Abstract
Using an autobiographical method, this study exposes the knowledge created from an experience concerning the implementation process of a human complexity course. We analyze the pedagogical strategies and explain the facts noticed in the narrative. We also present the generic knowledge that results from this experience. As this is a real-life experience, the reader can learn from the errors committed by a professor who experimented with various strategies. Furthermore, this experience is transferable to other contexts of management education. It is an example of applying humanities to business practices. This study makes it possible to improve how professional judgment is taught in a context of liberal learning.
Highlights
Referring to students’ previous knowledge, experiences, or projects is essential to developing a professional judgment, but it is not sufficient
We present the method used—autopraxeography within a pragmatic constructivism paradigm—and we describe the implementation process of a human complexity course
This article described an experience of teaching liberal learning and humanities to students in administration
Summary
Referring to students’ previous knowledge, experiences, or projects is essential to developing a professional judgment, but it is not sufficient. Colby, Ehrlich, Sullivan, and Dolle (2011) see liberal learning as a way of thinking about the world They distinguish four central dimensions: analytical thinking, multiple framing, the reflective exploration of meaning, and practical reasoning. This integration could foster “professional judgment in complex and morally ambiguous circumstances” The objective of this program was to train managers differently It was composed of special courses: personal development, ethics, critical management, among others, and human complexity. She was very attracted to this program, and especially to the course titled “Human Complexity: Theories and Models.”.
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