A Pragmatist Approach to Responsible Management Learning and Education

Gohl, Christopher

doi:10.4135/9781526477187.n33

Cited by 1 publication

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“…For Gohl (2020), pragmatism in RMLE "has often been more an inspiration than a fully developed program" (p. 544). Pragmatism offers an alternative theory of action to that of neoclassical economics and positivism in management.…”

Section: The Pragmatist Approach To Grand Challengesmentioning

confidence: 99%

“…Dewey’s foundational concepts of “learning through intelligent action” and “intelligent experimentation” have also influenced various fields of management research and practice, such as organizational learning, responsible education, and business ethics (e.g. stakeholder-oriented approaches, among others) (Gohl, 2020: 544).…”

Section: Introductionmentioning

confidence: 99%

“…It favors students being placed in learning situations that require practical problem solution through inquiry, thereby providing an alternative to the instrumental and utilitarian approaches which carry a conception of individuals as profit-maximizing actors. Instead, pragmatism generates a conception of competent, responsible and free human beings, capable of solving the problematic situations that they encounter by intervening in a creative and socially reflective manner (Gohl, 2020; Moosmayer et al, 2019).…”

Section: Introductionmentioning

confidence: 99%

“…Thus, work in RMLE is inspired by the principles of reflexivity and social learning that allow students to: think about themselves in their community (Gohl, 2020; Visser, 2019; Wicks and Freeman, 1998); take into account the consequences of their action on others and on the world in general; and reflect on action in terms of intentionality, not just as a means to achieve objectives (Gohl, 2020: 547). This fosters a cognitive approach to problems, resting on a pluralism of mental models and values that serve as a foundation for teaching ethics and responsible management.…”

Section: Introductionmentioning

confidence: 99%

“…For further development and deployment of these ideas, we draw on certain elements of Dewey’s philosophy of practice. This responds to Gohl’s call (2020) to use pragmatism not only to develop courses in business ethics and responsibility but also to mobilize the pragmatist epistemology of experience for a deep rethinking of management instructional approaches. For this purpose, the central elements of Dewey’s logic of experience—experience, transaction, experimentation, and inquiry—can serve as a framework for reflection.…”

Section: Introductionmentioning

confidence: 99%

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Teaching management in the context of Grand Challenges: A pragmatist approach

Mailhot

Lachapelle

2022

Management Learning

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This article builds on the pragmatist approach of Grand Challenges to derive pedagogical strategies for management education, especially for courses that aim to prepare students to face the unprecedented context of multi-crises. The notion of Grand Challenges, used to frame the multiple problematic situations that characterize the context, echoes the flourishing literature on responsible management learning and education, which claims an urgent need to rethink management education to deal with issues of increasing inequality, human rights, and climate change. The responsible management learning and education literature encompasses three pedagogical approaches, including a pragmatist approach. We rely on Dewey’s pragmatist philosophy of education to enrich this approach and develop pedagogical strategies for preparing students to intervene in the context of Grand Challenges. We suggest a view of knowledge as tool for transformation and of the classroom as a community of inquiry working to intervene in problematic situations. We illustrate the strength of these pedagogical strategies through an account of an educational experience in a course of Design and Management of Social Innovation.

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Section: The Pragmatist Approach To Grand Challengesmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%