Dialectical Inquiry as an Instructional Heuristic in Organization Theory and Design

Abstract

Teaching an introductory undergraduate organization theory and design (OT) course can be both challenging and frustrating, due in large part to students' lack of organizational experience as well as to the inherent complexity of the topics. This article describes a pedagogy that draws on dialectical inquiry (thesis-antithesis-synthesis) and involves students actively in classroom learning. Concepts are introduced through dichotomies as typically introduced in OT texts, and discussion elaborates the gray areas between contradictory anchors and relationships among concepts. Finally, addressing case analysis through dialectical debate provides students with an opportunity to better comprehend the often ambiguous and paradoxical nature of managing in contemporary organizations.