Dans cet article on vas appliquer nos connaissance acquise lors de nos cours d’anglais technique et planification et gestions des projet, ou on va faire des traductions des paragraphe de cet article avec l’expression des idées du professionnalisme dans la planification et gestion des projet pour les licencier te les master.
» PROFESSIONALISM AND THE UNIVERSITY
Address to the Ethics Alive function, Steve Biko Foundation, Faculty of Health Sciences,
University of the Witwatersrand. 18 March 2009.
One of the pleasures of the Oxford English Dictionary is that, for each word included, in order to give a sense of the variation of meanings, the dictionary presents extracts from actual publications where the word was used. I looked for the word “Professionalism” and some of the extracts give an interesting sense of the development of the word. For example, an 1863 article uses the word as: “Professionalism stamps its mark more deeply upon the ecclesiastical mind than upon the followers of the non-clerical, but liberal, occupations.” –there is a clear sense here that the word was taken to include a mantle of religious morality –but also that the concept of professionalism carries with it notions of the in-group and the outgroup.
On the other hand, an 1893 article speaks of: “… bloodthirsty professionalism..[is] decidedly characteristic of the Napoleonic warrior.” Here the word is used to refer to the almost amoral requirement of appropriate method in effectively achieving a desired objective. An 1895 article advises that “The..student should not lose sight of general cultivation – and fall into stark professionalism.” And again, a 1949 article argues that: “With most people real sexlove..soon gives way to family life, or professionalism, or dried-up-ness”. Both these extracts use the word Professionalism in an almost anti-humanist form – to refer to the narrowly trained but otherwise emotionless technocrat.
What these extracts emphasise is that, firstly, all professions carry with them the concept of “professionalism” and, secondly, that notions of professionalism are socially constructed, vary across time and place and draw significantly on the moral context of its application.
Professionalism is not an unchanging, fundamental or universal characteristic of the
professional. Given this rather obvious and generalised statement, I would like to focus my comments on professionalism in the context the professional discipline, at a university that is concerned with teaching, research and engagement at the high intellectual level – in other words, in the realm of the best that can be thought and known. In many ways, all who pass through the doorways of this building – or indeed any building at a university – commit themselves to undertake their tasks in a professional manner. All ranks of our staff commit to this idea. All the interactions that our students have with our staff are a part of their learning experience. Our personal interactions with our students in the classroom, laboratory or hospital have to be structured so as to reinforce positive learning. But equally, the engagement of our students with the cleaning staff or the cashier at the coffee shop is an important part of their learning experience and these too have to be positively reinforcing experiences. It is through these sorts of interactions that our students imbibe our institutional culture – that at Wits should stand for an abiding willingness and courage to critically engage
with important matters of the human condition – and to do this in a manner that fits with the civilised search for meaning in an enormously complex world. It must be clear that developing and sustaining this institutional culture is in equal measure, the responsibility of the entire Wits community – students and staff alike. «
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