Occupation, and its relationship with health and well‐being, is very complex. It can be described in many different ways by the profession within which it is so central that it provides its name. A simple way to talk about occupation that appears to appeal to a wide range of people is as a synthesis of doing, being and becoming. In the present paper I reflect on how a dynamic balance between doing and being is central to healthy living and wellness, and how becoming whatever a person, or a community, is best fitted to become is dependent on both. Doing is often used as a synonym for occupation within our profession and is so important that it is impossible to envisage the world of humans without it. Being encapsulates such notions as nature and essence, about being true to ourselves, to our individual capacities and in all that we do. Becoming adds to the idea of being a sense of future and holds the notions of transformation and self actualization. It is a concept that sits well with enabling occupation and with ideas about human development, growth and potential. Occupational therapists are in the business of helping people to transform their lives through enabling them to do and to be and through the process of becoming. In combination doing, being and becoming are integral to occupational therapy philosophy, process and outcomes, and some attention is given as to how we may best utilize these in self growth, professional practice, student teaching and learning, or towards social and global change for healthier lifestyles.
This book is an attempt to address a series of imperceptible movements, modes of becoming, forms of change, and evolutionary transformations that make up natural, cultural, and political life.I have called these movements ''becomings,'' but what it is that becomes, and what it becomes, are less clear and less interesting than the movement itself.Movement does not attach to a stable thing, putting it in motion; rather, movement preexists the thing and is the process of di√erentiation that distinguishes one object from another.I am interested in the processes that make and unmake objects, whether these are natural objects, manufactured objects or those objects that live and experience.These various forms of movement, forms of accomplishment or actualization, constitute material and living things.This book explores the conditions under which material and living things overcome themselves and become something other than what they were.It elaborates the di√erence that constitutes things, including subjects, and that structures the relations between things.Things undergo becomings, which transform them in ways which are unpredictable and irreversible.These becomings are the testament to the di√erences that constitute whatever identity things-including subjects, living beings-might have.Becomings complexify, transform, overcome in ways that are measurable but also imperceptible.I will look at how change occurs, that is, how di√erence elaborates itself, whether it is at the level of material and natural objects and forces, or at the level of
By now, the becoming business-like of nonprofit organizations (NPOs) is a well-established global phenomenon that has received ever-growing attention from management and organization studies. However, the field remains hard to grasp in its entirety, as researchers use a multitude of similar, yet distinct, key concepts. The considerable range and complexity of these overlapping notions create major challenges: Scholars struggle to position their work in a larger context; it is not easy to build on previous findings and methodological developments; and research gaps are difficult to identify. The present article presents the first systematic literature review to confront those challenges by reviewing 599 relevant sources. In a first step, various key concepts are clarified. Second, the field is mapped according to three research foci: causes of NPOs becoming business-like, organizational structures and processes of becoming business-like, and effects of becoming business-like. From this, we draw conclusions and make suggestions for further research.
Acknowledgements. Prologue. 1. Becoming Woman or Sexual Difference Revisited. 2. Zig--Zagging Through Deleuze And Feminism. 3. Metamorphoses: Becoming Woman/Animal/Insect. 4. Cyber--Teratologies. 5. Metamorphoses: The Becoming--Machine. Epilogue. Bibliography. Notes. Index.
(2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice: Vol. 41, Becoming a Self-Regulated Learner, pp. 64-70.
Notions of ‘being’ and ‘becoming’ are intrinsic to childhood research. Whilst the ‘being’ child is seen as a social actor actively constructing ‘childhood’, the ‘becoming’ child is seen as an ‘adult in the making’, lacking competencies of the ‘adult’ that he or she will ‘become’. However, I argue that both approaches are in themselves problematic. Instead, theorising children as ‘being and becomings’ not only addresses the temporality of childhood that children themselves voice, but presents a conceptually realistic construction suitable to both childhood researchers and practitioners.
Abstract This paper presents the theoretical foundation for a different type of place-centered or regional geography. The framework rests upon an integration of time-geography and the emerging theory of structuration. It also builds upon a conceptualization of place as a constantly becoming human product as well as a set of features visible upon the landscape. Place is seen as a process whereby the reproduction of social and cultural forms, the formation of biographies, and the transformation of nature ceaselessly become one another at the same time that time-space specific activities and power relations continuously become one another. It is further contended that the ways in which these phenomena are interwoven in the becoming of place or region are not subject to universal laws but vary with historical circumstances. Three empirical foci that suggest themselves from the framework are briefly discussed. Key Words: time-geographystructurationpower relationssocial reproductionlanguageknowledge
What It Means to Be a Critically Reflective Teacher. Becoming Critically Reflective: A Process of Learning and Change. Learning to Know Ourselves: The Value of Autobiography. Surprised by the Familiar: What Autobiographies Reveal. Seeing Ourselves Through Our Students' Eyes. Understanding Classroom Dynamics: The Critical Incident Questionnaire. Holding Critical Conversations About Teaching. Solving Problems Collaboratively: The Good Practices Audit. Storming the Citadel: Reading Theory Critically. Using the Literature of Critical Reflection. Negotiating the Risks of Critical Reflection. Creating a Culture of Reflection.
In this book one of America's most distinguished psychologists describes his experiences in helping people to discover the path to personal growth through an understanding of their own limitations and potential. What is personal growth? Under what conditions is it possible? How can one person help another? What is creativity, and how can it be fostered? These are some of the issues raised, which challenge many concepts of traditional psychology. Contemporary psychology derives largely from the experimental laboratory, or from Freudian theory. It is preoccupied with minute aspects of animal and human behaviour, or with the mentally ill. But there are rebels, of whom the author counts himself as one, along with Gordon Allport, Abraham Maslow and Rollo May, who feel that psychology and psychiatry should be aiming higher, and be more concerned with growth and potentiality in man. The interest of such a psychology is in the production of harmoniously mature individuals, given that we all have qualities and possibilities infinitely capable of development. Successful development makes us more flexible in relationships, more creative, and less open to suggestion and control. This book, philosophical and provocative, summarizes Dr Rogers' experience.Non-technical in its language, it is not only for psychologists and psychiatrists, but for teachers and counsellors, religious and social workers, labour-management specialists and anyone interested in 'becoming'.
We invite readers to dig for ganguri (yams) at and with Bawaka, an Indigenous Homeland in northern Australia, and, in doing so, consider an Indigenous-led understanding of relational space/place. We draw on the concept of gurrutu to illustrate the limits of western ontologies, open up possibilities for other ways of thinking and theorizing, and give detail and depth to the notion of space/place as emergent co-becoming. With Bawaka as lead author, we look to Country for what it can teach us about how all views of space are situated, and for the insights it offers about co-becoming in a relational world.
Traditional approaches to organizational change have been dominated by assumptions privileging stability, routine, and order. As a result, organizational change has been reified and treated as exceptional rather than natural. In this paper, we set out to offer an account of organizational change on its own terms—to treat change as the normal condition of organizational life. The central question we address is as follows: What must organization(s) be like if change is constitutive of reality? Wishing to highlight the pervasiveness of change in organizations, we talk about organizational becoming. Change, we argue, is the reweaving of actors' webs of beliefs and habits of action to accommodate new experiences obtained through interactions. Insofar as this is an ongoing process, that is to the extent actors try to make sense of and act coherently in the world, change is inherent in human action, and organizations are sites of continuously evolving human action. In this view, organization is a secondary accomplishment, in a double sense. Firstly, organization is the attempt to order the intrinsic flux of human action, to channel it towards certain ends by generalizing and institutionalizing particular cognitive representations. Secondly, organization is a pattern that is constituted, shaped, and emerging from change. Organization aims at stemming change but, in the process of doing so, it is generated by it. These claims are illustrated by drawing on the work of several organizational ethnographers. The implications of this view for theory and practice are outlined.
Introduction: A Sense of Things to Come. 1. Meeting Qualitative Inquiry. 2. Prestudy Tasks: Doing What Is Good for You. 3. Being There: Developing Understanding Through Participant Observation. 4. Making Words Fly: Developing Understanding Through Interviewing. 5. Personal Dimensions: Field Relations and Reflexivity. 6. But Is It Ethical? Considering What's Right. 7. Finding Your Story: Data Analysis. 8. Crafting Your Story: Writing Up Qualitative Data. 9. Improvising a Song of the World: Language and Representation. 10. The Continuing Search. Glossary of Key Terms. Appendix: Guide for Developing a Qualitative Research Proposal. References. Name Index. Subject Index.
Abstract In this ethnographic study of summer undergraduate research (UR) experiences at four liberal arts colleges, where faculty and students work collaboratively on a project of mutual interest in an apprenticeship of authentic science research work, analysis of the accounts of faculty and student participants yields comparative insights into the structural elements of this form of UR program and its benefits for students. Comparison of the perspectives of faculty and their students revealed considerable agreement on the nature, range, and extent of students' UR gains. Specific student gains relating to the process of “becoming a scientist” were described and illustrated by both groups. Faculty framed these gains as part of professional socialization into the sciences. In contrast, students emphasized their personal and intellectual development, with little awareness of their socialization into professional practice. Viewing study findings through the lens of social constructivist learning theories demonstrates that the characteristics of these UR programs, how faculty practice UR in these colleges, and students' outcomes—including cognitive and personal growth and the development of a professional identity—strongly exemplify many facets of these theories, particularly, student‐centered and situated learning as part of cognitive apprenticeship in a community of practice. © 2006 Wiley Periodicals, Inc. Sci Ed 91: 36–74, 2007
Abstract Thoughtful leaders increasingly recognize that we are not only failing to solve the persistent problems we face, but are in fact causing them. System dynamics is designed to help avoid such policy resistance and identify high‐leverage policies for sustained improvement. What does it take to be an effective systems thinker, and to teach system dynamics fruitfully? Understanding complex systems requires mastery of concepts such as feedback, stocks and flows, time delays, and nonlinearity. Research shows that these concepts are highly counterintuitive and poorly understood. It also shows how they can be taught and learned. Doing so requires the use of formal models and simulations to test our mental models and develop our intuition about complex systems. Yet, though essential, these concepts and tools are not sufficient. Becoming an effective systems thinker also requires the rigorous and disciplined use of scientific inquiry skills so that we can uncover our hidden assumptions and biases. It requires respect and empathy for others and other viewpoints. Most important, and most difficult to learn, systems thinking requires understanding that all models are wrong and humility about the limitations of our knowledge. Such humility is essential in creating an environment in which we can learn about the complex systems in which we are embedded and work effectively to create the world we truly desire. The paper is based on the talk the author delivered at the 2002 International System Dynamics Conference upon presentation of the Jay W. Forrester Award. Copyright © 2002 John Wiley & Sons, Ltd.
PURPOSE: To present evidence for replacing the term maternal role attainment (MRA), with becoming a mother (BAM). METHODS: A review of the evolution of MRA and a synthesis of research emanating from the theory was done, followed by synthesis of current research on the transition to motherhood. FINDINGS: A woman establishes maternal identity as she becomes a mother through her commitment to and involvement in defining her new self. Maternal identity continues to evolve as the mother acquires new skills to regain her confidence in self as new challenges arise. CONCLUSIONS: BAM more accurately encompasses the dynamic transformation and evolution of a woman's persona than does MRA, and the term MRA should be discontinued.
A distinguished psychologist outlines here the need for a psychology of becoming, of the growth and development of personality that he says can best be discovered by looking within ourselves. Modern psychology is in a dilemma, Allport states, for it has trimmed down the image of a man as a free democratic being. He appraises the present state of the psychology of personality and indicates its relevance to human welfare and religion. This volume is based on the Terry Lectures, which the author delivered at Yale University in 1954.
The 20th Century has been marked by enormous change in terms of how we define race. In large part, we have thrown out the antiquated notions of the 1800s, giving way to a more realistic, sociocultural view of the world. The United States is, perhaps more than any other industrialized country, distinguished by the size and diversity of its racial and ethnic minority populations. Current trends promise that these features will endure. Fifty years from now, there will most likely be no single majority group in the United States. How will we fare as a nation when race-based issues such as immigration, job opportunities, and affirmative action are already so contentious today? In America Becoming, leading scholars and commentators explore past and current trends among African Americans, Hispanics, Asian Americans, and Native Americans in the context of a white majority. This volume presents the most up-to-date findings and analysis on racial and social dynamics, with recommendations for ongoing research. It examines compelling issues in the field of race relations, including: * Race and ethnicity in criminal justice. * Demographic and social trends for Hispanics, Asian Americans, and Native Americans. * Trends in minority-owned businesses. * Wealth, welfare, and racial stratification. * Residential segregation and the meaning of neighborhood. * Disparities in educational test scores among races and ethnicities. * Health and development for minority children, adolescents, and adults. * Race and ethnicity in the labor market, including the role of minorities in America's military. * Immigration and the dynamics of race and ethnicity. * The changing meaning of race. * Changing racial attitudes. This collection of papers, compiled and edited by distinguished leaders in the behavioral and social sciences, represents the most current literature in the field. Volume 1 covers demographic trends, immigration, racial attitudes, and the geography of opportunity. Volume 2 deals with the criminal justice system, the labor market, welfare, and health trends. Both books will be of great interest to educators, scholars, researchers, students, social scientists, and policymakers.
In this paper I describe how hope takes place, in order to outline an explicit theory of the more-than-rational or less-than rational in the context of the recent attunement to issues of the affectual and emotional in social and cultural geography. In the first part of the paper I outline an expansion of the more-than-rational or less-than-rational into three modalities: affect, feeling, and emotion. From this basis I question an assumption in the literature on affect that the emergence and movement of affect enable the multiplication of forms of life because they takes place ‘in excess’. In the second part of the paper I exemplify an alternative, more melancholy account through a description of the emergence of hope and hopefulness in two cases in which recorded music is used by individuals to ‘feel better’. Emergent from disruptions in various forms of diminishment, hopefulness moves bodies into contact with an ‘outside’. Becoming and being hopeful raise a set of issues for a theory of affect because of, rather than despite, the sense of tragedy that is intimate with how hope heralds the affective and emotive as always ‘not-yet become’. The conclusion, therefore, draws the two parts of the paper together by reflecting on the implications of thinking from hope for both a theory of affect and an affective cultural politics.
A selection of diverse readings on the subject of nationalism accompanied by scholarly introductions and headnotes, Becoming National takes the subject beyond its classical thinkers. While addressing such familiar figures as Herder, Fichte, and Mazzini, the editors have included new approaches to nationalism, including social and scientific studies and cultural studies. The volume tells both where scholars of nationalism have been, but also where they are going.