Luke Strongman

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Luke Strongman has a PhD in English. He has taught and published in humanities, social sciences, education and distance learning.

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BRILL eBooks, 2002

Toward an Irish Literary Postmodernism: Roddy Doyle's Paddy Clarke Ha Ha Ha

The Canadian journal of Irish studies, 1997

... In Doyle&amp;#x27;s work, the past does not hang heavy over the hearts of Barrytown youth... more ... In Doyle&amp;#x27;s work, the past does not hang heavy over the hearts of Barrytown youth; theirs is not so much the Celtic revivalism of Yeats or neo-revivalism of Deane, but one in which spirit is retained in the demotic vigour of the present ... (Then a practical question). ... The Irish are the ...

“Missing signposts?”

Journal of Information, Communication and Ethics in Society, Feb 22, 2013

PurposeThe purpose of this paper is first, to explore communicative practice in conflict resoluti... more PurposeThe purpose of this paper is first, to explore communicative practice in conflict resolution in its unitary and pluralistic forms; and second, to highlight ways in which interpersonal conflict negotiation and resolution may be recapitulated in organisational or international experiences of conflict resolution.Design/methodology/approachThe methods of research are qualitative discourse analysis in the new critical paradigm. The approach to the topic is one of reflective interlocution of defined topic areas.FindingsA tension exists between unitary and pluralistic components of rational arguments in organisational communication. This is observable in the claims to relational authenticity in both scientific arguments and in the management of conflict negotiations. The main drivers of this tension are the scalability of arguments and the contexts in which they occur. Determining the ontological validity and mutually understood “reference points” of participant perspectives are essential in reaching understandings that have elements of successful communication, clarity and mutuality.Research limitations/implicationsThe research is theoretical in design and mimetically reflects developments in pedagogy and practice in its designated area.Practical implicationsScientists, media commentators need to be mindful of argumentational bias. Conflict resolution negotiators will have a better understanding of the ethical dynamics of their interaction and processes.Social implicationsAs the title suggests, the article highlights tensions between the unitary and pluralistic components of rational arguments and conflict resolution in organisational communication.Originality/valueThe originality and value of the paper is its analysis and juxtaposition of the communication ethics of rational arguments used by scientists, and conflict resolution negotiators.

Towards a Unified Concept of Distance Learning

This chapter has three objectives: Firstly, to discuss the pedagogical context for the current us... more This chapter has three objectives: Firstly, to discuss the pedagogical context for the current uses of technologically enhanced distance learning; secondly, to describe the four main dimensions along which distance learning operates; and thirdly, to describe the steps toward a unified concept of distance learning.

Mind over matter

Nova Science eBooks, 2016

The Trans-Modern Author: Five Contemporary Writers

Kunapipi, 1993

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Latitudes: Essays in New Zealand Social Sciences

"The essays are inter- and multi-disciplinary, encompassing recent ideas from sociology, ant... more

Health and safety, bioethics and perceptions of workplace management

Captain Cook’s Voyages and Coleridge’s "The Rime of the Ancient Mariner

Junctures-the Journal for Thematic Dialogue, Jun 1, 2009

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Cross currents: Essays in culture and discourse

Theories of motivation in education and the workplace

PsycEXTRA Dataset, 2013

Best use for the future? Forms of educational engagement

Bush Telegraph: Readings in Writing

Sustainability: The greening of education in the new millennium

The Open Polytechnic Working Papers are a series of peer-reviewed academic and professional paper... more

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Neoliberalism and education

Research, Teaching and Learning: Pedagogy and Practice in the Open and Distance Learning Paradigm

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Philosophy of Education: The essential texts – By S. M. Cahn

Educational Philosophy and Theory, 2010

The purpose of a reader of essential texts gathered together as a sequence of selected writings i... more The purpose of a reader of essential texts gathered together as a sequence of selected writings in edited form is traditionally to provide stimulating readings for tutorials in topics that are tangential to core lectures. As such, the ‘reader’ as it is generically known, is a curious liminal text, neither core class curriculum nor interpretative research. As a compendium of selected readings on a given topic its purpose then is to provoke and extend discussion whilst acquainting the teacher and student with ideas and reflections from ‘essential’ sources. Professor Stephen Cahn’s Philosophy of Education: The Essential Texts is no exception to this under-utilised academic genre. Whilst it is useful as selected readings on the topic of educational philosophy from Plato to Dewey, with afterwords from significant academic figures in the field, the book’s exploratory and relatively under-analysed form means that pedagogical value is assumed rather than proscribed. Perhaps this is a symptom of the genre; however, tempered with enjoyment, one looks for more analysis, interpretation, extension of themes and directions for new research. It is a general truism that one does not demonstrate the importance of a field of research, a discipline, a subject or a discursive practice merely by assertion or iteration but by careful presentation of argument and demonstration of relevance, applicability and usefulness, but seldom by sheer cognitive pleasure. Unfortunately this reader does not comfortably fulfil all these criteria. Although the editor states in his introduction that the text is ‘historically organised’ and each selection is followed by an ‘extended interpretative text’, there is a lack of systematic presentation of original themes, or in places, detailed analytical interpretation, synthesis, or direction for current and future study or research that might have made this a more engaging, translatory text, rather than a compendium of readings for a traditional purpose. As such it is difficult to imagine an audience for the book aside from the University context, with the primary market being University Libraries. The reader is arranged ‘historically’, meaning chronologically from classical texts to the medieval era, to those of the 20th century, giving classic selections from these time frames: Plato, Aristotle, Augustine, Locke, Rousseau, Kant, Wollstonecraft, Mill, Whitehead, and Dewey, followed by interpretative commentary. So far so good; however, there is no inter-relation of themes that might have bound together the organization of the reader more tightly. One wants the book to form interconnections and intersections between the interpretations to bring the ideas ‘alive’ to the reader—the assembly-kit technique being a little perfunctory. Similarly, an academic who works with these classic sources as primary texts will find little new direction or original research ideas here. Whilst that is not the book’s function, it is the intention to present the discipline in the best possible light, to provide critical guidance as well as commentary. One must assume, then, that the authors of the afterwords were merely given instructions to gently elaborate on each of the themes of the primary sources: this they have done. Educational Philosophy and Theory,Vol. 42, No. 8, 2010 doi: 10.1111/j.1469-5812.2009.00621.x

Social Presence and E-Learning

The psychology of strategic/managerial decision making

PsycEXTRA Dataset, 2012

The Magic Jacket: Recognition and Organizational Psychology

International journal of psychological studies, Dec 14, 2016

Recognition is essential in human social life. It is also critical in the workplace as one of the... more Recognition is essential in human social life. It is also critical in the workplace as one of the central communication activities that provides social cohesion, meaning and direction amongst colleagues and clients. Without expressions of recognition to others-formal and informal, high-context and low-context, social and structural, from a simple greeting to an affirmation for competent achievement, the workplace and the human behavior in it may become less than optimal and even dysfunctional. Expressions of recognition promote social cohesion. Based on a literature review and qualitative analysis, this article will provide an understanding of recognition in the workplace from a variety of viewpoints. It will explain recognition as central to the rationale of productivity, identify characteristics of its use and prevalence, discuss recognition as forms of behavioral guidance and social capital and exchange, before concluding to emphasize the role of recognition in the social and regulative functions of the modern workplace.

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Luke Strongman

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