Abstract

In the present paper, I will explore whether and in what sense philosophical inquiry can be deployed in organizations as a pedagogical vehicle to promote reflective professionalism and a learning-oriented approach to organizational practices. This investigation will unfold in two steps: first, it will be argued that the contemporary “practical turn” in philosophy has enabled us to rediscover its intimate relationship with education and, thereby, has turned it into a possible pivot for the reconstruction of organizational practices; and, secondly, rather than reading “philosophy in organizations” from the perspective of philosophical counselling I will propose a pedagogical hypothesis that dovetails – under the aegis of the thought of John Dewey – Donald Schön and Chris Argyris’s theory of action with Matthew Lipman and Ann Sharp’s approach of the community of philosophical inquiry. I will maintain that the latter may represent a major resource to promote a transformation of the meaning perspectives of organizations and of practitioners therein working along the lines indicated by Schön and Argyris.

Full Text
Paper version not known

Talk to us

Join us for a 30 min session where you can share your feedback and ask us any queries you have

Schedule a call

Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.