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- Convenor:
-
BENEDICTE GENDRON
(University Paul-Valéry Montpellier 3)
Send message to Convenor
- Format:
- Thematic Panel
- Theme:
- Human security and wellbeing
Short Abstract:
Showing commitment to overcome crisis requires a change in the underlying mindsets that caused them. Evolving consciousness and knowledge requires a multidisciplinary, multicultural innovative approach based on human potentials and capabilities for a mature human development. Promoting inner development for outer change through emotional capital in the bienvivance framework will be debated.
Long Abstract:
Bienvivance and Emotional Capital for Inner Development to Outer Changes through Capacitating and Quantum HRD in Times of Crisis and Complexity
Recognizing the pressing need for a cohesive and comprehensive strategy for a future where everyone has an equitable opportunity and our planet's health is restored and preserved, the United Nations in 2015, introduced a set of Sustainable Development Goals (SDGs) in the Agenda 2030. The complexity of our modern environment and societal issues outstrips short-term decision-making and today reality is that progress is still far off track. Addressing global challenges (decline of democracy, of demography, increasing premature mortality rate, wars, migrations, environmental damages…) necessitates a change in the underlying mindsets that originally caused them. Albert Einstein quoted "that you cannot solve a problem from the same level that created it." Also, to face those challenges, Gandhi and Mandela gave us keys. Gandhi quotes "be the change you wish to see in the world" and Mandela quoted "education is the most powerful weapon you can use to change the world". Thus, we must rise our level of knowledge/consciousness as existing knowledge sounds insufficient to solve the complex problem. To do so, inner development from positive psychological research based on human potentials and capabilities shows that those competencies we need to face and overcome these complex challenges can be developed, and humans can be (re)trained. It requires an innovative and collaborative approach to identify, rectify and reshape the fundamental origins of these issues: education for a mature human behavior. Rooted in extensive interdisciplinary research, the motto to follow is Gandhi quotation that we need to change ourselves, to be the change we want to see. Thus, without a foundational shift in human values, behaviors, understanding, and leadership capacities and trainers and teachers’ mission and style, external solutions with conventional goals focus on tangible and material gains, may remain to be too slow, inadequate or short-lived.
Addressing in times of complexity, crisis and showing commitment to overcome it, requires particularly a change in the underlying mindsets that caused them. Evolving consciousness and knowledge requires a multidisciplinary (economics, psychology, neuroscience, pedagogy, mindfulness, human resource development, education and management sciences…), multicultural (participant researchers in the panel: France, Thaïland, Christian and Buddhism) innovative and collaborative approach in human development and education to identify, rectify and reshape the fundamental origins of these problems to promote “inner development for outer change”.
The change in human development and educational paradigm must tend to the area of integrated and whole person development as well as their emotional, psychological, social and spiritual/consciousness well-being, in order to better equip themselves to face challenges. From the richness of the cultural, political and institutional diversities of the panel (private and public institutions, capitalist and sufficient economics systems, republic and a parliamentary democracy and monarchy systems) what can we learn from each other (practices, policies, theoretical models…) to reflect on a coherent and comprehensive educational strategy thinking globally for acting locally responding to those challenges?
If attention to external factors and mechanistic solutions often take precedence, the panel goal supported by interdisciplinary researchers is to promote the principle of human development to work beyond traditional training and educational contents, toward "inner development for outer change" via the bienvivance approach. It is embedded into the realm of integrated development, encompassing whole person development, emotional, psychological, social, and spiritual/mindful well-being, their emotional capital (presented in paper 1), to better equip people (workers, citizens, for the unprecedented challenges we face today (flexibility, adaptation, resilience...).
Rooted in positive psychology and capabilities approach (Sen, 1985), the focus approach of Bienvivance (Gendron, 2016) is on people "personal resource", "people potential and capabilities”, on what do they have and they are whatever the age (even in aging workers and end of life) versus what is missing, "lack or gaps", whatever the context (freedom, lockdown), whatever the physical shape (good, injured, mutilated, diminished…)…(…) Defined as : "a state of sciences and art of living, focus on "what we are and what we have" to remain in vitaly with a meaningful life (aligned with his or her own's life values) in whatever the situations (lockdown, injured, dictature, sick, end of life...)" (Gendron, 2016). The bienvivance approach declined in human development and economics domain, is an emergent positive operational paradigm of well-being and quality of life, presented in paper 2 and, a scales' attempt, in paper 3. Focus on potential and capabilities, it participates to inclusive excellence from school to work and to an optimal and sustainable human resource use. It aims at educating to the switch from, the individualistic economics' behavior perspective focused on "ME" toward a collaborative perspective "ME & WE". This approach is focused on the value of personal's human resource development to collective sustainability and systemic change. To explore this approach, the paper 1 titled "Emotional capital development" for adaptation in times of crisis and complexity” based on case-studies will question how to develop emotional capital, to empower people, precisely future workers training for the challenging Industrial 4.0. The paper 2 titled “Bienvivance and Emotional Capital: Capacitating and Quantum HRD for Human Resource's zero waste and sustainability” will focus on the theoretical approach of bienvivance and will also see that trainers and teachers new mission and styles to face those challenges must switch for a capacitating and quantum leadership profile with elevation of consciousness. The paper 3 titled “Exploring the meanings and values of "Bienvivance" in navigating life's challenges and crises: A study of teacher students in Thai universities” will shed light on the meanings and values of "Bienvivance," and from exploratory case-study will bring insights into the resilience and personal development strategies employed by individuals facing life's uncertainties and adversities. Thus, understanding the role of "Bienvivance", this paradigm of quality of life, and as a potential economics model as well, can inform interventions and support systems aimed at promoting human security and well-being and resilience among individuals in diverse contexts.
Keywords: Bienvivance, Emotional Capital, Capabilities, Capacitating and Quantum Leadership
Accepted papers:
Paper short abstract:
The bienvivance approach declined in human development and economics domain, is an innovative positive operational paradigm of well-being and quality of life which contributes to optimal and sustainable human resource use.
Paper long abstract:
Pandemic, wars, individualism, uncivilities, pressure, competition… are particularly damaging to civilian populations, depriving them of security and stability, and preventing them from achieving self-fulfillment and self-realization. The resulting insecurity and instability have increased societal awareness of the need to prevent the conditions leading to this. Addressing those global and local challenges necessitates a change in the underlying mindsets that originally caused.
Thus, human development rising the level of knowledge and consciousness via "inner development for outer change” can make an important contribution.
based on human potentials and capabilities, bienvivance approach shows that those competencies we need to face and overcome these complex challenges can be developed, and humans can be (re)trained for a mature human behavior.
A foundational shift in human values, and trainers and teachers’ mission and competences, to reshape the fundamental origins of these issues: toward “capacitating and quantum leadership”.
Rooted in positive psychology and capabilities approach (Sen, 1985), the bienvivance approach (Gendron, 2016) is focus on people "personal resource", "people potential and capabilities”, on what do they have and they are whatever the age (even in aging workers and end of life) versus what is missing, "lack or gaps", whatever the context (freedom, lockdown), whatever the physical shape (good, injured, mutilated, diminished…). The bienvivance is "a state of sciences and art of living, focus on "what we are and what we have" to remain in vitality with a meaningful life (aligned with his or her own's life values) in whatever the situations (lockdown, injured, dictature, sick, end of life...)" (Gendron, 2016).
The bienvivance approach declined in human development and economics domain, is an innovative positive operational paradigm of well-being and quality of life which contributes to optimal and sustainable human resource use. It aims at educating to the switch from, the individualistic economics' behavior perspective focused on "ME" toward a collaborative perspective "ME & WE".
This approach developed at the university during 9 years addressed to 600 future teachers has been scientifically assessed and shown promising outcomes published in articles and books (see Gendron, 2023). Thus, the communication will be focused on theoretical approach and on teachers, trainers new competencies and mission toward a “capacitating and quantum” leadership style.
Keywords: Bienvivance, Emotional Capital, Capabilities, Capacitating and Quantum Leadership
Paper short abstract:
Grounded in Gendron's (2016) framework, this study aims to elucidate the meanings and values of 'Bienvivance' amidst the myriad crises, anomalies, and complexities among Thai teacher students. The findings provide valuable insights into resilience through the lens of 'Bienvivance'.
Paper long abstract:
Originating from the concept of positive psychology, 'Bienvivance' embodies vitality, intensity, and dynamism, guiding individuals towards well-being and purposeful living. Grounded in Gendron's (2016) framework, this study aims to elucidate the meanings and values of 'Bienvivance' amidst the myriad crises, anomalies, and complexities encountered in individuals' lives. In contemporary society, individuals face various challenges that profoundly impact their well-being and sense of purpose. 'Bienvivance' provides a lens through which to understand how individuals navigate and overcome these challenges, drawing upon their inner reservoirs of strength, resilience, and capabilities. Consequently, this qualitative study explores the meanings and values of 'Bienvivance' in navigating life's challenges and crises among teacher students enrolled in Bachelor of Education programs across Thai universities. Through in-depth interviews conducted with 12 teacher students, insights were gleaned into their experiences and challenges in both academic and personal spheres. Thematic analysis of the interview data revealed four overarching themes encapsulating the role of 'Bienvivance' in shaping individuals' responses to adversity: (i) challenges and crises as catalysts for growth and learning, fueled by positive thinking and outlook, (ii) challenges and crises as transformative tests empowering individuals to overcome adversity, (iii) challenges and crises as refining processes shaping resilient and valuable human assets in an ever-evolving world, and (iv) challenges and crises akin to lessons that fortify our resolve to navigate life's uncertainties. By shedding light on the meanings and values of 'Bienvivance', this study offers valuable insights into the resilience and personal development strategies employed by individuals facing life's uncertainties and adversities. Understanding the role of 'Bienvivance' can inform interventions and support systems to promote well-being and resilience among individuals in diverse contexts.
Paper short abstract:
This qualitative inquiry examines emotional capital's multifaceted role, at catalyzing transformative growth, nurturing self-awareness, emotional regulation, and self-efficacy, essential for thriving amidst uncertainty.
Paper long abstract:
Emotional capital, intrinsic to individuals, profoundly shapes personal development and success across diverse spheres. Anchored in attributes like self-awareness, integrity, and resilience, it becomes instrumental in navigating the complexities of contemporary industrial landscapes, notably within Industry 4.0. This qualitative inquiry examines emotional capital's multifaceted role, particularly focusing on its relevance to crisis management and resilience among teacher students, pivotal in advancing educational standards and societal progress.
Drawing from in-depth interviews with 15 teacher students, selected purposively, this research unveils the significance of emotional capital in their lives. Through thematic analysis, five pivotal themes emerge, elucidating emotional capital's profound impact on handling stressors and challenges. Firstly, it equips individuals with adaptive prowess, fostering acceptance and adjustment amid changing circumstances. Secondly,emotional flexibility emerges as a hallmark, enabling swift rebounding from setbacks and reinstating equilibrium. Thirdly, emotional capital ignites self-motivation, instilling resilient determination to surmount obstacles. This intrinsic drive propels proactive engagement, marked by steadfast perseverance and pursuit of excellence. Furthermore, it enriches empathetic capacities, fostering deeper understanding of others' emotions and nurturing meaningful connections. This heightened empathy not only fosters supportive relationships but also enhances communication and collaboration, vital in navigating complex educational milieus. Lastly, emotional capital catalyzes transformative growth, nurturing self-awareness, emotional regulation, and self-efficacy, essential for thriving amidst uncertainty.
Therefore, this study underscores emotional capital's critical role in crisis management and resilience among teacher students within Industry 4.0. By illuminating its multifaceted dimensions and profound implications for personal and professional advancement, this research contributes invaluable insights to discussions on human resource development and organizational resilience in the digital era.
key words: Emotional Capital, flexibility, collaboration, human resource development, industry 4.0