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Embodied pedagogies, the arts and reflexive systems in enactive management education

García De la Cerda, O., Kernan, M. A. ORCID: 0000-0003-4666-5457 & Holtham, C. ORCID: 0000-0002-2497-8455 Embodied pedagogies, the arts and reflexive systems in enactive management education. In: Espejo, R., Lepskiy, V., Perko, I. & Novikov, D. A. (Eds.), Systems approach and cybernetics, engaging the future of mankind: The significance of systems and cybernetics in the future of societies. Lecture Notes in Networks and Systems. . Cham, Switzerland: Springer.

Abstract

This chapter stems from the convergence of two independent efforts to develop and research pedagogy which can prepare individuals to enact with high responsibility and creativity in complex situations. The main design questions are: How does a human being cope with complexity and uncertainty to take care, in different domains and contexts, of the human activity system for which he/she is responsible? and What transformations to the traditional business education programmes are necessary to meet this challenge? The shared long-term aim is to change the traditional curriculum by expanding the boundaries of our understanding of problem situations as a human activity in which technical matters intertwine with belief, desires and emotions. Our findings are drawn from a primarily qualitative study of the pedagogical design and outcomes of the interdisciplinary Masters in Innovation, Creativity and Leadership (MICL) launched at City, University of London in 2010. We focus on the lived experience of the students, especially the first cohort to complete the final module, Creativity and the Creative Industries (CCI); and relate our analysis to the CLEHES process, a strategy of learning developed by García et al. (2018). Building on the work of Beer (1994), Maturana and Varela, (1987) and Espejo (1996), García and his collaborators configure CLEHES as a nurturing technology to enhance enactive management which treats humans and organisations as activity systems with six ontological dimensions: body (cuerpo in Spanish), language, emotion, history, eros and silence (García and Saavedra, 2006; García and Orellana, 2008; García, 2009 ; García and Laulié, 2010; García and Saavedra, 2016; García, 2017; García, Humphreys and Saavedra, 2018). CLEHES involves three strategies of observation (García et al., 2018): - Self-observation - Observation of interactions, conversations and dialogues - Observation of an organisational network. We conclude that there is considerable potential in further exploring the six ontological dimensions, O Technology and CLEHES (García et al., 2018) to better understand the necessary conditions for arts-based HE pedagogy in management and professional education.

Publication Type: Book Section
Additional Information: This chapter has been accepted for publication by Springer. Use must not be for commercial purposes and content may only be used for academic research. Users may only view, print, copy, download and text-and-data-mine the content, for the purpose of academic research. The content may not be (re-)published verbatim in whole or in part or used for commercial purposes. Users must ensure that the author's moral rights as well as any third parties' rights to the content or parts of the content are not compromised.
Publisher Keywords: creative management; complexity management; CLEHES enactive laboratory; embodied and arts-based management pedagogy; interdisciplinary business school pedagogy
Subjects: H Social Sciences > HD Industries. Land use. Labor > HD28 Management. Industrial Management
H Social Sciences > HM Sociology
Departments: Bayes Business School > Management
School of Arts & Social Sciences > English
[img] Text - Accepted Version
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