In this article, we connect with recent attempts to rethink management learning as an embodied and affective process and we propose walking as a significant learning practice of a pedagogy of affect. Walking enables a postdualist view on learning and education. Based on course work focused on urban ethnography, we discuss walking as affect-pedagogical practice through the intertwined activities of straying, drifting and witnessing, and we reflect upon the implications for a pedagogy of affect. In conclusion, we speculate about the potential of a pedagogy of affect for future understandings and practices of management learning.

中文翻译：

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令人不安的知识体系：走路作为情感的教学法

在本文中，我们与最近尝试重新思考管理学习作为体现和情感过程的尝试相关联，并且我们建议步行作为情感教育学的重要学习实践。步行可以使二元论者对学习和教育产生看法。在针对城市人种志的课程工作的基础上，我们通过走动，漂泊和见证的相互交织的活动，讨论了步行作为情感教学实践，并反思了情感教学的意义。总之，我们推测情感教学法对管理学习的未来理解和实践的潜力。