Kannatamine ilmutab ennast risomaatiliselt, st kannatamine ajab juuri ja keegi ei tea, millal või kuidas see väljendub. Siinviidatu võiks huvi pakkuda kõikidele haridushuvilistele alates professionaalsetest õpetajatest, õpilastest-tudengitest kui lapsevanemateni. Õpetamise ja õppimise valdkonnas vaimse heaolu aspektist ilmselt üks olulisemaid tekste siinses voos.
Management teachers and students are suffering. Our experience of suffering is often silenced and written out of accounts of management learning, just as heartbreaking experiences in research are often silenced and written out of sanitized accounts (e.g. Adler and Hansen, 2012; Behar, 1996; Howard-Grenville, 2021; Whiteman, 2010).
Autorite ambitsioon ja keskne väide:
In this paper, we join with voices seeking to break the silence around suffering in management teaching and learning (Greenberg and Hibbert, 2020; Miller, 2002) and call for greater attention to the necessity of meeting suffering with compassion. […] In this paper, we argue that speaking the unspoken around suffering in management education is a necessary step toward intertwining that suffering with compassion as a source for recovery, resilience, healing, adaptability, and growth (Dutton et al., 2014; Goetz et al., 2010; Goetz and Simon-Thomas, 2017).
Osavõtlikkus (kasutan siin compassion tõlkimisel sõna osavõtlikkus, mitte kaastundlikkus):
Compassion is defined as a complex, four-part, social process that involves noticing suffering, interpreting suffering in particular ways, feeling empathic concern in response to suffering, and acting to address or alleviate it (Dutton et al., 2014; Kanov et al., 2004).
Teadmiste vahendamise stiilist:
we seek academic writing that strives for resonance with the reader through the conscious and plain-language use of images, memories, emotions, and our own experiences.
Smith et al. (1995), in a study of academic faculty in a US public university, found that high self-expectations, financial concerns about support for their work, and a lack of sufficient time to keep up with developments in the field were sources of significant work stress for more than half of those surveyed at the time. Jones et al. (2020) suggest this trend has only escalated. […] As with faculty, this “terror” arises in conjunction with managerially driven “targets” that quantify performance through technical and technological abstractions and seek to generate numbers that can be presented as “objective” measurements of performance (Jones et al., 2020; Taberner, 2018).
… ja see võib ennast tudengitele ilmutada vägagi huvitavalt:
A student, Roxanna, described to us the use of a time clock in one of her online classes, which was used to count the seconds that elapsed before students hit the “unmute” button on their remote learning software. The higher the number of seconds, the lower the participation score for that day.
A rhizome is a root-like, subterranean form of life that spreads underground, producing new roots and also sending up shoots that sometimes break through the surface. The philosopher Deleuze articulates a vision of the rhizome not as solely metaphorical, but rather as a way to theorize forces that are fluid, moving, growing, expansive, complexly interconnected, and continually connecting in infinite combinations (Lawley, 2005).
The ability to notice suffering is hampered by many factors that are common in management teaching. A heavy workload hinders the availability of attention to the human state of others (Knights and Clarke, 2014). Status hierarchies and power differences likewise can hinder noticing suffering (Dutton et al., 2014; Fiske, 1993), so teachers often can’t see suffering in their midst. […] If students are tied more strongly to each other and interact in ways that are more respectful, trusting and helpful (i.e. higher quality) the likelihood of responding to suffering with compassion increases (Worline and Dutton, 2017). […] Designing a class to make good use of small-group network structures depends not only on the structures themselves, but also on attending to and enhancing the quality of the ties in those smallgroup structures.
For instance, teachers can create written expectations about the role of teacher, student, and teaching assistant as part of the introduction of the class, incorporating within these expectations that they will treat the well-being of one another as an important concern.
Relatsioonilisusest ja Teise tunnistamisest:
A relational practice of greeting one another in ways that are informed by the deliberate intention of recognizing one another’s worth enriches the social contract and strengthens the collective fabric for all who enter.
Lugemishuvi suurendamiseks empaatiline üleskutse:
We join others in the growing call to action for universities to take this issue seriously (Smith and Ulus, 2020). We will only grow as a community of teachers into a greater collective capability to attend to more of this suffering, interpret one another’s frailties with more generosity, feel more concern for each other’s well-being, and act to address one another’s needs if together we open this dialog and allow it to enhance our growth as people and as professionals (Waddington, 2021).
Worline, M. C., & Dutton, J. E. (2021). The courage to teach with compassion: Enriching classroom designs and practices to foster responsiveness to suffering. Management Learning. https://doi.org/10.1177/13505076211044611