Scalzo, Germán
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Scalzo, Germán
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Scalzo Molina, Germán Roberto
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gscalzo
Scalzo, Germán Roberto
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ORCID
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57189442501
Researcher ID
FQV-2175-2022

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Power, Authority, and Leadership: A Proposal for Organizational Theory in the Post-Bureaucratic Era

2022 , Ciardi, Lucía , Scalzo, Germán

Organizations are privileged structures in contemporary society given that they contain and manage a large part of individuals' activities. This is so much so that a company's success depends on an adequate organizational structure. As such, this chapter studies the depths of organizations' political dimension with a conceptual, philosophical-political, and historical investigation on the development of the relationship between power and authority within organizational theory. It does so with the aid of Spanish author Juan Antonio Perez Lopez's organizational management framework. Starting from the crisis of the modern bureaucratic model, in which rationalization continually increases, and power is separated from authority, this chapter maintains, to the contrary, the hypothesis that, in the post-bureaucratic era, a new paradigm for organizational theory is needed for studying the relationship between power and authority. This paradigm has the advantage of reflecting a healthy way of governing organizations focused on human development. © The Author(s), under exclusive license to Springer Nature Switzerland AG 2022. All rights reserved.

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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.

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