Conceptual metaphors play a vital role in our ability to think in abstract terms like knowledge. Metaphors structure and give meaning to the concept of knowledge. They hide and highlight certain characteristics. The choice of metaphor when reasoning about knowledge is therefore of vital importance for knowledge management (KM). This paper explores the possibility of introducing new knowledge metaphors to the field of KM. Based on a ‘wish list’ of characteristics of knowledge they want to highlight, the authors choose to explore the Knowledge as a Journey metaphor as a new metaphor for knowledge. This results in new insights regarding knowledge sharing, acquisition, retention, and innovation.
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Conceptual metaphors play a vital role in our ability to think in abstract terms like knowledge. Metaphors structure and give meaning to the concept of knowledge. They hide and highlight certain characteristics. The choice of metaphor when reasoning about knowledge is therefore of vital importance for knowledge management (KM). This paper explores the possibility of introducing new knowledge metaphors to the field of KM. Based on a ‘wish list’ of characteristics of knowledge they want to highlight, the authors choose to explore the Knowledge as a Journey metaphor as a new metaphor for knowledge. This results in new insights regarding knowledge sharing, acquisition, retention, and innovation.
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Empirical studies in the creative arts therapies (CATs; i.e., art therapy, dance/movement therapy, drama therapy, music therapy, psychodrama, and poetry/bibliotherapy) have grown rapidly in the last 10 years, documenting their positive impact on a wide range of psychological and physiological outcomes (e.g., stress, trauma, depression, anxiety, and pain). However, it remains unclear how and why the CATs have positive effects, and which therapeutic factors account for these changes. Research that specifically focuses on the therapeutic factors and/or mechanisms of change in CATs is only beginning to emerge. To gain more insight into how and why the CATs influence outcomes, we conducted a scoping review (Nstudies = 67) to pinpoint therapeutic factors specific to each CATs discipline, joint factors of CATs, and more generic common factors across all psychotherapy approaches. This review therefore provides an overview of empirical CATs studies dealing with therapeutic factors and/or mechanisms of change, and a detailed analysis of these therapeutic factors which are grouped into domains. A framework of 19 domains of CATs therapeutic factors is proposed, of which the three domains are composed solely of factors unique to the CATs: “embodiment,” “concretization,” and “symbolism and metaphors.” The terminology used in change process research is clarified, and the implications for future research, clinical practice, and CATs education are discussed.
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This chapter will focus on the deep evolutionary history of the cognitive capacities underlying linguistic iconicity. The complex capacity for linguistic iconicity has roots in a more general cross-modal ability present throughout the animal kingdom, cross-modal transfer. Cross-modal transfer is the ability to make basic inferences about sensory properties of an object in multiple modalities based on experience from only one. This situates iconicity as a fundamentally cross-modal phenomenon; part of a broader, uniquely human cross-modal cognitive suite which includes relatively rare phenomena like synesthesia, alongside more ubiquitous phenomena like sensory metaphor and cross-modal correspondences. Evidence suggests the evolutionarily deep capacity for cross-modal transfer was honed into more sophisticated capacities underlying iconicity by an evolutionary ratchet of increased prosociality during human self-domestication. This period provided strong selective pressures for increasingly complex cross-sensory communication, and eventually, the predominantly arbitrary symbolic systems that underpin modern human language. This is a peer-reviewed preprint of the work below.Cuskley, Christine and Kees Sommer (forthcoming). The evolution of linguistic iconicity and the cross-modal cognitive suite. To appear in Olga Fisher, Kimi Akita, and Pamela Perniss (eds.), Oxford Handbook of Iconicity in Language. Oxford University Press: Oxford, UK.
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The research studies informal learning in cooperative art practices. It describes the way artists and artistically skilled amateurs get together to produce culture and in that way give shape and meaning to their own public lives. In many ways the "cooperative art practices" of these "communities of creative citizens" interrupt the habits of seeing, thinking and doing in our formal society that is based on economic functionalism, technologic reasoning and mediazation of public relations. These interruptions challenge further questioning of these habits developing a repertoire of alternative action that is based on subjective relations between people, things and the world. But above all these interruptions offer an opportunity for the participants to manifest themselves publicly, discuss their subjective human being and ultimately learn from that.First the dissertation explores literature on the power of imagination and a progressive force is contributed to art and the role of esthetics, symbolism and drama in our contemporary western society. Next it treats art as a social practice that creates opportunities for human growth and development. After an explanation of the methodological matters of the research the study continues with a report of three cases of learning and culture producing communities that are initiated and guided by artists. The social settings of these cases are analyzed according to their social features and subsequently investigated through the lens of pedagogical theory. The dissertation concludes with recommendations for artists, art institutions and policy makers who strive to promote the developmental quality of art.
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In this paper we turn to the field of innovation management and the use of metaphors to address the question: what kind of alternative metaphors and narratives have some open-innovation organizations introduced highlighting and fostering knowledge-intensive organizational change? First we draw a comparative overview of characteristics of knowledge flows in general, that are specific for open innovation strategies, and that organizations want to highlight. Then we describe the use of metaphors by Philips, Pfizer, Chevron and RABO on their way towards open innovation strategies. Methodologically, the interpretation of the described metaphors will be based on a metaphor theory derived from the works of Joseph Campbell, Mircea Eliade, Carl Gustav Jung and Eugen Drewermann. Our analysis concludes by providing guidelines for necessary future research about the aptness of innovation metaphors for idea generation and knowledge creation.
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Background: People with a personality disorder (PD) suffer from enduring inflexible patterns in cognitions and emotions, leading to significant subjective distress, affecting both self and interpersonal functioning. In clinical practice, Dance Movement Therapy (DMT) is provided to clients with a PD, and although research continuously confirms the value of DMT for many populations, to date, there is very limited information available on DMT and PD. For this study, a systematic literature review on DMT and PD was conducted to identify the content of the described DMT interventions and the main treatment themes to focus upon in DMT for PD. Methods: A systematic search was conducted across the following databases: EMBASE, MEDLINE, PubMed, WEB OF SCIENCE, PsycINFO/OVID, and SCOPUS following the PRISMA guidelines. The Critical Appraisal Skills Programme for qualitative studies was used to rank the quality of the articles. The Oxford Center for Evidence-based Medicine standards were applied to determine the hierarchical level of best evidence. Quantitative content analysis was used to identify the intervention components: intended therapeutic goals, therapeutic activities leading to these goals, and suggested therapeutic effects following from these activities. A thematic synthesis approach was applied to analyze and formulate overarching themes. Results: Among 421 extracted articles, four expert opinions met the inclusion criteria. Six overarching themes were found for DMT interventions for PD: self-regulation, interpersonal relationships, integration of self, processing experiences, cognition, and expression and symbolization in movement/dance. No systematic descriptions of DMT interventions for PD were identified. A full series of intervention components could be synthesized for the themes of self-regulation, interpersonal relationships, and cognition. The use of body-oriented approaches and cognitive strategies was in favor of dance-informed approaches. Conclusions: Dance movement therapists working with PD clients focus in their interventions on body-related experiences, non-verbal interpersonal relationships, and to a lesser extent, cognitive functioning. A methodological line for all intervention components was synthesized for the themes of self-regulation, interpersonal relationships, and cognition, of importance for developing systematic intervention descriptions. Future research could focus on practitioners’ expertise in applying DMT interventions for PD to develop systematic intervention descriptions and explore the suitability of the identified themes for clinical application. Clients’ experiences could offer essential insights on how DMT interventions could address PD pathology and specific PD categories.
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In my view, organisations are playing an ever-larger role with and in these changes. This is why we need organisations that are not afraid to express and give concrete meaning to their innovative views on economic and social themes. These are organisations that dare to break out of the old thought and behavioural patterns in order to create room for change and renewal. They are guided by an innovative philosophy and mode of thinking, and show this leadership by translating this body of thought into concrete actions and results. This is why, in the professorship, we call these organisations ‘thought leaders in a society of change’.
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In today’s intellectual capital literature, we see a shift from identifying intangibles towards understanding the dynamics of value creation. As it is not clear what “dynamic” stands for, the aim of this explorative and conceptual paper is to contribute to a better understanding of the dynamic dimension of IC. Based on a review of the early IC literature, the dynamic dimension (or dynamics) of intellectual capital seems to refer to the logic that value creation is the product of interaction between different types of (intangible) resources. As the idea of value creation through combination of knowledge resources is closely related to the New Growth Theory (Romer, 1990, 1994), this paper explores the New Growth Theory and its implications for the dynamic dimension of intellectual capital. Based on the exploration of the New Growth Theory, a conceptual model is presented in which the elements that constitute the dynamic dimension of intellectual capital are integrated. These elements are ideas, things, the process of knowledge creation, the process of continuous innovation, and institutions. The main conclusion of this paper is that the concept of knowledge is more closely related to the dynamic dimension of IC, than the concept of intellectual capital. Therefore, further research would probably benefit from approaching this topic from a knowledge management point of view. It is suggested that further research should focus on exploring the metaphors that contribute to a better understanding of the dynamics of IC, on the contribution that ideas can make to increase the effectiveness of knowledge management, and finally on the institutional arrangements that support the process of knowledge creation and innovation.
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Many affective experiences and learning processes including attachment patterns from early developmental phases manifest during psychotherapy. The first 15 min in art therapy can potentially reveal clients’ preferred ways of processing information or Expressive Therapies Continuum components, attachment patterns in the material handling process, and emotion regulation strategies during art making. This article discusses how, through clients’ choice of materials and manner of interaction with those materials, information about attachment patterns and preferred emotion regulation is available in art therapy. Paying close attention to the first image and material interaction provides crucial information that will guide the goals and course of art therapy. Two case vignettes demonstrate that within the first 15 min of art therapy information is readily gathered about attachment styles, Expressive Therapies Continuum components, emotion regulation, and the course of art therapy.
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