Scalzo, Germán
Thumbnail Image
Preferred name
Scalzo, Germán
Official Name
Scalzo Molina, Germán Roberto
Alternative Name
gscalzo
Scalzo, Germán Roberto
Main Affiliation
ORCID
Scopus Author ID
57189442501
Researcher ID
FQV-2175-2022

Research Output

Filters

10
Reset filters

Settings
Now showing 1 - 10 of 10
No Thumbnail Available
Publication

Editorial: Personalism and moral psychology: re-humanizing economies and organizations

2023 , Akrivou, Kleio , Bernacchio, Caleb , Melé, Domenec , Scalzo, Germán

In late modernity, social and economic responses to ecological, health-related, and societal challenges have focused on the quest for production and profit. In doing so, they have relied on impersonal frameworks that result in environmental damage and consider human beings' very right to flourishing irrelevant or peripheral. Consideration of the person as the core catalyst for creating a more humane and sustainable future therefore remains a crucial task. In light of this, it needs to be asked whether our theoretical understandings of human beings, their action and their potentiality are genuinely fit for the complicated challenges we face. © Frontiers in Communication

View
No Thumbnail Available
Publication

The Interprocessual-Self Theory in Support of Human Neuroscience Studies

2022 , Luis, Elkin O. , Akrivou, Kleio , Bermejo-Martins, Elena , Scalzo, Germán , Orón, José Víctor

Rather than occurring abstractly (autonomously), ethical growth occurs in interpersonal relationships (IRs). It requires optimally functioning cognitive processes [attention, working memory (WM), episodic/autobiographical memory (AM), inhibition, flexibility, among others], emotional processes (physical contact, motivation, and empathy), processes surrounding ethical, intimacy, and identity issues, and other psychological processes (self-knowledge, integration, and the capacity for agency). Without intending to be reductionist, we believe that these aspects are essential for optimally engaging in IRs and for the personal constitution. While they are all integrated into our daily life, in research and academic work, it is hard to see how they are integrated. Thus, we need better theoretical frameworks for studying them. That study and integration thereof are undertaken differently depending on different views of what it means to live as a human being. We rely on neuroscientific data to support the chosen theory to offer knowledge to understand human beings and interpersonal relational growth. We should of course note that to describe what makes up the uniqueness of being, acting, and growing as a human person involves something much more profound which requires too, a methodology that opens the way for a theory of the person that responds to the concerns of philosophy and philosophical anthropology from many disciplines and methods (Orón Semper, 2015; Polo, 2015), but this is outside the scope of this study. With these in mind, this article aims to introduce a new explanatory framework, called the Interprocessual-self (IPS), for the neuroscientific findings that allow for a holistic consideration of the previously mentioned processes. Contributing to the knowledge of personal growth and avoiding a reductionist view, we first offer a general description of the research that supports the interrelation between personal virtue in IRs and relevant cognitive, emotional, and ethic-moral processes. This reveals how relationships allow people to relate ethically and grow as persons. We include conceptualizations and descriptions of their neural bases. Secondly, with the IPS model, we explore neuroscientific findings regarding self-knowledge, integration, and agency, all psychological processes that stimulate inner exploration of the self concerning the other. We find that these fundamental conditions can be understood from IPS theory. Finally, we explore situations that involve the integration of two levels, namely the interpersonal one and the social contexts of relationships. Copyright © 2022 Luis, Akrivou, Bermejo-Martins, Scalzo and Orón.

View
No Thumbnail Available
Publication

The role of empathy in shared intentionality: Contributions from Inter-Processual Self theory

2023 , Luis, Elkin O. , Martínez, Martín , Akrivou, Kleio , Scalzo, Germán , Aoiz, Martín , Orón Semper, José Víctor

Research in psychology related to the conceptualization of empathy has been on the rise in the last decades. However, we argue that there is still space for further research to help capture the important notion of empathy and its theoretical and conceptual depth. Following a critical review of the current state of the research that conceptualizes and measures empathy, we focus on works that highlight the importance of a shared vision and its relevance in psychology and neuroscience. Considering the state of the art of current neuroscientific and psychological approaches to empathy, we argue for the relevance of shared intention and shared vision in empathy-related actions. Upon review of different models that emphasize a shared vision for informing research on empathy, we suggest that a newly developed theory of self, human growth and action–the so-called Inter-Processual Self theory (IPS)–can significantly and novelly inform the theorization on empathy beyond what the literature has stated to date. Then, we show how an understanding of integrity as a relational act that requires empathy is an essential mechanism for current key research on empathy and its related concepts and models. Ultimately, we aim to present IPS as a distinctive proposal to expand upon the conceptualization of empathy. Copyright © 2023 Luis, Martínez, Akrivou, Scalzo, Aoiz and Orón Semper.

View
No Thumbnail Available
Publication

Educational Implications That Arise From Differing Models of Human Development and Their Repercussions on Social Innovation

2019 , Orón Semper, José Víctor , Akrivou, Kleio , Scalzo, Germán

Social innovation aims for creating social value primarily while it recognizes that not all technology-based progress amounts to social progress. We think that this calls for a paradigm shift in how we understand education. No one doubts that education requires intense cognitive effort, but educational proposals certainly vary depending on how cognition is understood. In this article, we suggest that different ways of understanding human development are related to different ways of understanding cognition. Thus, these different conceptions of human development affect their resulting educational proposal. While not an exhaustive account, we sketch out three models of human development, the so-called autonomous self (AS), processual self (PS), and inter-processual self (IPS). Each has different implications for education depending on their particular understanding of cognition. The AS and PS models understand cognition as a primarily rational mastery exercise, with the difference that PS uses relationships and diverse psychological faculties for the subject's cognitive development, whereas AS relies more on the subject's rational agency. On the other hand, IPS understands cognition as a relational act that, when it arises from interiority, affects all dimensions of the person. In the present article, we explore the educational consequences of these different ways of understanding cognition with the assistance of interdisciplinary dialogue from philosophy, psychology, and neuroscience, and their repercussion on social innovation with the intention of opening up reflection in the field of education and of inspiring its practitioners to rethink the model they assume. We will conclude with reflections informing educational implications for the design of programs and teacher training itself. © Copyright © 2019 Orón Semper, Akrivou and Scalzo.

View
No Thumbnail Available
Publication

Autonomous Self and Inter-Processual Self: Two Ways of Explaining How People “See” and Live Relationships and the Resulting Dialogue Between Science and Faith

2019 , Orón, José Víctor , Akrivou, Kleio , Scalzo, Germán

The relationship between science and faith is not a given, nor is it objectively defined, but rather depends on personal ways of approaching this relationship. Accordingly, it can be lived as a conflict, i.e. as agency striving to master independent and separate domains or as a process of dialogue or an integral relationship. In this chapter, we suggest that adopting one stance or the other depends on factors that go beyond the rational assessment that a person makes of science or faith. To explain the perspective that people adopt, cross-disciplinary theoretical insights relevant to human beings and their development are decisive. Based on previous research consolidating several theoretical proposals across a diverse disciplinary orientation (mainly philosophy, psychology and neuroscience), we suggest that there are two contrasting paradigms for conceiving of the self and human development, namely, the autonomous self (AS) and the inter-processual self (IPS) (Akrivou K, Orón JV: Challenges of capitalism for virtue and the common good: Inter-disciplinary perspectives. Edward Elgar, Cheltenham, 2016). We purport here that, depending on which of these two corresponding backgrounds characterises the person, people will ‘see’ and live the relationship—dialogue between science and faith—differently.© 2022 Springer Nature Switzerland AG. Part of Springer Nature.

View
No Thumbnail Available
Publication

Exploring the vulnerability of practice-like activities: An ethnographic perspective

2022 , Bolade-Ogunfodun, Yemisi , Sinnicks, Matthew , Akrivou, Kleio , Scalzo, Germán

Introduction: This paper explores the vulnerability of practice-like activities to institutional domination. Methods: This paper offers an ethnographic case study of a UK-based engineering company in the aftermath of its acquisition, focusing in particular on its R&D unit. Results: The Lab struggled to maintain its practice-based work in an institutional environment that emphasized the pursuit of external goods. Discussion: We use this case to develop two arguments. Firstly, we illustrate the concept of “practice-like” activities and explore their vulnerability to institutional domination. Secondly, in light of the style of management on display after the takeover, we offer further support to MacIntyre's critique of management. Finally, based on the empirical data we reflect on the importance of organizational culture, as well as friendship and the achievement of a common good in business organizations for these kinds of activities. Copyright © 2022 Bolade-Ogunfodun, Sinnicks, Akrivou and Scalzo.

View
No Thumbnail Available
Publication

In search of a fitting moral psychology for practical wisdom: Exploring a missing link in virtuous management

2020 , Akrivou, Kleio , Scalzo, Germán

While business as a social activity has involved communities of persons embedded in dense relational networks and practices for thousands of years, the modern legal, theoretical psychological, and moral foundations of business have progressively narrowed our understanding of practical wisdom. Although practical wisdom has recently regained ground in business ethics and management studies, thanks mainly to Anscombe's recovery of virtue ethics, Anscombe herself once observed that it lacks, and has even neglected, a moral psychology that genuinely complements the nuanced philosophical perspective of a virtue-centered moral philosophy. Herein, we offer one way to fill this gap by suggesting two opposing psychological paradigms, namely the inter-processual self and the autonomous self, which are classified according to the assumptions they make about the self, human agency and action more broadly, as well as how they relate to practical wisdom. Upon presenting these moral psychologies, we will bring this proposal into conversation with business ethics to show how the IPS paradigm can enable and support virtuous management. © 2020 John Wiley & Sons Ltd PUBLISHER: Wiley-Blackwell Publishing Ltd

View
No Thumbnail Available
Publication

Virtues, the Common Good, and Business Legitimacy

2020-09-10 , Scalzo, Germán , Akrivou, Kleio

When it comes to contributing to the wider society’s common good, organizations’ considerable ethical failures have weakened overall trust in business firms. Mainstream legitimacy theory fails to address normative issues on the ethical responsibilities of management toward and the role of business in society. This chapter reviews the main approaches to business legitimacy linked with institutional theory in light of the virtue ethics tradition to show how a virtuous management paradigm can enable a better relationship between the firm and its stakeholders, promoting their well-being and contributing to the common good of society as a whole. To facilitate a richer and more nuanced understanding of virtue ethics’ concerns, it applies key terms from Aristotelian virtue ethics to discussion of the role of management and ethical communication in the context of business legitimacy. © Springer Nature Switzerland AG 2020.

View
No Thumbnail Available
Publication

A personalist approach to business ethics: New perspectives for virtue ethics and servant leadership

2022 , Scalzo, Germán , Akrivou, Kleio , Fernández González, Manuel Joaquín

This article has a twofold purpose: first, it explores how Leonardo Polo's personalist anthropology enriches and enhances neo-Aristotelian virtue ethics and second, it highlights how this specific personalist approach brings new perspectives to servant leadership. The recently revived neo-Aristotelian virtue ethics tradition finds that MacIntyre's scholarship significantly contributes to virtue ethics in business—particularly his conception of practices, institutions, and internal/external goods. However, we argue that some of his latest insights about the virtues of acknowledged dependence and human vulnerability remain underdeveloped because of the underlying anthropology that neo-Aristotelian virtue ethics relies on. To overcome this limitation, we introduce Polo's transcendental anthropology as a possible foundation of a personalist approach that enriches virtue ethics. To do so, we address how transcendental anthropology can enrich two central aspects of virtue ethics, namely (1) the understanding of human beings and their flourishing and (2) the relationship of virtue to praxis and human work. Finally, to address the practical implications for business leadership and work that can derive from assuming transcendental anthropology, we address how servant leadership acquires a new perspective in light of this personalism and its logic of gift, highlighting interpersonal self-giving as a way of service. © Business Ethics, the Environment & Responsibility

View
No Thumbnail Available
Publication

Management education and interpersonal growht: a humanist transcendental-personalist perspective

2022 , Akrivou, Kleio , Fernadez Gonzalez, Manuel Joaquín , Scalzo, Germán , Murcio Rodriguez, Ricardo

This chapter critically addresses the direction toward which management education (ME) should evolve in the future. Drawing from transcendental personalist anthropology, it explores what constitutes us as human beings and argues that future ME should address students’ moral selfhood and their disposition toward interpersonal growth to construct a better future with others. After a critical exploration of current humanist proposals in ME and their philosophical bases, we argue for a renewal of anthropological foundations of humanistic ME in light of three personalist principles: (1) the person's intimacy and dignity, (2) the transcendence of human beings, who grow as persons through free and caring interpersonal relations, and (3) a view of human action as the manifestation of the person's intimacy and transcendence, and as her arena for interpersonal, virtuous development. The last section explains how these three personal dimensions could be addressed in future ME, namely by fostering future managers’ moral selfhood through self-reflection, by proposing an interpersonal pedagogy of the gift, and by promoting personalist practical wisdom. These practices constitute possible paths toward renewed ethical management education that goes beyond traditional “know-what” and “know-how” content to include ethically informed “know-why” and “know-for-whom” knowledge. Ultimately, they facilitate future managers’ disposition for interpersonal growth. © Chinnapong and 2022 selection and editorial matter, Martin R. Fellenz, Sabine Hoidn, and Mairead Brady; individual chapters, the contributors.

View