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Promoting Virtue Development in Young People and the Workplace: An Academic Review of Theories, Practices, and Outcomes

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Introduction

Virtue, traditionally understood as moral excellence, is increasingly acknowledged as a cornerstone of personal development and organisational success. In both youth and workplace contexts, cultivating virtues such as honesty, integrity, empathy, and perseverance is linked to positive behavioural, academic, and professional outcomes (Peterson & Seligman, 2004; Wright & Goodstein, 2007). This paper aims to address the following research questions:How is virtue defined and conceptualised across disciplines? Which methods and strategies effectively promote virtue among young people and within workplace settings? What are the primary challenges to virtue development, and how might these be overcome? The scope encompasses educational and organisational contexts, as well as a comparative analysis of similarities and differences in approaches for youth and adults.

Theoretical Framework

Definitions of Virtue

Virtue is generally defined as a habitual disposition to act in ways that are morally commendable (Aristotle, trans. 2009). Contemporary definitions expand this to include character strengths and prosocial behaviours (Peterson & Seligman, 2004). Virtues are often categorised as cardinal virtues (e.g., courage, temperance, justice, prudence) or as context-specific traits relevant to modern life, such as teamwork or fairness (Dahlsgaard, Peterson, & Seligman, 2005).

Historical and Contemporary Theories

Aristotelian virtue ethics posits that virtues are acquired through habituation and practical wisdom (phronesis), emphasising the development of moral character over time (Aristotle, trans. 2009). In contrast, Kohlberg’s stages of moral development focus on cognitive aspects of moral reasoning, suggesting that virtue is linked to the progression through universal stages of moral judgement (Kohlberg, 1984). Recent frameworks, such as positive psychologyconceptualise virtue as a set of measurable character strengths and advocate for interventions that foster these traits in educational and organisationalal settings (Peterson & Seligman, 2004; Park & Peterson, 2009).

Virtue Development in Young People

Educational Approaches

Schools play a central role in virtue development, with character education programmes designed to promote values such as respect, responsibility, and empathy. Evidence suggests that sucprograms, when implemented systematically, can enhance social and emotional skills, reduce behaviouralal problems, and improve academic performance (Berkowitz & Bier, 2005; Lickona, 1991). Approaches range from explicit instruction in moral reasoning to experiential learning through service projects and restorative practices (Nucci, Narvaez, & Krettenauer, 2014).

Family and Community Roles

Families arthe primary agents of virtue socialisation, modelling ethical behaviourur and reinforcing moral norms (Grusec & Goodnow, 1994). Communitorganisations, such as youth clubs and religious institutions, provide additional opportunities for young people to practice virtuees in real-world settings (King & Boyatzis, 2004). Empirical studies point out the importance of supportive, value-orientated environments in fostering resilient and virtuous youth (Scales et al., 2000).

Empirical Studies

Longitudinal research indicates that early experiences with supportive adults and structured opportunities for moral action predict later prosocial behaviour and reduced engagement in risky activities (Eisenberg, Spinrad, & Morris, 2014). School-based interventions, such as the PATHS (Promoting Alternative Thinking Strategies) curriculum, have demonstrated significant improvements in self-control, empathy, and conflict resolution among participants (Domitrovich et al., 2007).

Promoting Virtue in the Workplace

Organisational Culture

Workplaces that prioritise ethical values and psychological safety create conditions conducive to virtue development among employees (Schein, 2010). Organisational culture influences the extent to which virtues such as honesty, accountability, and fairness are enacted and rewarded (Kaptein, 2008). Mechanisms include codes of conduct, recognition programmes, and open communication channels.

Leadership

Leaders play a pivotal role imodelling and reinforcing virtuous behavioursur. Transformational leadership, which emphasises integrity, vision, and consideration for others, is positively associated with employee engagement and ethical conduct (Bass & Steidlmeier, 1999)Research has linked ethical leadership to reduced workplace deviance and increased organisational citizenship behaviours (Brown, Trevio, & Harrison, 2005).).

Training Programmes and Case Studies

Organisations increasingly invest in ethical training, mindfulness programs, and value-based workshops to cultivate virtues among their staff. For example, Google’s “Search Inside Yourself” programme integrates mindfulness and emotional intelligence training, reportedly leading to higher job satisfaction and team cohesion (Gelles, 2012). Case studies from the healthcare and finance sectors highlight the impact of robust ethical frameworks on reducing misconduct and enhancing trust (Paine, 1994; Treviño, Weaver, & Reynolds, 2006).

Comparative Analysis: Youth and Workplace Approaches

Both youth and workplace contextemphasise the importance of modelling, practicing, and reinforcingin virtue development. However, approaches differ in their focus: youth interventions often prioritise foundational moral reasoning and social-emotional learning, while workplace strategies centre on professional ethics, organisational values, and leadership. Adults may require unlearninmaladaptive behavioursrs, whereas interventions with young people are more preventive and formative (Narvaez & Lapsley, 2008).

Challenges and Barriers

Societal challenges include cultural relativism, media influences, and competing value systems that may undermine virtue development (Nucci et al., 2014)In organisations, barriers include misaligned incentives, a lack of leadership commitment, and pressures to prioritise performance over integrity (Kaptein, 2008).)At an individual level, cognitive biases and moral disengagement can impede the internalisation of virtues (Bandura, 1999).). Addressing these obstacles requires a multi-level approach, integrating policy, education, and organisational change.

Recommendations

For educators, embedding character education into the curriculum, fostering supportive school climates, and engaging families are key strategies (Berkowitz & Bier, 2005)For employers, it is recommended to cultivate ethical cultures, invest in leadership development, and provide ongoing ethics training (Brown et al., 2005; Schein, 2010).). Cross-sector collaboration and evidence-based evaluation of interventions can further enhance the effectiveness of virtue development initiatives.

Conclusion

Promoting virtue development in botyouth and the workplace is a complex, context-dependent endeavourur with significant implications for individual and societal well-being. Theoretical and empirical evidence supports the efficacy of intentional, holistic approaches that engage multiple stakeholders. Future research should examine the long-term impact of virtue-based interventions and explore innovative strategies to overcome persistent challenges.

References

  1. Aristotle (2009). Nicomachean Ethics (W.D. Ross, Trans.). Oxford: Oxford University Press.
  2. Bandura, A. (1999). Moral disengagement in the perpetration of inhumanities. Personality and Social Psychology Review, 3(3), 193–209.
  3. Bass, B. M., & Steidlmeier, P. (1999). Ethics, character, and authentic transformational leadership behaviour. The Leadership Quarterly, 10(2), 181–217.
  4. Berkowitz, M. W., & Bier, M. C. (2005). What works in character education: A research-driven guide for educators. Character Education Partnership.
  5. Brown, M. E., Treviño, L. K., & Harrison, D. A. (2005). Ethical leadership: A social learning perspective for construct development and testing. Organisational Behaviour and Human Decision Processes, 97(2), 117–134.
  6. Dahlsgaard, K., Peterson, C., & Seligman, M. E. P. (2005). Shared virtue: The convergence of valued human strengths across culture and history. Review of General Psychology, 9(3), 203–213.
  7. Domitrovich, C. E., Cortes, R. C., & Greenberg, M. T. (2007). Improving young children’s social and emotional competence: A randomised trial of the Preschool PATHS curriculum. The Journal of Primary Prevention, 28(2), 67–91.
  8. Eisenberg, N., Spinrad, T. L., & Morris, A. S. (2014). Empathy-related responding in children. In M. Killen & J. Smetana (Eds.), Handbook of Moral Development (pp. 184–207). New York: Psychology Press.
  9. Gelles, D. (2012). The mindful revolution. Financial Times Magazine.
  10. Grusec, J. E., & Goodnow, J. J. (1994). Impact of parental discipline methods on the child’s internalisation of values: a reconceptualisation of current points of view. Developmental Psychology, 30(1), 4–19.
  11. Kaptein, M. (2008). Developing and testing a measure for the ethical culture oorganizations—thehe corporate ethical virtues model. Journal of Organisational Behaviour, 29(7), 923–947.
  12. King, P. E.and Boyatzis, C. J. published their work in 20044). Exploring adolescent spiritual and religious development: Current and future theoretical and empirical perspectives. Applied Developmental Science, 8(1), 2–6.
  13. Kohlberg, L. (1984). The Psychology of Moral Development: The Nature and Validity of Moral Stages. San Francisco: Harper & Row.
  14. Lickona, T. (1991). Educating for Character: How Our Schools Can Teach Respect and Responsibility. New York: Bantam Books.
  15. Narvaez, D., & Lapsley, D. K. (2008). Teaching moral character: Two strategies for teacher education. Teacher Educator, 43(2), 156–172.
  16. Nucci, L., Narvaez, D., & Krettenauer, T. (Eds.). (2014). Handbook of Moral and Character Education (2nd ed.). New York: Routledge.
  17. Paine, L. S. (1994). Managing foOrganisationalal integrity. Harvard Business Review, 72(2), 106–117.
  18. Park, N., & Peterson, C. (2009). Character strengths: Research and practice. Journal of College and Character, 10(4).
  19. Peterson, C., & Seligman, M. E. P. (2004). Character Strengths and Virtues: A Handbook and Classification. Oxford: Oxford University Press.
  20. Scales, P. C., Benson, P. L., Leffert, N., & Blyth, D. A. (2000). Contribution of developmental assets to the prediction of thriving among adolescents. Applied Developmental Science, 4(1), 27–46.
  21. Schein, E. H. (2010). Organisational Culture and Leadership (4th ed.). San Francisco: Jossey-Bass.
  22. Treviño, L. K., Weaver, G. R., & Reynolds, S. J. (2006)Behavioural ethics in organisations: a review.w. Journal of Management, 32(6), 951–990.
  23. Wright, T. A., & Goodstein, J. (2007). Character is not “dead” in management research: A review of individual character and organisational-level virtue. Journal of Management, 33(6), 928–958.

Book Review: “Zombies in the Academy: Living Death in Higher Education”

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Introduction

“Zombies in the Academy: Living Death in Higher Education,” edited by Andrew Whelan, Ruth Walker, and Christopher Moore, is not simply an anthology of essays concerning the creatures that have pervaded popular culture for decades. It is, instead, a bold multidisciplinary investigation into how the zombie metaphor may elucidate, critique, and potentially revolutionise our comprehension of contemporary academic life. This review examines the book’s key ideas, the organisation and manner of its contributions, and the distinctive, occasionally disconcerting insights it offers into the current situation of higher education.

Concept and Framework

The book is organised as an edited collection, comprising a series of pieces by various scholars who analyse different facets of the “zombie” metaphor in relation to academia. The zombie cliché, commonly found in horror films and video games, is here applied to the academic setting, where the distinctions between life and death, productivity and stagnation, as well as innovation and conformity, are perpetually redefined. Each essay utilises the lexicon of the undead to examine topics including bureaucracy, burnout, precarity, and the commercialisation of education.

The compelling nature of “Zombies in the Academy” lies in its rejection of a solitary or simplified interpretation of the metaphor. The contributors regard the zombie as a “polysemic figure”, with its meaning varying according to context. The zombie represents, at times, the exhausted faculty member, the apathetic student, the unthinking administrator, and the institution itself—an entity that trudges forward, deteriorating, using resources, yet never fully perishes or rejuvenates. The book’s versatility serves as both its strength and its difficulty; readers may feel simultaneously exhilarated and unsettled by its unwillingness to reconcile the contrasts it reveals.

The Themes and Arguments

  • Bureaucratic Fatigue and Academic Burnout: Numerous essays analyse the fatigue that permeates various university settings. The depiction of the zombie – exhausted, unyielding, incapable of repose – serves as a metaphor for the academic worker ensnared in the apparatus of perpetual committees, grant proposals, and performance assessments. The book examines, through vivid anecdotes and theoretical analysis, how institutional frameworks reduce dynamic intellectuals to become shadows of their former selves, perpetually pursuing yet never achieving intellectual fulfilment.
  • Precarity and the Casualisation of Academic Employment
  • The metaphor of the “living dead” is applied to individuals occupying the marginal realms of academia: adjuncts, sessional speakers, and graduate students. Their existence is characterised by ambiguity, transience, and a feeling of being neither within nor beyond the institution’s confines. The book compellingly links the perpetual quest for a permanent job with the zombie’s unquenchable appetite, which remains eternally unsatisfied.
  • Student Disengagement and the Demise of Critical Thought: A particularly disturbing element of the book is its portrayal of students as zombies – not as mindless consumers, but as victims of increasingly instrumentalist educational methodologies. The authors contend that the impetus to commodify education, quantify all aspects through metrics, and impose inflexible curricula deprives students of the curiosity and involvement that previously characterised the university experience. They question whether the academy can regain its critical acuity or if it will continue to progress in a state of “living death”.
  • The Corporatisation and Standardisation of the Academy
  • Through incisive research, the book reveals the ascent of managerialism, performance metrics, and the infiltration of corporate models into the core of the university. The zombies represent not merely individuals, but comprehensive systems – mechanisms that emphasise efficiency over creativity, conformity over disagreement, and survival over flourishing. Readers are prompted to evaluate whether the academy, now extensively dominated by neoliberal principles (such as the New Public Management), can achieve authentic rejuvenation.

Style and Approach

“Zombies in the Academy” is composed in an approachable yet intellectually demanding manner, integrating personal narrative, cultural critique, and scholarly theory. The editors have effectively curated a volume that is both accessible and profoundly engaged with the philosophical enquiries posed by its subject. The articles exhibit a range of tones, from sardonic and amusing to gloomy and incisive, illustrating the complex nature of their central metaphor.

The book’s transdisciplinary nature is another notable advantage. Contributors originate from sociology, literature, cultural studies, education, and philosophy, interlacing elements from various disciplines to construct a tapestry that is intricate and meaningful. The allusions to popular culture – films, television, and games – are not superfluous; rather, they enhance the reader’s comprehension of the zombie’s role in the communal imagination and within the confines of the institution.

Critical Reflections

Like any edited edition, the book’s merits are occasionally diminished by inconsistencies in the quality and depth of individual contributions. Certain chapters are remarkably innovative, presenting novel languages and conceptual frameworks for contemplating academic life; others may succumb to conventional grievances or jargon. Nonetheless, the collection’s general cohesion is preserved, mostly because of the editors’ meticulous arrangement and insightful introduction.

One significant issue is the potential overuse of the zombie metaphor, despite its productive nature. Occasionally, the reader may question whether the metaphor obscures the genuine challenges encountered by individuals in higher education. Does the vocabulary of the undead genuinely encapsulate the intricacies of burnout, precarity, and disengagement, or does it unintentionally diminish their significance? The book confronts these questions directly, redirecting them to the reader and encouraging additional discourse.

Impact and Relevance

Notwithstanding these reservations, “Zombies in the Academy” is a crucial intervention at a time when universities globally, such as Dalhousie University in Canada, are encountering unparalleled challenges. The COVID-19 pandemic, persistent austerity measures, and evolving political factors have exacerbated the challenges outlined within its pages. By emphasising the significance of metaphor and rejecting simplistic answers, the book provides readers with a framework for critically examining the circumstances surrounding the production and dissemination of information.

The volume’s significance transcends the academic sphere. Individuals employed in various areas, including healthcare and public service, may recognise the diagnosis of bureaucratic fatigue and systemic stagnation as disturbingly familiar. The book contributes to a wider discourse regarding the future of employment, creativity, and communal existence in the twenty-first century.

Conclusion

“Zombies in the Academy: Living Death in Higher Education” is a bold, thought-provoking, and even disconcerting examination of the modern university. The book employs the imagery of the undead to examine and rethink the circumstances of academic life. The articles compel readers to confront the “living death” jeopardising the vitality of education, while simultaneously presenting instances of hope – occasions when innovation and dissent penetrate the gloom of conformity.

This work is indispensable for those intrigued by the future of higher education or the capacity of metaphor to elucidate social reality. It is not for the timid; the shadow of the zombie is always close to lived experience. Within its pages, one discovers not just despair but also the potential for rejuvenation – a summons to oppose the forces that threaten to render us inert and to restore the academy as a locus of authentic thought, engagement, and transformation.

Reference

Whelan, A., Walker, R., & Moore, C. (Eds.). (2013). Zombies in the Academy: Living Death in Higher Education (1st ed.). Intellect. https://doi.org/10.2307/j.ctv36xw78w

What are the five classical principles of appreciative inquiry? A Mini-Lecture

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Appreciative Inquiry: A brief introduction

There are numerous ways to describe appreciative inquiry. Here is a practitioner-orientated definition:

Appreciative inquiry is a cooperative co-evolutionary search for the best in people, their organisations, and the world around them. It involves the discovery of what gives “life” to a living system when it is most effective, alive, and constructively capable in economic, ecological, and human terms. Appreciative inquiry involves the art and practice of asking questions that strengthen a system’s capacity to apprehend, anticipate, and heighten positive potential. The crafting of the “unconditional positive question,” often involving hundreds or thousands of people, mobilises the inquiry. Appreciative inquiry interventions focus on the speed of imagination and innovation instead of the negative, critical, and spiralling diagnoses commonly used in organisations. The discovery, dream, design, and destiny model links the energy of the positive core to changes never thought possible (Cooperrider, Whitney, & Stavros, 2008).

Appreciative inquiry is among the most effective change methodologies currently available. Numerous organisations globally have employed AI to implement transformative efforts. The premise is straightforward: Every organisation has something that works right—things that give it life when it is vital, effective, and successful. Inviting people to participate in dialogues and share stories about their past and present achievements, assets, unexplored potentials, innovations, strengths, elevated thoughts, opportunities, benchmarks, high-point moments, lived values, traditions, core and distinctive competences, expressions of wisdom, insights into the deeper corporate spirit and soul, and visions of valued and possible futures can identify a “positive core.” Appreciative inquiry links the energy of the positive core directly to any change agenda. This link creates energy and excitement and a desire to move toward a shared dream.

AI pertains to the generative rather than the affirmative (Cooperrider & Srivastva, 1987). Perhaps we ought to refer to it as Generative Inquiry. Generativity transpires when individuals collaboratively uncover or invent novel concepts that can beneficially transform their shared future. AI exhibits generativity in several ways. The pursuit of novel ideas, images, theories, and models emancipates our collective desires, transforms the social construction of reality, and consequently reveals options and behaviours that were previously unconsidered or inaccessible. When effective, AI produces spontaneous, unsupervised actions at the individual, group, and organisational levels, aimed at fostering a better future.

In the next session, we will examine the five fundamental principles of appreciative inquiry: the constructionist principle, the principle of simultaneity, the poetic principle, the anticipatory principle, and the positive principle. To effectively use AI, it is essential to understand these foundational principles of appreciative inquiry.

The Five Classical Principles of AI

The constructionist principle asserts the interconnection between social knowledge and the fate of an organisation, and it contends that the foundations of organisational transformation are inherent in the initial questions asked. The questions asked serve as the foundation upon which the future is envisioned and developed. As a result, the approach to understanding has significant implications (Gergen, 1994). To be effective as CEOs, leaders, and change agents, one must be proficient in reading, code reading, comprehending, and analysing organisations as dynamics. Understanding organisations is fundamental to virtually all organisational activities. Because different people think in various ways and the environment is becoming more complex, it’s important to keep exploring new and better ways of understanding things.

The essential resource for fostering effective organisational transformation is collaboration between imaginative and rational cognitive processes, which enable creativity and intellect in groups. Appreciative inquiry serves as a method for restoring imaginative proficiency. Regrettably, individuals’ customary metaphorical styles and analytical frameworks serve to characterise organizations manners. These techniques have frequently restricted management creativity and cognition.

Simultaneity principle: The principle of simultaneity posits that inquiry and change are not distinct phases; rather, they should occur concurrently. Inquiry constitutes a form of intervention. Change is initiated by the thoughts and discussions of individuals, the discoveries and knowledge they acquire, and the elements that shape dialogue and evoke visions of the future. Their presence is inherent in the questions posed. The questions establish the distinction between what is “found” and what is “discovered” (the data). The data serve as the foundation for the conception, discussion, and construction of future narratives.

Poetic principle: The idea that human organisations are like an “open book” is a good way to think about this poetic concept. The story of an organisation is always being written by many people. Also, the past, present, and future can all teach us something, inspire us, or help us understand something else. For instance, one can interpret a well-crafted poem or the Bible in numerous ways. The main point is that you can learn about almost any subject that has to do with people in any human system or organisation. The choice of question can focus on what makes individuals feel either alone or happy within any group or organisation. When people are creative or stressed from too much paperwork, they can be studied. There is a choice.

Anticipatory principle: talking about and picturing the future together is the most powerful way to make positive changes or improvements in an organisation. One of the main ideas behind the anticipatory view of organisational life is that the way a body or organisation acts now is based on its vision of the future. Like a movie projected on a screen, human systems are always projecting an expectation horizon ahead of themselves. This brings the future into the present in a strong way as a motivator. Groups exist because their leaders and caretakers have some kind of conversation or expectation about what the group is, how it will work, what it will accomplish, and what it will probably turn into.

Positive principle: This last principle is more concrete. It grows out of years of experience with AI. In simple terms, momentum for change necessitates significant levels of positive impact, social bonding, and attitudes like hope, inspiration, and the joy of collaborative creation. Organisations, as human constructions, are largely affirmative systems and thus are responsive to positive thought and positive knowledge. The more positive the questions used to guide a group in building an organisational development initiative, the more long-lasting and effective the change (Bushe & Coetzer, 1994). In important respects, people and organisations move in the direction of their queries. Thousands of interviews into “empowerment” or “being the easiest business in the industry to work with” will have a completely different long-term impact in terms of sustaining positive action than a study of “low morale” or “process breakdowns.”

Table: Summary of the 5 Traditional Principles of Appreciative Inquiry

PrincipleSummaryDetails
Constructionist PrincipleWords create worldsReality, as we know it, is a subjective vs. objective state and is socially created through language and conversations.
Simultaneity PrincipleInquiry creates changeThe moment we ask a question, we begin to create a change. “The questions we ask are fateful.”
Poetic PrincipleWe can choose what we studyTeams and organizations, like open books, are endless sources of study and learning. What we choose to study makes a difference. It describes – even creates – the world as we know it.
Anticipatory PrincipleImages inspire actionHuman systems move in the direction of their images of the future. The more positive and hopeful the image of the future, the more positive the present-day action.
Positive PrinciplePositive questions lead to positive changeMomentum for [small or] large-scale change requires large amounts of positive affect and social bonding. This momentum is best generated through positive questions that amplify the positive core

Source: Cooperrider, D.L., & Whitney, D. A Positive Revolution in Change: Appreciative Inquiry. Taos, NM: Corporation for Positive Change, 1999.

Conclusion

These five principles are central to the theoretical framework of AI theorists for organising evolutionary change. These principles clarify that it is the positive image that results in positive action. The organisation must make the affirmative decision to focus on the positives and lead the inquiry.

References

  1. Barrett, F., & Fry, R. (2005). Appreciative Inquiry: A Positive Approach to Cooperative Capacity Building. Chagrin Falls, OH: Taos Institute Publishing.
  2. Bushe, G., & Coetzer, G. (March 1994). Appreciative inquiry as a team-development intervention: A controlled experiment. Journal of Applied Behavioural Science, 31, 13.
  3. Cooperrider, D. L., & Srivastva, S. (1987). Appreciative inquiry in organizational life. In W. A. Pasmore & R. W. Woodman (eds.), Research in Organizational Change and Development, Vol. 1 (129-169). Greenwich, CT: JAI Press.
  4. Cooperrider, D.L., Whitney, D., & Stavros, J.M. (2008). Appreciative inquiry handbook for leaders of change (2nd edn). Crown Custom Publishing, Inc.
  5. Gergen, K. (1994). Realities and relationships. Cambridge, MA: Harvard University Press and Social Construction: Entering the dialogue (2004). Chagrin Falls, OH: Taos Institute Publishing.
  6. Stanton, Nigel (2025). Appreciative inquiry, understand these 5 principles and understand how something really changes in your team or organization. Retrieved from https://www.croeso.nu/blog/appreciative-inquiry-begrijp-deze-5-principes-en-begrijp-hoe-er-echt-iets-verandert-in-je-team-of-organisatie/ (Accessed 24 June 2025).

How Can We Respond to the Current Global Polycrisis?

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“If communities work on reducing the risk factors and investing in protective factors, they will not only be more likely to recover from crises faster but will also have the opportunity to grow from them and thrive in a new way.”

[Jacob Bornstein and Mesa Sebree].

Many historians believe that we are now living in the best period of human history. We live longer, have a higher average income, eat better, and are more educated. However, many of us wake up each morning feeling burdened by the current or impending calamities of our day. Climate change, threats to global democracies, conflicts, a widening income gap, stark inequities in health and well-being, mass extinctions, and mass migration— the list goes on.

Polycrisis: What is it?

  1. The United Nations Environment Programme defines “polycrisis” as the interaction of numerous crises across global systems that have a considerable negative impact on planetary health and human well-being.
  2. The Cascade Institute provides a more thorough definition:

A global polycrisis arises when crises in many global systems become causally linked, drastically reducing humanity’s prospects. These interlocking crises do more harm than the sum of the crises’ individual effects if their host systems were not so intertwined.

Description of the current polycrisis.

Allow us to digest some of the harsh facts we are currently facing. Human-caused global warming poses an existential threat to humanity by increasing the frequency and intensity of heatwaves, droughts, wildfires, heavy precipitation, and tropical cyclones, putting 3.3 to 3.6 billion people in climate-vulnerable situations and threatening ecosystems (Intergovernmental Panel on Climate Change, 2023). The World Bank projects that there will be around 216 million internal climate migrants by 2050 (Clement et al., 2021), while the global economy is expected to lose $23 trillion by 2050 (Flavelle, 2021). Think about Russia’s aggressiveness against Ukraine. Headlines like “Wider war in Europe ‘no longer a fantasy'” (Foy, 2024) raise concerns among the European population about a war in Europe (Hajek, Kretzler & Konig, 2023). Finally, dangers to democracy around the world are on the rise, often as a result of failing economic systems and accompanied by attacks on free speech (especially on campuses), independent media, and the right to peaceful protest (e.g., Roth, 2025). The convergence of these crises has been described as a global polycrisis, or “the causal entanglement of crises in multiple global systems in ways that significantly degrade humanity’s prospects” (Lawrence, Homer-Dixon, Janzwood, Rockstom, Renn & Donges, 2024: 2). Surprisingly, while international collaboration is urgently required to address the current polycrisis, populist politicians set off nationalist political agendas that stymie international collaboration. Even worse, the devastating repercussions of climate change may inspire a “resource-heavy, escapist consumption” among populist politicians and their supporters “while [they] still can” (Beckett, 2025), hastening the crises.

However, upon reflection, we can observe that humanity has demonstrated remarkable resilience and adaptability in the face of both past and current disasters. Volcanic eruptions, pandemics, wars, and genocides are the historical catastrophes that have caused the most human injury and suffering, dating back to the bubonic plague and World War II. Despite massive losses, with up to 90% of populations dying, communities have shown resilience. Recent crises related to war, natural disasters, and economic downturns have also demonstrated various degrees of recovery, impacted by factors such as effective governance and economic diversification. Understanding past events can help us put the current crises into context. They remind us that regardless of what we confront, the world will survive, mankind will triumph, and the problems we face will compel us to create new ways to live and work that will eventually restore balance for people and the planet. Finally, humanity’s ability to withstand and rebuild provides lessons and hope for how we might prepare for and overcome the polycrisis that lies ahead.

Protective aspects for societal resilience.

The key subject of this article is how civilisations and communities may recover in the face of catastrophic events that are unavoidable, such as climate change, sickness, economic collapse, or war. While future crises will surely occur at both the global and local levels, communities may take essential activities to assist them adapt and recover from crises: (a) Invest in the community’s civic capacity; (b) Ensure leaders are elected fairly and accountable to the public; and (c) Determine community weaknesses and work collaboratively with the community to solve them, whether they are diversifying the economy, reducing the risk of natural disasters, building better relationships with neighbouring communities or countries, supporting local communication and information systems, improving the educational system, or ensuring basic human rights. These issues are generally too large for a single government organisation, industry, or foundation to address. They demand the community’s collaborative effort and wisdom.

These techniques will only succeed if we approach each day honestly and with mutual respect, rather than using gamesmanship for power. That means we must wake up each day determined to participate meaningfully— with whomever, whenever, and wherever we can. We must concentrate on transforming the world into a better place, starting from the foundation. To do so, we must honestly appraise the situation before us. Blaming others for denying chances or committing previous wrongs will not result in long-term rewards, nor will shifting responsibility to other, “larger” players. The worldwide polycrisis will surely affect everyone on the planet. We all have a role to play in the struggle to ensure that our families, communities, and nations can resist the pressures and evolve into something greater along the way.

Our social fabric may be frayed and torn, but it is stronger than any threat that could attempt to divide us. History demonstrates that humanity has often recovered from even the most severe tragedies. Humans are resilient; when we come together with a common goal for a better society, there is nothing we cannot overcome. We hope that using these tools, we can build a ladder of hope in our everyday lives. We can overcome profound divisions and collaborate to address the difficulties we face today and in the future. In a community prepared to face and adapt to our darkest days, we can live our daily lives without hypocrisy. We can sense the need to connect, to look that person in the eye who appears so different from us and share a smile, and perhaps even to phone a friend or loved one because we have the mental space to express some hope.

A Call to Action.

It is critical to recognise that maintaining hope in the face of the unfolding polycrisis is becoming increasingly difficult for individuals in society. However, hope appears to be increasingly important if students, educators, and administrators are to find ways to deal with the polycrisis in ways that shift decision-making towards and for planetary health (Colombo et al., 2024; Edwards & Küpers, 2024; Hedlund, Esbjörn-Hargens, Hartwig, & Bhaskar, 2025). The literature on hope also recognises this basic contradiction: for example, holding on to hope in difficult times is critical to our survival—if we act. On the other side, giving up hope during difficult times can jeopardise our survival if we do not act (for example, when we believe something or someone will suddenly come to our rescue). There are significant consequences for management learning, management education, and the effectiveness of business schools.

References

Beckett, A. 2025. February 1: In Trump’s fantasy politics, he can accomplish anything—but reality will prevail. Guardian.

Clement, V., Rigaud, K. K., de Sherbinin, A., Jones, B., Adamo, S., Schewe, J., Sadiq, N., & Shabahat, E. 2021. Groundswell part 2: Acting on internal climate migration. Washington, DC: World Bank.

Colombo, L., Moser, C., Muehlfeld, K., & Joy, S. 2024. Sowing the seeds of change: Calling for a social-ecological approach to management learning and education. Academy of Management Learning & Education, 23: 207–213.

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An Appeal for the Reinstatement of the Polymathic Professor in the Academic Setting

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The Oxford Dictionary defines a polymath as “an individual possessing extensive knowledge or learning.” They possess extensive knowledge and experience in a diverse range of subject areas and domains. The polymath’s expertise is anticipated to aid in the resolution of intricate challenges that require the application of transdisciplinary knowledge. The concept of a ‘renaissance man’ is based on the idea that individuals should embrace all ideas, which is rooted in the belief that being a polymath is valuable.

Nevertheless, in the present day, the globe has undergone a complete reversal. Currently, we find ourselves in a situation where the modern world, particularly academia, places a strong emphasis on hyper-specialization. In certain instances, within our highly compartmentalized academic environments, individuals not only possess an intense level of specialization but are also expected to refrain from developing an interest in any other fields of study. I am acquainted with colleagues who were refused opportunities not due to their lack of expertise in their primary fields, but rather because they had also conducted research in other subjects. Striving to become a well-rounded individual might pose numerous challenges for someone in the academic field. Although sexual promiscuity has long been frowned upon by society as a whole, even the act of engaging with different academic subjects has been highly condemned in modern academia.

Due to the tremendous accumulation of knowledge by humanity since the Renaissance, attaining the status of a true polymath has become exceedingly difficult. The majority of individuals lack the time, money, or cognitive capacity to acquire expertise in more than a few areas. In order to approach the status of a polymath, one must adopt a generalist approach and be prepared to face criticism as a ‘jack of all trades’. It is extremely challenging, if not quite impossible, to locate a suitable position and platform for individuals of this nature within our highly compartmentalized academic institutions. For individuals seeking the most advantageous option, smaller universities that require faculty members to teach a wide range of courses within closely related academic fields are the ideal choice. Therefore, should you willingly forgo all the recognition and achievements that can be obtained through your professional advancement and instead choose to become a generalist? Indeed, I strongly believe so. If the pursuit of understanding, self-actualization, and personal growth towards being a complete individual holds great significance in your life, then this is particularly relevant.

It encompasses more than just wealth and recognition; it pertains to existence itself. Engaging in extensive reading and conducting independent research to uncover fundamental concepts across various domains brings immense pleasure. Witnessing the profound connectivity of seemingly unconnected areas of knowledge is an exceptional artistic experience. Many of us are continuously bothered by the need for frequent dosages of this experience throughout our lives. An economist may need to compromise certain professional aspirations by dedicating time to conducting research in another field of interest, such as linguistics or computer programming. However, if it provides him with an enhanced feeling of being and a deeper personal significance, what could be more significant!

Ultimately, beyond a certain threshold in specialization can be quite challenging for certain individuals who possess minds that are resistant to fully immersing themselves in a singular micro-specialization. As a business researcher, I am unable to exclusively prioritize and specialize in only one area such as marketing, human resources, or finance during my whole career, solely based on my employer’s expectations. Occasionally, I am also inclined to go into research on topics pertaining to philosophy, economics, psychology, sociology, and cultural studies. I excel in perceiving the extent or range of things rather than their profoundness or intricacy. These distractions undoubtedly elicit disapproval from the authorities due to reasons such as “you are being paid to conduct research on buyer remorse!”.

An exemplary existence should be defined by its vitality rather than its one-dimensional nature. You do not have to limit your tireless pursuit of expanding consciousness through extensive knowledge to only professional aspirations. If you feel limited and particularly if money and fame hold no greater significance than the aforementioned pursuit, you should contemplate relocating to a workplace that values and compensates your polymathic abilities. Seek out a university that is committed to delivering comprehensive and well-rounded education to its students. If you find yourself in an Ivy League institution and have the opportunity, you should consider establishing a research center focused on integrative projects that need the application of extensive knowledge and abilities.