Suchergebnisse

1. An autobiographical account of a formative experience -- 2. Cassirer's philosophy of symbolic forms -- 3. Art and science as supplementing forms -- 4. The parting of the ways and the divide in organizational theory -- 5. Cassirer in the light of neuroscience -- 6. Bringing Cassirer into organizations -- 7. The institution as a symbolic form.

Analytic philosophy has come to dominate organizational theory and management education, despite criticism from several notable scholars. The European continental philosophical tradition, on the other hand, is seen by some as a counterpoint to US- and UK-dominated functionalistic organizational theories. These two very different schools of thought are now largely practiced in isolation from one another. Late nineteenth and early twentieth century philosopher Ernst Cassirer served as a mediating force and facilitated a fruitful dialogue between the two schools until he was forced to leave Germany when the Nazi party came to power. In Pluralism in Management, author Eirik J. Irgens utilizes Ernst Cassirer's pluralistic philosophy in order to investigate how different but connected forms of knowing, including art, myth, religion, science, and history may help us become better organizational scholars and management educators. With a special emphasis on the complementary qualities of art and science, Irgens builds on Cassirer to discuss how art and science represent two different but complementary channels to reality, in contrast with each other but not in conflict or contradiction, and the challenge of developing "two-eyed" managers. Revitalizing Cassirer's almost forgotten philosophy, the book illustrates the value of philosophical application to organizational study, and the need for bringing together the best of the humanities and the science based management traditions in order to improve management education

Published version. Source at https://www.journals.uio.no/index.php/adno/article/view/3930 ; How do participants in the National Leadership Education for School Principals conceptualize school leadership, and how has their participation in the program affected them as leaders? These are the questions analyzed in this article, based on data from a student cohort comprising 63 students. We have analyzed one of their portfolio texts and their responses to an electronic open-question survey. Findings are discussed in the light of school leadership theories, Mintzberg's (2009) triangular theory of leadership and a graded concept of theory (Ertsås & Irgens, 2016). Participants conceptualize school leadership as a complex practice exercised by knowledgeable role models, whose leadership is focused and transparent, rooted in common core values, sound working relations, bent on improving student learning. A variety of elements in the program have contributed to developing participant concepts of leadership. The fusion of strong theory and practical experience seems to have played a predominant role. Our findings contrast criticisms of management education programs in the international literature. Our analyses are based on participant self-reports, which restricts the scope of our conclusions. There is a need for further research on the links between leaders' espoused conceptualizations of leadership and their actual leadership practice.