This article distinguishes among classroom experiences based on doing something to students (emphasis on teaching), doing something with students (emphasis on teaching and learning), and being with students (emphasis on learning). Being moments and being classes result from states of mind rather than pedagogical techniques. Thus, redefinitions are offered for how learning occurs, the role of the teacher and students, and the nature of classroom interactions in being classes. The authors’ hopes for the readers are that they will increase the being moments in their classrooms and that when they are in a doing mode, it will be from a perspective of awareness and informed choice rather than default.
Bilimoria, D., & Wheeler, J. V. (1995). Learning-centered education: A guide to resources and implementation. Journal of Management Education, 19(3), 409-428.
2.
Brown, G. I. (1970). Human teaching for human learning. New York: McGraw-Hill.
3.
Cooperrider, D. L., & Srivasta, S. (1987). Appreciative inquiry in organizational life. In R. W. Woodman & W. A. Pasmore (Eds.), Research in organizational development and change (pp. 129-169). Greenwich, CT: JAI Press.
4.
Ferris, W. P. (2002). Students as junior partners, professors as senior partners, the B-school as the firm: A new model for collegiate business education. Academy of Management Learning and Education, 1(2), 185-193.
5.
Freire, P. (2002). Pedagogy of the oppressed (30th anniversary ed.). New York: Continuum.
6.
Gardiner, J. J. (1998). Quiet presence: The holy ground of leadership. In L. C. Spears (Ed.), Insights on leadership (pp. 116-125). New York: John Wiley & Sons.
7.
Greenleaf, R. K. (1977). Servant leadership: A journey into the nature of legitimate power and greatness. New York: Paulist Press.
8.
hooks, b. (1994). Teaching to transgress. New York: Routledge.
9.
King, T., & Ramsey, V. J. (1991). A new and improved learning experience: As simple as sitting on your hands. Paper presented at the Organizational Behavior Teaching Conference, Bellingham, WA.
10.
Leonard, G. (1968). Education and ecstasy. New York: Delacorte Press.
11.
Lindsay, C. (1992). Learning through emotion: An approach for integrating student and teacher emotions into the classroom. Journal of Management Education, 16(1), 25-38.
12.
Lyon, H. C., Jr. (1971). Learning to feel—feeling to learn. Columbus, OH: Charles Merrill.
13.
Michaelsen, L. K. (1992). Team learning: A comprehensive approach for harnessing the power of small groups in higher education. To Improve the Academy, 11, 107-122.
14.
Nhat Hahn, T. (1987). Being peace. Berkeley, CA: Parallax Press.
15.
Nhat Hahn, T. (1991). Peace is every step: The path of mindfulness in everyday life. New York: Bantam.
16.
Olson, E. E., & Eoyang, G. H. (2001). Facilitating organization change: Lessons from complexity science. San Francisco: Jossey-Bass/Pfeiffer.
17.
Palmer, P. (1998). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.
18.
Raab, N. (1997). Becoming an expert in not knowing: Reframing teacher as consultant. Management Learning, 28(2), 161-175.
19.
Ramsey, V. J. (2002). Learning journals and learning communities. Journal of Management Education, 26(4), 380-401.
20.
Ramsey, V. J., & Couch, P. D. (1994). Beyond self-directed learning: A partnership model of teaching and learning. Journal of Management Education, 18(2), 139-161.
21.
Rogers, C. R. (1969). Freedom to learn. Columbus, OH: Charles E. Merrill.
22.
Rogers, C. R. (1980). A way of being. Boston: Houghton Mifflin.
23.
Vaill, P. (1996). Learning as a way of being. San Francisco: Jossey-Bass.
24.
Vaill, P. B. (1999). Notes on a co-inquiry model of teaching. Unpublished manuscript, University of St. Thomas.
25.
Walck, C. L. (1997). A teaching life. Journal of Management Education, 21(4), 473-482.
26.
Williams, J. H., Ramsey, V. J., & Perkins, C. (2003). The impact of the classroom on student persistence: Increasing student self-efficacy. Southwestern Business Administration Journal, 3(1), 15-24.
