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Research on creativity highlights feedback as an important driver of creative ideas. However, it advances a rather mechanistic understanding of communication, which obscures the specific practices in feedback interactions as well as their constitutive role in shaping creative ideas. In this paper, we advance conceptual arguments on how actors interact in communicative feedback processes on creative ideas. By drawing on the theory of communicative action by Jürgen Habermas and Hans Joas’ theory of creative action, we develop a more complex and nuanced understanding of creativity as a phenomenon that is constituted in communication. These authors’ work draws conceptual attention to the practices through which actors negotiate the novelty and usefulness of creative ideas in communicative interactions, the important role of feedback givers as creative actors, and “spaces for play” as a communicative sphere that allows creativity to emerge. We extend the literature on creativity by introducing a theory of communicative and creative action that offers to unpack communicative interactions through which creativity does or does not come into being.

Intellectual capital is a diverse and multidisciplinary field where there is much scope for interdisciplinary research. Such interdisciplinarity demands that we first transcend boundaries between IC researchers and disciplines and then transcend any subsequently perceived ontological and/or methodological barriers. Moving from the particular to the general, this paper draws on the contours of the Habermasian communicative relation to present some theoretical insights on how intellectual capital is created linguistically in social space. The ontological and methodological implications of this particular approach to research lead to the general argument for adopting a “relative view” on both ontology and methodology in order to craft navigational routes into interdisciplinary social space in the IC field. Such an approach allows IC researchers to draw on extant, and seemingly incommensurable, methodologies and techniques from analytical positivism, systems theory and the hermeneutic tradition in a scientifically justifiable post‐foundationalist manner.

The authors propose applying Habermas's “theory of communicative action” (TCA) to discuss the benefits of incorporating the concept of interaction in the field of corporate brand management. The purpose of this paper is to gain suggestions for interactions derived from Jürgen Habermas's social theory.

This paper refers to Habermas's TCA in terms of its implication for stakeholder interactions within corporate brand management. Based on review of the sociological literature of Habermas's TCA, this approach offers a more detailed picture of corporate brand management. Bodies of literature are selected, examined and the TCA has been connected to corporate brand management to provide a research background and a managerially useful insight of human interactions.

The social theory of the German social‐philosopher Jürgen Habermas provides certain starting points for classifying interactions. The paper introduces Habermas's proposed forms of human action. Furthermore, it relates to the cognitive, moral‐expressive and aesthetic‐expressive knowledge interest areas, Habermas's validity claims of communicative actions as well as context and world relations.

The study of Habermas's TCA considers one stream in sociological theory. Other theories may provide further insights for corporate brand management.

The paper shows managerially useful implications for managing stakeholder interactions within corporate brand management. Management can use the developed patterns of thought as a starting point for managing interactions with stakeholders.

The paper introduces Habermas's TCA within the field of corporate brand management. Moreover, it facilitates a more comprehensive understanding of implications for managing interactions within the field of corporate brand management.

Civil disobedience is often defined as a public, conscientious, nonviolent act of breaking the law in an attempt to change an unjust policy or law. When applied to real-life situations, this widely accepted definition overlooks key features of civil disobedience and ignores civil acts that fundamentally challenge undemocratic institutions or the state and make socio-political changes possible. The purpose of this paper is to criticize and revise the conceptual, ethical and socio-political understandings of civil disobedience by integrating deliberative theory with some radical perspectives on civil disobedience.

This paper integrates and critically revises previous approaches to the justification and role of civil disobedience in democratic systems. Specifically, the ethical concerns about civil disobedience are discussed and the deliberative concept of civil disobedience is expanded as a form of political contestation by incorporating the socio-political aspects of civil disobedience. Although it is a conceptual discussion, the paper opted for an exploratory approach using empirically related examples to illustrate the theoretical discussion.

The paper provides a new perspective to the literature on civil disobedience. The critical review shows that the limited general understanding of civil disobedience conceptually is not useful to analyze various forms of civil disobedience.

The reviewed literature is limited due to a limited space.

The paper includes practical implications for policymakers and authorities when evaluating and responding to civil actions more effectively and for members of civil movements and organizations when creating new forms of civil protest and effective responses to authorities.

This paper may be a modest first attempt to reframe the concept of civil disobedience by integrating deliberative democracy theory and some radical perspectives.

Habermas’ concept of communicative rationality, in which reason is construed in terms of the noncoercive intersubjectivity of mutual understanding and reciprocal recognition, provides a valid foundation on which the theory and practice of selves‐directed learning can be developed. In an increasingly individualized world a focus on learning networks allows a perspective transformation from the purely individualistic instrumental rationality of self‐directed‐learning towards communicative interaction via learning encounters and the possibility of satisfying the emancipatory conditions of communicative rationality within communities of selves‐directed‐learners in life and work. The orientation of communicative action to criticizable validity claims which are open to empirical investigation is the central core that makes this learning process both theoretically and practically possible.

For Weberian Marxists, the social theories of Max Weber and Karl Marx are complementary contributions to the analysis of modern capitalist society. Combining Weber's theory of rationalization with Marx's critique of commodity fetishism to develop his own critique of reification, Georg Lukács contended that the combination of Marx's and Weber's social theories is essential to envisioning socially transformative modes of praxis in advanced capitalist society. By comparing Lukács's theory of reification with Habermas's theory of communicative action as two theories in the tradition of Weberian Marxism, I show how the prevailing mode of “doing theory” has shifted from Marx's critique of economic determinism to Weber's idea of the inner logic of social value spheres. Today, Weberian Marxism can make an important contribution to theoretical sociology by reconstituting itself as a framework for critically examining prevailing societal definitions of the rationalization imperatives specific to purposive-rational social value spheres (the economy, the administrative state, etc.). In a second step, Weberian Marxists would explore how these value spheres relate to each other and to value spheres that are open to the type of communicative rationalization characteristic of the lifeworld level of social organization.

Transmedia – a single experience that spans across multiple forms of media – is still a new media in the educational landscape and therefore may pose a challenge to educators wanting to create opportunities for interactive media communications in their classrooms. In this chapter, we share an instance in which a university professor introduced transmedia to support graduate student learning to encourage inquiry, critical thinking, problem solving, creativity, contemplation, and critical discourses. Further, we examine how two of the graduate students took their learning a step further by designing and creating a model transmedia lesson tailored for the 6th grade Social Studies classroom. This chapter provides a theoretical framework within which transmedia may be used: Learning and teaching as communicative actions theory – LTCA.

Although communication is of vital importance in construction projects, the construction industry is confronted with great communication difficulties and an ineffective use of information and communication technology (ICT) systems. In this study, the objective is to analyse obstacles and preconditions for an effective use of ICT by focusing on characteristics of interorganizational communication in construction projects. Interorganizational communication and ICT are studied by elaborating on these phenomena from the perspective of two paradigms – the traditional functionalist and the radical humanist – and theories representative for these paradigms – the agency theory and Habermas’ critical social theory. By using the method of metatriangulation, it is shown that in addition to the functionalist perspective, the critical social theory of Habermas is an appropriate theory for analysing obstacles and preconditions for an effective interorganizational communication and use of ICT. Based on this analysis, a critical research agenda on communication and ICT in construction is formulated. It is concluded that this type of research will lead to a more articulated view on the alignment between ICT applications and communication in construction projects and will show new directions for ICT development in the future.