This article systematically examines the academic literature on personalism and personalization in political parties. Its comprehensive review uses existing studies to (1) demonstrate that ...personalism has a rich and complex history; (2) outline conceptual differences within the literature related to size, clientelism, internal organization, centralization, and mediatic image; (3) trace patterns of institutionalization and de-personalization of personal parties; and (4) evaluate existing empirical and methodological approaches to the topic. Finally, the conclusion advocates for the adoption of a clear research agenda and proposes conceptual, quantitative, and discursive alternatives to what has already been done.
This conceptual article explains the importance of a paradigm shift in organizations. We propose a paradigm shift from human resources management to person management. This shift is not just semantic ...but implies a humanistic and realistic vision of the complexity of the human beings around us. We begin by outlining the theoretical underpinnings of person management, through personalism. Then, using Edgar Morin's complexity paradigm, we continue the humanist anchoring, while adding a realistic vision of humans, their interactions, and their environment. Finally, we present four effects of managing people in complexity. The first concerns a solidarity that cannot be imposed. The second presents the multiplicity of identities, the third examines formalization, while the fourth focuses on performance and hidden costs.
Research Summary: We develop a multi-level theory of dynamic capabilities (DCs) that explains resource dynamics by giving a central role to persons and interpersonal interactions rather than to ...abstract, firm-level entities. Our theory integrates the contrasting approaches to DCs in individual-, interpersonal-, and organization-level scholarship. Existing organization-level approaches portray DCs as collective endeavors but do not specify how they emerge and operate within organizations, while microfoundational approaches illuminate actors' contributions but reduce a firm's DCs to the cognitions and actions of a few top managers. Our integrated theory instead explains DCs as effortful social accomplishments emerging from individual employees' capacity to leverage interpersonal relationships conducive to productive dialogue. The framework we propose offers new ground for understanding how DCs can be sources of sustainable competitive advantage. Managerial Summary: How can firms navigate the transformations that relentlessly raise new threats and opportunities in dynamic environments? We suggest that firms develop dynamic capabilities to navigate change when their employees are connected through high-quality relationships, empowering their innovative potential. Strategic adaptation is possible when people are given the opportunity to act, think, and feel creatively while performing tasks, thus envisioning opportunities to improve how the firm operates. This ability supports sustainable, firm-level innovation when employees are connected through interpersonal relationships founded on constructive dialogue. Dialogue allows participants to advance and accept proposals for change even in the presence of conflicting interests and viewpoints. Managers may therefore enhance their firm's capacity for change by fostering individual integration and developing contexts that facilitate dialogue and constructive opposition.
In this paper I focus my attention on personalistic pedagogy, and its connection with transcendence, which was defined by Karol Wojtyła as ‘another name for the person’, because of its close link to ...the realisation of man as a person (Wojtyła, 1993, s. 230). In this regard, I focus my attention on references to transcendence in the studies of selected personalists. In its structure the article proposes reflection over the following problems: 1) the spiritual and transcending dimension of the bodily character of the human person; 2) the transcendence of the human person and the human person’s quest for values in the varieties of personalisms; 3) the ‘naturalisation’ of the ‘person’ category, and the openness to transcendence; 4) transcendence in historical, metaphysical and theological personalism; 5) education as a process between nature, culture and transcendence. According to Karol Wojtyła, when we talk about transcendence in relation to the human person we should take into account three dimensions: 1) transcendence in action; 2) transcendence towards another ‘I’ and 3) transcendence towards personal God. The biological life is never able to explain the spiritual life, and it is the spiritual life that gives meaning to the biological life, because the only sphere of the spirit reveals to us the value of the personal life and the meaning of human existence. This consequently leads to the need for separate reflection on the world and on man. In this sense, both in theoretical reflection and in practical action, the above-mentioned need is emphasised and points to respect for the ‘mystery of the child’, all the more acceptable in a climate of faith and openness to transcendence. Of course, the process of education and teaching can be approached superficially, in a shallow sense, in which we can remain closed to the possibilities and potential of human development. Epistemological distinctions connected to Maritain’s levels of cognition allow us to notice at least two types of teaching and education (flat and deep). A human being might stop (for various reasons, of course) at the lower levels of existence, and give up any aspirations to higher values, and to transcendence. Here we can seek help in explaining the part of staying open on transcendence of personalistic pedagogy.
A faithful proponent of the tradition of the ‘Silver Age’ of Russian philosophical tradition that elevates holistic knowledge, Nikolai Lossky became known worldwide for his unique emphasis on ...personality development. This article explores the concrete tenets of Lossky’s philosophical personalism as ‘spiritual personalism’ in which science, philosophy, and religion are craftily integrated into one complex vision of human personhood. The roots of Lossky’s philosophical personalism in the spiritual and ethical evolution of humankind, society, and nature are explored, along with their pastoral/therapeutic implications for our present society.
While agreeing with Lundh (2023) on many of his major points, this article also questions the notion of a 'population psychology.' It is argued that the knowledge produced in population-level ...studies, whether correlational, experimental, or mixed, is inherently demographic in nature. Concerning individual-level studies, agreement with Lundh (2023) is expressed concerning the need to distinguish between a conception of individuals as mere depositories of neurophysiological mechanisms on the one hand, and as active, purposeful agents on the other. It is suggested that the conceptual framework called 'critical personalism' would well serve a scientific psychology committed to the latter view.
Character education and virtues Andrea Porcarelli
Revista de educación religiosa,
05/2024, Letnik:
3, Številka:
1
Journal Article
Recenzirano
Odprti dostop
The subject of character education has aroused increasing interest over the past decades, during which several specialised research centres have taken shape. As part of the awakening of interest in ...practical philosophy, extensive research on the ethics of virtues has been developed. There are some research centres, especially in the UK, which have linked character education and the development of virtues. A pedagogical framework that would be interesting to explore more deeply can be identified within the personalist approach, above all through the contribution of Thomas Aquinas. This paper develops the idea that Aquinas’s moral doctrine on virtues can be the ideal theoretical foundation for the education of character in the personalist sense.
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