The author espouses a classroom delivery of organization theory largely based on a "combined" mode of naturalism and phenomenology. Such a mode should take into account the differing assumptions concerning the multifaceted nature of organizational reality, including subjective conceptions. To achieve a useful and truly meaningful delivery, it is suggested that at the initial phases of delivery, we should encourage the propensity to reify constructs as if they were objective entities. Then, depending on how much reification is achieved in the classroom, we should opt for de-reification using the phenomenological approach.
Get full access to this article
View all access options for this article.
References
1.
Aktouf, O.
(1992). Management and theories of organizations in the 1990s: Toward a critical radical humanism?Academy of Management Review, 17(3), 407-431.
2.
Argyris, C.
(1980). Some limitations of the case method: Experiences in a management development program. Academy of Management Review, 5(2), 291-298.
3.
Berger, P.
, & Luckman, T. (1967). The social construction of reality. New York: Doubleday.
4.
Boud, D.
, Keogh, R., & Walker, D. (1985). Reflection: Turning experience into learning. London: Routdedge Kegan Paul.
5.
Brookfield, S. D.
(1987). Developing critical thinkers: Challenging adults to explore alternative ways of thinking and acting. San Francisco: Jossey-Bass.
6.
Burrell, G.
, & Morgan, G. (1979). Sociological paradigms and organizational analysis. London: Heinemann.
7.
Calas, M. B.
, & Smircich, L. (1991). Voicing seduction to silence leadership. Organization Studies, 12, 567-601.
8.
Doktor, R.
, Tung, R. L., & Von Glinow, M. A. (1991). Future directions for management theory development. Academy of Management Review, 16(2), 362-365.
9.
Forray, J. M.
, & Prasad, P. (1993). Using the "p" word in organizational inquiry: Paradigm discourse and the construction and destruction of disciplinary boundaries. Paper presented at the annual meeting of the Academy of Management, Atlanta, Georgia.
10.
Freire, P.
(1973). Education for critical consciousness. New York: Seabury Press.
11.
Frost, P.
(1980). Toward a radical framework for practicing organizational science. Academy of Management Review, 5, 501-507.
12.
Gioia, D.
, & Pitre, E. (1990). Multiparadigm perspectives on theory building. Academy of Management Review, 15(4), 584-602.
13.
Giroux, H. A.
(1988). Postmodernism and the discourse of educational criticism. Journal of Education, 170(3), 5-30.
14.
Husserl, E.
(1965). Phenomenology and the crisis of philosophy. New York: Harper Torch books.
15.
Lewin, K.
(1951). Field theory in social science. New York: Harper.
16.
Morgan, G.
, & Smircich, L. (1980). The case for qualitative research. Academy of Management Review, 5(4), 491-500.
17.
Pettigrew, A.
(1979). On studying organizational culture. Administrative Science Quarterly, 24, 579-581.
18.
Pfeffer, J.
(1993). Barriers to the advancement of organizational science: Paradigm development as a dependent variable. Academy of Management Review, 18(4), 599-620.
19.
Pinder, C.
, & Moore, L. (1979). The resurrection of taxonomy to aid development of middle range theories of organizational behaviour. Administrative Science Quarterly, 24, 99-118.
20.
Pondy, L.
, & Boje, D. M. (1981). Bringing mind back in: Paradigm development as a frontier problem in organization theory. In W. M. Evan (Ed.), Frontiers in organization and management. New York: Praeger.
21.
Poole, M. S.
, & Van de Ven, A. H. (1989). Using paradox to build management and organization theories. Academy of Management Review, 14(4), 562-578.
22.
Porter, L. W.
, & McKibbin, L. E. (1988). Management education and development: Drift or thrust into the 21st century. New York: McGraw-Hill.
23.
Reason, P.
, & Rowan, J. (1981). Human inquiry: A sourcebook of new paradigm research. New York: John Wiley.
24.
Schutz, A.
(1972). The phenomenology of the social world. London: Heinemann.
25.
Spiegelberg, H.
(1967). The relevance of phenomenological philosophy for psychology. In N. Lee & M. Mandelbaum (Eds.), Phenomenology and existentialism (pp. 219-241).
26.
Thomas, D.
(1979). Naturalism and social science: A post-empiricist philosophy of social science. Cambridge, UK: Cambridge University Press.
27.
Tsoukas, H.
(1989). The validity of idiographic research explanations. Academy of Management Review, 14(4), 551-561.
28.
Whetton, D.
(1989). What constitutes a theoretical contribution?Academy of Management Review, 14(4), 490-495.
29.
Wild, J.
(1963). Existence and the world of freedom. Englewood Cliffs, NJ: Prentice-Hall.
30.
Zammuto, R. F.
, & Connolly, T. (1984). Coping with disciplinary fragmentation. Organizational Behavior Teaching Review, 9, 30-37.
