There has been a decided shift towards desiring greater “relevance” in management education by serving the needs of management practice. The importance of a careful defi nition of “relevance” and the retention of a critical perspective needs to be asserted. In this respect, what Hugo Letiche and Geoff Lightfoot have done together, and written up in this book, is an outstanding example of a commitment to restore “relevance” via critical engagement to management pedagogy and practice. Their success is a clear demonstration of the practical relevance of imagination, commitment and scholarship. Prof Heather Hopfl (University of Essex)
In this volume, Hugo Letiche tackles the all-important question, is there “care” in healthcare? If, as Klaus Krippendorff(2006) argues, “meaning is a structured space, a network of expected senses, a set of possibilities…[that] emerges in the use of language,” then within the healthcare systems of today, the meaning of “care” has been defined to be the eradication of a problem. We must recognize that patients do not wish to regarded merely as a problem requiring eradication. Letiche is opposed to the very idea that complexity reduction can address the humanity of each individual healthcare situation. He argues that, through narratives and through complexity based social theory, the complexity of each individual situation must be transcended through mindful listening and engaged dialogue. Letiche suggests that in the absence of such mindfulness, the lack of time for true listening, and the inability of providers and systems to allow for patients and family to engage in dialogue lies both the roots of the problem and the potential for its solution. If complexity theory has a role in the analysis understanding and betterment of social systems, then approaches such as the one Letiche undertakes herein will become essential tools of the trade.
A discussion on the social complexity approach, where dialogue and stories allow for the degrees of freedom needed for the opportunities of emergence to take root. The authors focus on the experience of coherence and how such experiential lessons differ from the establishment and maintenance of categories and labels.
This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.
This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.
There has been a decided shift towards desiring greater “relevance” in management education by serving the needs of management practice. The importance of a careful defi nition of “relevance” and the retention of a critical perspective needs to be asserted. In this respect, what Hugo Letiche and Geoff Lightfoot have done together, and written up in this book, is an outstanding example of a commitment to restore “relevance” via critical engagement to management pedagogy and practice. Their success is a clear demonstration of the practical relevance of imagination, commitment and scholarship. Prof Heather Hopfl (University of Essex)
In this volume, Hugo Letiche tackles the all-important question, is there “care” in healthcare? If, as Klaus Krippendorff(2006) argues, “meaning is a structured space, a network of expected senses, a set of possibilities…[that] emerges in the use of language,” then within the healthcare systems of today, the meaning of “care” has been defined to be the eradication of a problem. We must recognize that patients do not wish to regarded merely as a problem requiring eradication. Letiche is opposed to the very idea that complexity reduction can address the humanity of each individual healthcare situation. He argues that, through narratives and through complexity based social theory, the complexity of each individual situation must be transcended through mindful listening and engaged dialogue. Letiche suggests that in the absence of such mindfulness, the lack of time for true listening, and the inability of providers and systems to allow for patients and family to engage in dialogue lies both the roots of the problem and the potential for its solution. If complexity theory has a role in the analysis understanding and betterment of social systems, then approaches such as the one Letiche undertakes herein will become essential tools of the trade.
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