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Learning beyond dialogue
Izak, Michal
Izak, Michal
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2025-01-28
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Abstract
Imagine an academic teacher explaining the meaning of a concept to a group of research students who are expected to make sense of it, and variously employ to it as lenses to better understand the findings of their empirical project. Each of them learns something, but the exact ‘meaning’ of what they learned does not fully overlap neither with what others have learned nor with the content communicated by the teacher: after all the teacher only explained the main notion, but left the task of conceptualizing their data to the students. Assuming our teacher is receptive to other ideas their understanding of the notion in question may be enriched by the interpretations emerging from the students’ conceptualizations. Inasmuch, as we may be tempted to normalize such a learning and perceive it as just what ‘real learning should be about’, we must admit that such a procedure is not free from a strong assumption: communicated and received contents do not overlap and are not being intended to do so. Those conversational exchanges are productive in a sense that they have a capacity to transform the learner (and potentially teacher as well) rather than just render them anodyne conduits to a learned content. This dialogic premise behind the dominant body of scholarly work on management learning deserves a closer scrutiny, which will be undertaken in this short article. The point is not to query whether non-dialogic learning is feasible – we know that it is – but rather to consider whether through (by and large) shunning the instances of non-dialogic learning, as well as often overlooking the research contexts in which dialogic inquiry is not expedient we may inadvertently favour certain societal and organizational discourses at the expense of others, and whether there are lessons about (management) learning which we may fail to learn as a result.
Citation
Izak, M. (2025). Learning beyond dialogue. Management Learning, 56(1), 124-131. https://doi.org/10.1177/13505076241277800
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SAGE Publications
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Management Learning
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DOI
10.1177/13505076241277800
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Article
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© The Author(s) 2024.
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1350-5076
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1461-7307
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