Research and development （R＆D） projects often employ management by objectives （MBO） as a way to make steady progress toward diffficult-to-reach targets. As a result, it is hard to motivate those project members w...Research and development （R＆D） projects often employ management by objectives （MBO） as a way to make steady progress toward diffficult-to-reach targets. As a result, it is hard to motivate those project members who may be strongly oriented toward self-management. Furthermore, for R＆D projects that use the stage-gate approach, because there are multiple evaluation barriers, there may be distortions in the behavior or the training of R＆D personnel. For human resource training in R＆D projects, it is important to educate managers and project members in quality-cost-delivery or project-management-body-of-knowledge methods, but this is not enough. For successful R＆D, it is also important to consider approaches that will enable personnel to acquire high-level tacit knowledge related to project management （PM） and practical wisdom （i.e., phronesis）. If comprehensive human resource training that fosters the learning of PM-related knowledge and management by belief （MBB） is possible, this holds forth the prospect of effective human resource training methods for R＆D projects. The present research examines the human resource training process for R＆D projects by using a PM phronesis acquisition model. We confirmed the effectiveness of the PM phronesis acquisition model proposed in this research by testing in an actual R＆D project.展开更多
Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the stand...Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.展开更多
Contemporary China, the largest construction site in the world, is the centre of production of architectural ＇vessels＇ that are compacted with technical and scientific knowledge. Nevertheless, traditional wisdom and...Contemporary China, the largest construction site in the world, is the centre of production of architectural ＇vessels＇ that are compacted with technical and scientific knowledge. Nevertheless, traditional wisdom and personal cultivation is often neglected in this process of creating architecture. This paper makes a connection between the Chinese ideogram of 道 （dao = way）, with the Greek term of φρovησιc （phronesis = practical wisdom）, in the context of architecture. We argue that both terms bring forth the importance of ethics and practical wisdom in the making of architecture, as a process of cultivation. This argument is discussed through two case studies： a historical Chinese garden （Sima Guang＇s ＇Garden of Solitary Enjoyment＇）, as a manifestation of Dao, and an educational situation from a contemporary architectural design studio in a school of architecture, as a manifestation of phronesis. Both these diverse examples offer a possibility to see architecture as the creation of ＇vessels for life＇ where ＇vessel＇ and ＇life＇ are inseparable.展开更多
Although serious efforts are made internationally and nationally, it is a slow process to make our physical environment accessible. In the actual design process, architects play a major role. But what kinds of knowled...Although serious efforts are made internationally and nationally, it is a slow process to make our physical environment accessible. In the actual design process, architects play a major role. But what kinds of knowledge, including research-based knowledge, do practicing architects make use of when designing accessible environments？ The answer to the question is crucially important since it affects how knowledge is distributed and how accessibility can be ensured. In order to get first-hand knowledge about the design process and the sources from which they gain knowledge, 11 qualitative interviews were conducted with architects with experience of designing for accessibility. The analysis draws on two theoretical distinctions. The first is research-based knowledge versus knowledge used by architects. The second is context-independent knowledge versus context-dependent knowledge. The practitioners found their primary support in context-dependent knowledge, whereas context-independent knowledge was criticized as being too prescriptive. Further, they tended to ask for assistance from the researcher in person rather than reading research publications. The findings challenge research in two ways--first, to produce context-dependent knowledge to structure the first step of the design process, second, to develop new ways to ensure a knowledge flow between research and practice.展开更多
文摘Research and development （R＆D） projects often employ management by objectives （MBO） as a way to make steady progress toward diffficult-to-reach targets. As a result, it is hard to motivate those project members who may be strongly oriented toward self-management. Furthermore, for R＆D projects that use the stage-gate approach, because there are multiple evaluation barriers, there may be distortions in the behavior or the training of R＆D personnel. For human resource training in R＆D projects, it is important to educate managers and project members in quality-cost-delivery or project-management-body-of-knowledge methods, but this is not enough. For successful R＆D, it is also important to consider approaches that will enable personnel to acquire high-level tacit knowledge related to project management （PM） and practical wisdom （i.e., phronesis）. If comprehensive human resource training that fosters the learning of PM-related knowledge and management by belief （MBB） is possible, this holds forth the prospect of effective human resource training methods for R＆D projects. The present research examines the human resource training process for R＆D projects by using a PM phronesis acquisition model. We confirmed the effectiveness of the PM phronesis acquisition model proposed in this research by testing in an actual R＆D project.
文摘Strengthening moral learning may become available to us by bringing phronesis and transformative learning in a common theoretical space. For both Aristotle and Mezirow, the exercise of morality, or rising to the standard of moral choice, decision, and action, is not the result of an intuitive achievement or a sudden understanding of a morally demanding situation but a lifelong affair. Our strategy here addresses three aims： Firstly, to invoke and reclaim the endemic bond between education in the broader sense of paideia and the significant role that reeds to be re-ascribed to moral education. This allows a turn towards qualitative features and makes room for an inclusion of moral education, or values education, within education. Secondly, to portray the exercise of autonomy, choice, and judgment as a result of paideutic development; both theories share the assumption that moral learning rests on constant reflection upon past experiences and the zetesis of future goals. Thirdly, to focus on the way one reclaims the right to exercise judgment, whenever this is required. A joint study of the two theories may enlighten the content of this lifelong reflective procedure.
文摘Contemporary China, the largest construction site in the world, is the centre of production of architectural ＇vessels＇ that are compacted with technical and scientific knowledge. Nevertheless, traditional wisdom and personal cultivation is often neglected in this process of creating architecture. This paper makes a connection between the Chinese ideogram of 道 （dao = way）, with the Greek term of φρovησιc （phronesis = practical wisdom）, in the context of architecture. We argue that both terms bring forth the importance of ethics and practical wisdom in the making of architecture, as a process of cultivation. This argument is discussed through two case studies： a historical Chinese garden （Sima Guang＇s ＇Garden of Solitary Enjoyment＇）, as a manifestation of Dao, and an educational situation from a contemporary architectural design studio in a school of architecture, as a manifestation of phronesis. Both these diverse examples offer a possibility to see architecture as the creation of ＇vessels for life＇ where ＇vessel＇ and ＇life＇ are inseparable.
文摘Although serious efforts are made internationally and nationally, it is a slow process to make our physical environment accessible. In the actual design process, architects play a major role. But what kinds of knowledge, including research-based knowledge, do practicing architects make use of when designing accessible environments？ The answer to the question is crucially important since it affects how knowledge is distributed and how accessibility can be ensured. In order to get first-hand knowledge about the design process and the sources from which they gain knowledge, 11 qualitative interviews were conducted with architects with experience of designing for accessibility. The analysis draws on two theoretical distinctions. The first is research-based knowledge versus knowledge used by architects. The second is context-independent knowledge versus context-dependent knowledge. The practitioners found their primary support in context-dependent knowledge, whereas context-independent knowledge was criticized as being too prescriptive. Further, they tended to ask for assistance from the researcher in person rather than reading research publications. The findings challenge research in two ways--first, to produce context-dependent knowledge to structure the first step of the design process, second, to develop new ways to ensure a knowledge flow between research and practice.
