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Meandering as Method for Conversational Learning and Collaborative Inquiry
Journal of Management Education Pub Date : 2020-06-19 , DOI: 10.1177/1052562920934151
Victor J. Friedman 1 , Sarah Robinson 2 , Mark Egan 3 , David R. Jones 4 , Nicholas D. Rhew 5 , Linda M. Sama 6
Affiliation  

Collaborative inquiry and conversational learning are approaches to management education and learning in which participants construct knowledge together through dialogue. Both approaches advocate letting go of control to allow insight to emerge through free-flowing conversation, but little has been written about how to accomplish this. Furthermore, these approaches contradict expectations about learning among both teachers and students and raise fears of discussion degenerating into pointlessness. This article presents the idea of “meandering”—wandering casually without urgent destination—as a way of framing a conversation process that can help management educators loosen control without being out of control. It is based on a case of group learning generated by the six authors at the 2019 Research in Management Learning and Education Unconference. Our conversational learning process, which we described as meandering, was not only pleasant and rewarding but also led to a concrete action plan and research agenda. In this article, we demonstrate and discuss the highly relational, embodied, and contextual nature of meandering and propose a research agenda for generating more knowledge about this method and how to put it into practice in management learning and education.

中文翻译:

蜿蜒作为会话学习和协作探究的方法

协作探究和对话学习是管理教育和学习的方法,参与者通过对话共同构建知识。这两种方法都提倡放开控制权,让洞察力通过自由流动的对话出现,但关于如何实现这一点的文章很少。此外,这些方法与教师和学生对学习的期望相矛盾,并引发了对讨论退化为毫无意义的恐惧。这篇文章提出了“蜿蜒”的想法——漫无目的地闲逛——作为一种构建对话过程的方式,可以帮助管理教育者在不失控的情况下放松控制。它基于 6 位作者在 2019 年管理学习与教育非会议研究中生成的一个小组学习案例。我们将会话式学习过程描述为蜿蜒曲折,不仅令人愉快和有益,而且还制定了具体的行动计划和研究议程。在本文中,我们展示和讨论了曲折的高度相关性、具体化和上下文性质,并提出了一个研究议程,以产生有关这种方法的更多知识以及如何在管理学习和教育中将其付诸实践。
更新日期:2020-06-19
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