This paper seeks to contribute to the debate around sustainability by proposing the need for an ecocentric stance to sustainability that reflexively embeds humans in-rather than detached from-nature. We argue that this requires a different way of thinking about our relationship with our world, necessitating a (re)engagement with the sociomaterial world in which we live. We develop the notion of ecocentrism by drawing on insights from sociomateriality studies, and show how radical-reflexivity enables us to appreciate our embeddedness and responsibility for sustainability by bringing attention to the interrelationship between values, actions and our social and material world. We examine the implications of an ecocentric radically reflexive approach to sustainability for management education.

PurposeThe need to create and apply knowledge has contributed to the prescription of a learning organisation. However, there is no easy answer to what this concept means. Also a major criticism of the concept relates to the yet unclear connection between learning and performance. The purpose of this paper is to review the broad global literature to identify emergent themes, synthesised into a multilevel framework of process and structural attributes that reflects key theoretical relationships and attributes underwriting organisational learning and changeDesign/methodology/approachThis paper is based on meta‐analysis of literature published about the learning organisation and organisational learning.FindingsFinds a multilevel framework of process and structural attributes that reflects key relationships and attributes associated with learning and change.Practical implicationsThe multi‐level model outlines a framework for future research that may seek to link learning and performance. The causal relationships identified also suggest practical implications for managers seeking to enact the learning organisation concept.Originality/valueThis paper synthesises the conceptual underpinnings of literature on the learning organisation into a practical framework.

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In this article, I develop a new perspective on being reflexive, which appreciates unknowing as a core aspect. The intention is to promote more inclusive and equitable ways of managing and organising. By drawing on my own and others' experiences of the 'business method' of the Religious Society of Friends, or Quakers, images of the possibilities for reflexive practice, which embrace individual unknowing and help foster systemic intelligence, are explored. A relational ontology is pursued as these ideas can offer a suitable bridge to bring the processes of Quakers into conversation with debates about reflexive practice. The implication is that in the perspective developed, managing reflexively can be understood as a collective practice of searching for unity, or 'sense of the meeting', which is achieved through relational processes.

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