In this article we describe a set of methods — which we call a 'social poetics ' —for use by a group of practitioners in coming to a more articulate grasp of their own practices, thus to develop them. Crucially influenced by Wittgenstein 's (1953) claims — that "Nothing is hidden" from us in our conduct of our practices, and that "the origin and primitive form of the language-game is a reaction " — we show how the methods of philosophical investigation he outlines can also be used to great effect in our everyday affairs. They work, not in terms of concepts or theories worked out ahead of time in committee rooms or research laboratories by experts, but in terms of certain practical uses of language, at crucial points within the ongoing conduct of a practice, by those involved in it. Crucially, they lead us to focus on novelties, on new but unnoticed possibilities for 'going on' available to us in our present circumstances, but present to us usually in only fleeting moments. If we can allow ourselves to be 'struck by' these novelties, then we can often go on, not to solve what had been seen as a problem, but to develop new ways forward, in which the old problems become irrelevant.
2018. Constructive Scaffolding or a Procrustean Bed? Exploring the Influence of a Facilitated, Structured Group Process in a Climate Action Group. Systemic Practice and Action Research 31:3 ► pp. 327 ff.
Cunliffe, Ann L. & Giuseppe Scaratti
2017. Embedding Impact in Engaged Research: Developing Socially Useful Knowledge through Dialogical Sensemaking. British Journal of Management 28:1 ► pp. 29 ff.
2021. How Values Ground Value Creation: The practical inference framework. Organization Theory 2:4 ► pp. 263178772110367 ff.
D’Eredita, Michael A. & Charmaine Barreto
2006. How Does Tacit Knowledge Proliferate? An Episode-Based Perspective. Organization Studies 27:12 ► pp. 1821 ff.
2012. Organizational Learning: The Sociology of Practice. In Handbook of Organizational Learning and Knowledge Management, ► pp. 43 ff.
Gherardi, Silvia & Manuela Perrotta
2014. Between the hand and the head. Qualitative Research in Organizations and Management: An International Journal 9:2 ► pp. 134 ff.
Glass, Rory J.
2013. Tacit Beginnings Towards a Model of Scientific Thinking. Science & Education 22:10 ► pp. 2709 ff.
Gold, Jeff & Stuart Watson
2001. The value of a story in organisation learning. Futures 33:6 ► pp. 507 ff.
Hadjimichael, Demetris & Haridimos Tsoukas
2019. Toward a Better Understanding of Tacit Knowledge in Organizations: Taking Stock and Moving Forward. Academy of Management Annals 13:2 ► pp. 672 ff.
2022. Feminist Epistemology and Business Ethics. Business Ethics Quarterly 32:4 ► pp. 546 ff.
2017. DYNAMIC CAPABILITIES, CREATIVE ACTION, AND POETICS. Revista de Administração de Empresas 57:3 ► pp. 264 ff.
MacLean, Donald & Robert MacIntosh
2015. Planning reconsidered: Paradox, poetry and people at the edge of strategy. European Management Journal 33:2 ► pp. 72 ff.
2017. In praise of vagueness: re-visioning the relationship between theory and practice in the teaching of Fine Art from a cross-cultural perspective. Journal of Visual Art Practice 16:2 ► pp. 87 ff.
Moscheta, Murilo, Laura Vilela Souza, Karin Aparecida Casarini & Fabio Scorsolini-Comin
2016. DA (IM)POSSIBILIDADE DO DIÁLOGO: CONVERSAÇÕES PÚBLICAS E OS DIREITOS LGBTS. Psicologia & Sociedade 28:3 ► pp. 516 ff.
2017. Micropolitics and Poetics in Couple and Family Therapy. In Encyclopedia of Couple and Family Therapy, ► pp. 1 ff.
2019. Micropolitics and Poetics in Couple and Family Therapy. In Encyclopedia of Couple and Family Therapy, ► pp. 1907 ff.
Peretti, Andrezza Gomes, Pedro Pablo Sampaio Martins & Carla Guanaes-Lorenzi
2013. The management of social problems talk in a support group. Psicologia & Sociedade 25:spe ► pp. 101 ff.
2005. Narrating development. Action Research 3:3 ► pp. 279 ff.
2008. Managing To Learn: The Social Poetics of a Polyphonic 'Classroom'. Organization Studies 29:4 ► pp. 543 ff.
2011. Provocative theory and a scholarship of practice. Management Learning 42:5 ► pp. 469 ff.
2014. Management learning: A scholarship of practice centred on attention?. Management Learning 45:1 ► pp. 6 ff.
2018. Reflective practice or poetic mindfulness: a role for social poetics in constructing and performing futures. Action Learning: Research and Practice 15:2 ► pp. 90 ff.
Rasera, Emerson F. & Carla Guanaes
2010. Momentos marcantes na construção da mudança em terapia familiar. Psicologia: Teoria e Pesquisa 26:2 ► pp. 315 ff.
Sandberg, Jörgen & Haridimos Tsoukas
2011. Grasping the Logic of Practice: Theorizing Through Practical Rationality. Academy of Management Review 36:2 ► pp. 338 ff.
Schwartz, Ronna & James Conklin
2015. Competing Paradigms. The Journal of Applied Behavioral Science 51:4 ► pp. 479 ff.
Shotter, John & Haridimos Tsoukas
2014. Performingphronesis: On the way to engaged judgment. Management Learning 45:4 ► pp. 377 ff.
2014. Third generation coaching: Reconstructing dialogues through collaborative practice and a focus on values. International Coaching Psychology Review 9:1 ► pp. 51 ff.
2014. Case Studies and Effect Studies of Coaching as a Narrative Collaborative Practice. In A Guide to Third Generation Coaching, ► pp. 141 ff.
2014. Intervention Theories in Coaching and Coaching Psychology. In A Guide to Third Generation Coaching, ► pp. 45 ff.
2016. Third Generation Coaching. In Coaching und Gesellschaft, ► pp. 25 ff.
Sullivan, Gavin B.
2001. Wittgenstein and Social Constructionism: Methods of “Social Poetics” or “Knots in our Thinking”?. In Theoretical Issues in Psychology, ► pp. 181 ff.
Sullivan, Gavin B.
2015. Wittgenstein’s later philosophy and “pictures” of mixed-method research in psychology: A critical investigation of theories and accounts of methodological plurality. Theory & Psychology 25:4 ► pp. 473 ff.
Sullivan, Gavin Brent
2017. A Wittgensteinian Stance on Psychological Methods, Objectivity, Ontology and Explanations. In Wittgenstein’s Philosophy in Psychology, ► pp. 95 ff.
Sullivan, Gavin Brent
2017. Wittgenstein’s Influence and Impact in Areas of Psychology. In Wittgenstein’s Philosophy in Psychology, ► pp. 217 ff.
Takahashi, Adriana Roseli Wünsch, Sergio Bulgacov, Claudia Cristina Bitencourt & Hale Kaynak
2017. EXPANDING THE DYNAMIC CAPABILITIES VIEW: SPECIAL CONTRIBUTIONS. Revista de Administração de Empresas 57:3 ► pp. 209 ff.
Thompson, Neil & Jan Pascal
2012. Developing critically reflective practice. Reflective Practice 13:2 ► pp. 311 ff.
2008. Creating organizational knowledge dialogically. In The Routledge Companion to Creativity, ► pp. 160 ff.
2009. A Dialogical Approach to the Creation of New Knowledge in Organizations. Organization Science 20:6 ► pp. 941 ff.
2010. Practice, strategy making and intentionality: a Heideggerian onto-epistemology for Strategy as Practice. In Cambridge Handbook of Strategy as Practice, ► pp. 47 ff.
2012. How Should We Understand Tacit Knowledge? A Phenomenological View. In Handbook of Organizational Learning and Knowledge Management, ► pp. 453 ff.
2015. Making strategy: meta-theoretical insights from Heideggerian phenomenology. In Cambridge Handbook of Strategy as Practice, ► pp. 58 ff.
YILMAZ, Onurcan, Fatih BAYRAK & Sinan ALPER
2019. Wittgenstein’ın Psikoloji Bilimine Dair Görüşlerine Eleştirel Bir Bakış. Current Research in Social Sciences 5:2 ► pp. 130 ff.
[no author supplied]
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