Group Thinking and Conference Leadership

1951 ◽  
Vol 37 (1) ◽  
pp. 175
Author(s):  
James M. Mullendore ◽  
William E. Utterback
Keyword(s):  
Conference Leadership ◽  
Group Thinking

How is the moral stance related to the intentional stance and group thinking?

2020 ◽  
Vol 43 ◽  
Author(s):  
Hannes Rakoczy
Keyword(s):  
Natural History ◽  
Social Cognitive ◽  
Intentional Stance ◽  
Cognitive Capacities ◽  
Shared Intentionality ◽  
History Of ◽  
Group Thinking ◽  
Moral Stance

Abstract The natural history of our moral stance told here in this commentary reveals the close nexus of morality and basic social-cognitive capacities. Big mysteries about morality thus transform into smaller and more manageable ones. Here, I raise questions regarding the conceptual, ontogenetic, and evolutionary relations of the moral stance to the intentional and group stances and to shared intentionality.

Populism, Group Thinking and Banking Policy

2020 ◽  
Author(s):  
Federico Favaretto ◽  
Donato Masciandaro
Keyword(s):  
Banking Policy ◽  
Group Thinking

Beyond people group thinking: A critical reevaluation of unreached people groups

2018 ◽  
Vol 46 (3) ◽  
pp. 212-225 ◽  
Author(s):  
Peter T. Lee ◽  
James Sung-Hwan Park
Keyword(s):  
Theory And Practice ◽  
Conceptual Foundation ◽  
Global Mission ◽  
The People ◽  
Group Thinking ◽  
People Group

Since its inception at the 1974 Lausanne Congress, the concept of “unreached people groups” (UPG) has revolutionized global mission. Today, “people group thinking” represents perhaps the predominant paradigm in global mission. Yet for all its influence, few have carefully examined UPG’s questionable underlying assumptions. This article critically reevaluates two central tenets of UPG. First, using biblical and sociocultural analysis, we assess the conceptual foundation of UPG—the idea of the people group. Second, we engage theologically with mission strategies that arise from UPG. We conclude that UPG relies upon flawed biblical, theological, and sociocultural assumptions, and propose that missiology move beyond UPG in theory and practice.

scholarly journals The Decision-Making Process and the Construction of Online Sociality through the Digital Storytelling Methodology

Electronics ◽  
2021 ◽  
Vol 10 (20) ◽  
pp. 2465
Author(s):  
Pierpaolo Limone ◽  
Giusi Antonia Toto ◽  
Barbara Cafarelli
Keyword(s):  
Decision Making ◽  
Online Teaching ◽  
Digital Storytelling ◽  
Teaching Practice ◽  
Social Consequences ◽  
Teaching Methodology ◽  
Self Assessment ◽  
Emotional Involvement ◽  
Choice Phase ◽  
Group Thinking

Digital storytelling (DST) is a teaching methodology (and tool) that is very widespread in different types of training: formal and informal, professional, and for adults. Presently, education is evolving and moving towards digital storytelling, starting from the models of Lambert and Olher. Today, although DST is usually used in the training that students receive for narrative learning, experimentation on the psychological and social consequences of this online teaching practice is still scarce. The literature acknowledges the widespread use of DST online, from psychology to communication and from marketing to training, providing Lambert’s and Olher’s models as references. Thus, the purpose of experimentation in this subject has been to try to mix these two models by selecting the phases of the model that focus most on creativity and narrative writing. The purpose of this study is to illustrate the experimentation conducted in the initial training of teachers to monitor the processes of negotiating content, making decisions and building a group atmosphere through the use of a narrative technique in an educational context. The sample was offered comprehension activities on narrative categories, creativity and autobiographical writing. The process in the group choice phase (negotiation) of the story was monitored through a questionnaire that includes three scales (the Melbourne Decision Making Questionnaire, Organisational Attitude, and Negotiations Self-Assessment Inventory). The study concluded that the standardised planning of activities that, to a greater degree of depth, promote participation and emotional involvement allows the creation of strong group thinking and affects the decision-making and negotiation processes of the activities being carried out by the participants.

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