its performance, sustainability as a practice can facilitate studies about organisations.

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Section: Discussionmentioning

confidence: 73%

Sustainability as Practice: Reflections on the Creation of an Institutional Logic

Silva

Figueiredo

2017

Sustainability

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“…Sua principal contribuição é endossar a premência pelo resgate do corpo para o estudo das práticas no contexto organizacional, enfatizando indiretamente a pertinência de outros trabalhos que abordaram anteriormente a questão da corporeidade a partir de uma perspectiva fenomenológica no campo dos EOs (Strati, 2007;Hancock, 2008). Todavia, cabe ressaltar que a intenção de Sandberg & Dall'Alba (2009) de elaborar uma forma integrada da conceptualização prática em torno dos conceitos de entrelaçamento com o mundo, modos de ser, corpo vivo, ser com os outros e equipamentos, é realizada de forma incipiente.…”

Section: Conceito Do Mundo-da-vida Aspecto Das Abordagens Da Práticaunclassified

Pensando as práticas organizacionais no ambiente: as contribuições da perspectiva do habitar

Figueiredo¹

2015

Desenvolv. Meio Ambiente

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Ensaio recebido em 5 de maio de 2014, versão final aceita em 19 de fevereiro de 2015. RESUMO:Este ensaio objetiva esboçar uma forma vivencial de compreender a organização a partir de uma perspectiva incorporada, que privilegie a análise das práticas organizacionais situadas no ambiente. Tomamos a perspectiva do habitar a fim de enriquecer a compreensão do mundo da vida, no qual a percepção ocorre, para esclarecer como o conhecimento emerge das práticas situadas do viver. Este artigo propõe uma abordagem que descreve as práticas do viver com base no entrelaçamento com o mundo da vida, como um processo corporificado (embodied) e situado no ambiente. O trabalho apresenta novas possibilidades de pesquisa sobre a relação entre pessoas e organizações, uma vez que a perspectiva do habitar possibilita a compreensão de que a organização não é apenas um espaço habitado, mas é um espaço de vida. A contribuição se dirige a preencher duas lacunas identificadas nos estudos sobre as práticas nos Estudos Organizacionais: (1) o esforço de resgatar o potencial crítico das práticas em relação aos conceitos positivistas e racionalistas impostos aos estudos organizacionais, e (2) a necessidade de promover uma articulação mais clara do entrelaçamento com o mundo da vida, que é crucial para a análise da prática situada no ambiente.Palavras-chave: ambiente; práticas; perspectiva do habitar; mundo da vida; entrelaçamento. ABSTRACT:The purpose of this essay is to outline an experiential way of understanding the organization, from a embodied perspective, that privileges the analyses of organizational practices situated in the environment. We take the dwelling perspective in order to enrich the comprehension of the life-world where the perception takes place and to clarify how knowledge emerges from situated living practices. This paper proposes an approach that describes living practices based on the entwinement with the life-world, such as an embodied process situated in the environment. The paper presents new possibilities of research about the relation between individuals and organizations, as the dwelling perspective enables the comprehension that the organization is not only inhabited, but is a living space. The goal is to fill gaps identified in the two studies on practices in Organizational Studies: (1) the effort to rescue the critical potential of practices in relation to positivist and rationalist concepts

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“…The notion of performative judgments draws upon the relationships between theory and practice as well as training and education. It is theoretically supported by a practice perspective (Antonacopoulou, 2015;Bourdieu, 1990;Schatzki, 2001) departing from a rereading of Aristotle's virtues of thought (Aristotle, 1999;Pakaluk, 2005) and Strati's idea of sensible knowledge (Strati, 2007). Performative judgments are the ongoing ability of make decisions and solve complex problems.…”

Section: Introductionmentioning

confidence: 98%

“…Bourdieu (1990) (from the Greek word phronesis) for desirable good judgment, while Strati (2007) claims that aesthetics and sensible knowledge are needed to perform judgments. What I claim as "performative judgment" is the ability to make good decisions within a research practice field (Bourdieu, 1990).…”

Section: Performative Judgments: Virtues Of Thought and Sensible Knowmentioning

confidence: 99%

Educating Qualitative Researchers in Management: Toward Performative Judgements

Bispo

2017

Rev. adm. empres.

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The aim of this essay is to reflect critically on qualitative research education in doctoral management programs. The central idea is to offer a qualitative research education model supported by the concept of performative judgment. The notion of performative judgment draws upon Aristotle's virtues of thought via Strati's idea of sensible knowledge. The proposal focuses on a theoretical understanding of qualitative research education rather than prescribing pedagogical techniques or steps. The performative judgment education model is therefore open-ended and flexible and may fit in different doctoral program settings. It also helps to reveal the differences between the notions of training and education, showing how they can work together in the educational process. KEYWORDS | INTRODUCTIONOver the last two decades, management education-especially doctoral management education-has been given less attention than management and organizational research (Dent, 2002;French & Grey, 1996;Vaara & Fay, 2012). This situation reflects scholars' principal focus on research to the detriment of teaching and education, arising from the recognition that comes from publishing as opposed to classroom and other forms of education performance (Marx, Garcia, Butterfield, Kappen, e Baldwin , 2015).According to Vaara and Fay (2012), we are living in a period of reproduction of management education-which includes doctoral education-at large scale. This situation has been caused in part by the spread of university accreditations and rankings that lead to homogenization in management You management education regardless of the context in which it happens.One of these understandings is the idea of "publish or perish" that has increased the distance between research and teaching. This approach creates the sense that good universities should prioritize research over teaching. It has become common to find scholars working at universities who do not like teaching (Czarniawska, 2015;Marx et al., 2015).Even assuming that the most prestigious universities are those where good research is pursued, it is not possible to deny that universities are also places of education, teaching, and learning. Seeing universities primarily as research spaces violates their nature (Cassuto, 2015). Czarniawska (2015) discloses a situation to demonstrate carelessness with teaching. "Once when bemoaning a lack of interest from practitioners in front of a US audience, I met with the response that there was nothing to worry about: After all, there are so many doctoral students to teach!" (p. 111). This statement points toward a typical but worrying situation. It is worrying because doctoral education has problems (Cassuto, 2015;Dent, 2002;Marx et al., 2015). One of them is the lack of identity regarding doctoral programs' goals and ends These problems are partly due to poor qualitative research education in doctoral programs and a misunderstanding of the differences between education and training. Education presupposes learning and involves knowledge and underst...

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Sensible Knowledge and Practice-based Learning

Cited by 278 publications

References 21 publications

Sustainability as Practice: Reflections on the Creation of an Institutional Logic

Sustainability as Practice: Reflections on the Creation of an Institutional Logic

Pensando as práticas organizacionais no ambiente: as contribuições da perspectiva do habitar

Educating Qualitative Researchers in Management: Toward Performative Judgements

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