Management educators are under increasing scrutiny and criticism for the quality of work they produce. This article proposes that to address these criticisms warrants a shift in our assumptions regarding education. In particular, a shift from the assumptions that the world is inherently ordered, that knowledge leads to action, and that action leads to results to the assumptions that the world is inherently chaotic, that results call for action, and that action generates knowledge is articulated. An example of its application to a classroom setting is provided.
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