Introduction

Arevalo, Jorge A.; Mitchell, Shelley F.

doi:10.4337/9781785361241.00008

Cited by 1 publication

(1 citation statement)

References 73 publications

(83 reference statements)

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Grand Challenges resonate with the literature on RMLE, with recent works specifically addressing the urgent need for a rethinking that addresses climate change, increasing inequalities, and human rights issues (Arevalo et al, 2020; Arevalo and Mitchell, 2017; Moosmayer et al, 2020; Starik et al, 2010). In particular, the concept of “sustainability” has drawn considerable attention since the early 21st century (Arevalo et al, 2020; Figueiró and Raufflet, 2015).…”

Section: Introductionmentioning

confidence: 98%

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

Mailhot

Lachapelle

2022

Management Learning

View full text Add to dashboard Cite

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.

show abstract