Civil Servants and ‘Scientific Temper’: Scholarly Competence for Enactment of New Realities in Professionals’ Practice

The chapter questions the low demand for scholarly (scientific research) competence of civil servants through identifying practical and transformative uses of scientific knowledge in professionals’ practice, thus arguing for a particular type of scholarly competence in professional degree programs.

The chapter conceptually develops a theory of practitioners’ knowing in action that reframes use of scientific knowledge as part of practical inquiry.

The chapter formulates the notion of extended ‘scientific temper’ to open up spaces for reflection in the context of everyday professional practice and avoid the pitfalls of technical rationality. It argues for an ontological – as opposed to mere epistemological – dimension of knowing in action. It suggests that changes in practitioners’ stance in line with the extended ‘scientific temper’ enable specific uses of scientific knowledge and help achieve aims of emancipation and transformation.

The chapter sketches a list of scholarly competencies and principles of didactics of training scholarly competence of civil servants in line with the notion of extended ‘scientific temper’ and post-structuralist paradigms in science.

The chapter’s value lies in reconceptualising the use of scientific knowledge in relation to everyday professional practice in public administration.