Dispatch in reality and social practice

1. Dispatch in reality and social practice Technique in two perspectives

2. Dispatch Technique “Dispatch Interview” “Dispatch Technique” Relevant research in social definitions On the background of a theory of boundaries for collective knowing. Syntax, semantic meaning, pragmatic condition. Formulate collective knowing in the process. • Motivating action research in realist background. • Assume things can be reworked better, on the basis of the knowledge that is present in the field. • The action technique and its outcome is the research result.

3. problem • The unddersatnding and organizing processes related to health and safety was bad.

4. ’in practice’ Practice may be seen as the safety-managements embeddedness in the world. Practice in this perspective is: • social • unfolding • characterized by shift in participation • different types of attention, mindfulness and orientation • reciprocity • historicity And exist in a world of interaction as vehicle. Knowledge is based on experience, is experimental and exists in (collective) practicing Safety Management - interview elements

5. The interactions’ elements in practice • Instruction and • Fixed burning issue relevant for ‘this group’. • Questions and answers – unfolding • Fixed turn/not decided by the participants, but they must accept the turn. • Difficult pragmatics, but still relevant • Ongoing depends on participants contribution and investigation of former Q/A, • That is embedded in collective and personal construction, • And is concluded by a second intersubjectiv negotiation • And all (maybe except the final statement) is written by participants themselves.

6. ’One practice’ – AfterVirturAlasdairMacIntyre 1981(85) • By ‘practice’ I am going to mean any coherent and complex form of socially established cooperative human activity through which goods internal to that form of activity are realized in the course of trying to achieve those standards of excellence which are appropriate to, and partially definitive of, that form of activity, with the result that human powers to achieve excellence, and human conceptions of the ends and goods involved, are systematically extended. PBO, sociologist, Lic Merc, Business Studies, RUC

7. academicvirtue in seminar questioning A virtue is an acquired human quality the possession and exercise of which tends to enable us to achieve those goods which are internal to practices and the lack of which effectively prevents us from achieving any such goods. (MacIntyre:191) Truthfulness, courage, justice Draft about virtue in research seminars: • Truth moderated by care • Ongoingsness in work • Attachment/friendship– response to disconnection PBO, sociologist, Lic Merc, Business Studies, RUC

8. Problem and advantage • This is not a very enabling or empowering technique, because it does not ensure that the knowledge is used • Still conclusions can be very robust and useful • It is easy to start up • - and difficult to finish.

9. Supervision of collective work Tutoring is unique for each project group and situation, because ‘it depends’ – in particular upon the groups’ decisions and action. Teachers say in common about their tutoring: The group members are responsible for the project, teachers act by showing respect for the groups engagement and curiosity. During the tutoring we support the group process and their and the groups process of bringing the red line about. As examples, the following themes in tutoring are mentioned • Tutoring is often about showing when the group is not precise • The tutor does not take several important initiatives, because it will interrupt what the group wants to do. Instead tutors help the group to find out what it wants. • The tutors are more concerned with the contact to what the group is doing, than with the contract about how the collaboration between group and tutor should be.