Õppimine ja õpetamine on midagi sellist, mis vist kedagi puudutamata ei jäta. Isegi neid, kes enda arvates ei taha õppida. Sestap siinviidatu oma koha leidis. Tõsi, keskne huvi on siin ikka selles, kuidas õppida-õpetada organisatsioonidega seonduvat ja siin on kõik ideed kaalumist väärt.
Another related critique is to overlook the potential negativity in positivity (e.g. when the use of positive practices mask structurally embedded dissatisfaction and inequity). Positivity is not one-dimensional: positive and negative co-exist as paradoxical forces in tension. Paradox, defined as persistent oppositions between mutually defining forces (Smith and Lewis, 2011), has been recognized as relevant to POS (Cameron, 2008, 2017).
Vihje õpetamise kohta:
Pedagogically, rather than teaching positivity as a universal application of one-best-way approaches, might instead stress the advantages of a “paradoxical mindset” (Miron-Spektor et al., 2018). […] Students tutored in paradoxical thinking, “the ability to comprehend the complicated interplay of opposites” (Dehler et al., 2001: 506), learn the limits of certainty and unipolar solutions.
We argue that by integrating the POS [Positive Organizational Scholarship] objective of studying generative organizational dynamics with the notion of generative paradoxes, management students can be better served in their learning about POS.
By generative paradox pedagogy we refer to a learning orientation that appreciates paradox as constitutive and integral of organization, one mindful of the complexities inherent to addressing paradoxes but in a manner that promotes mutually beneficial flourishing, thriving, and wellbeing, while simultaneously being mindful of “the processual, holistic and historical qualities of generativity” (Carlsen and Dutton, 2011: 20). […] Lewis and Dehler (2000: 713): “In sum, learning through paradox requires analyzing contradictions, experiencing tensions, and experimenting with their management.”
Our three-step generative paradox pedagogy indicates practices for (1) challenging students with complex real world business cases highlighting competing needs; (2) presenting dualist and generative paradox approaches as analytic tools for addressing these challenges, allowing students to note the nuance of the generative paradox approach; and (3) analyzing the virtues emerging from a generative paradox approach to these challenges.
Cunha, M. P. e, Simpson, A. V., Rego, A., & Clegg, S. (2021). Non-naïve organizational positivity through a generative paradox pedagogy. Management Learning. https://doi.org/10.1177/13505076211045217