This article discusses the paradox of charismatic pedagogy, its potential advantages (student motivation and satisfaction) and disadvantages (student dependency, conformity, and complacency) in the OB classroom. Using contextual and dramaturgical perspectives, it looks at and tries to explain the emergence of repressive charismatic expertise and offers suggestions for moving in the paradox that arises. Suggestions for movement include a teacher self-assessment process, new methods and activities in the classroom (demystifying experiential exercises, journal writing, and inviting feedback) and a group mirroring exercise.
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