This article looks critically at approaches to management development that privilege process over content. By comparing some contemporar y practices with the principles of adult learning outlined by Knowles, it questions whether by following the subjective turn we have come to distort the concept of `facilitation'. The article explores how our faith in process over content is often unreflexive and suggests that the second generation of facilitative practices needs more careful thought and consideration in terms of the type of learner it is helping to recreate.
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