Higher and post-experience education in many parts of the world has unfortunately overlooked what practice can contribute to our knowledge base distinctly and additively from classroom education. Ultimately, we need a synthesis of theory and practice if we are to prepare thoughtful...

In this dialogue, the author depicts the journal peer review process as a high-stakes game involving three parties: editor, reviewer, and author. In light of a non-infrequent transposition of what should have been a constructive professional development process into a self-promotional social...

This article takes up an important question that has puzzled learning theorists in the critical tradition, namely, are the dialogic practices of emancipatory discourse sufficient to change oppressive conditions in the power structure of the modern organization? In other words, can critical...

This article endeavors to develop an emerging paradigm of leadership for our organizations known as "leaderful practice." Leaderful practice constitutes a direct challenge to the conventional view of leadership as "being out in front. " It is submitted that in the 21st Century organization,...

Although academic provision has become associated with professional education, knowledge is delivered through standard classroom methodology associated with liberal arts education. Elsewhere, a "practice turn" has elevated experience as a basis for knowledge. This article shows how practice...

This article takes the view that formal educational programs often miss opportunities to use the rich experiences of working managers to produce both learning and knowledge. Two alternative pedagogical approaches, action learning and action research, are proposed as contributing to management...

The author provides a personal account of his transition from attempting to use charisma to transmit knowledge to students to removing it so that students can themselves experience knowledge as a basis for learning. Consistent with inquiry-based democratic pedagogy, the author demonstrates how...

It is axiomatic that people who have a say in the vision underlying any endeavor will be more committed to carrying out that vision than those who are simply given the vision. Indeed, if the vision is handed down, no matter how empowered an employee may be in carrying it out, it may be...

In this account of practice, the authors introduce a variant of classic action learning, called developmental action learning or DAL. The DAL model, derived from cognitive development theory, introduces conventional learning modules prior to the more intensive set experience. It also calls for...

Most leadership training that is being conducted in corporate offsites is ill-advised. I make this bold statement because the intent of most of this training is to put leadership into people such that they can transform themselves and then their organizations upon their return. In this article,...