> Apologies for cross-postings
>
>
> Conference Announcement
>
> Management Learning: Psychodynamic Perspectives
>
> 9th and 10th September 1999
> At the University of Bath, U.K.
>
>
> This conference is the first part of a process that will culminate in the
> publication of a special issue of Management Learning in 2001. It follows
> the announcement and call for papers published in Management Learning
> (1998)
> 29/2:182. The aim of the conference will be to promote in-depth discussion
> and development of the conference papers, as well as a more general
> exploration of the value and impact of psychodynamic perspectives on
> management learning.
>
> The Editors of the special issue, Yiannis Gabriel and Russ Vince, invite
> authors to submit either a detailed abstract (1,500 words) or first draft
> paper by March 5th 1999. After review by the Editors, authors will be
> asked
> to produce their final conference paper by 1st July 1999. A maximum of
> sixteen papers will be presented and discussed at the conference.
>
> All contributions, whether they are theoretical or highlight field-based
> research, must combine a grounding in established psychodynamic discourses
> with critical and inquiring qualities. Abstracts or first draft papers
> should be sent to Professor Russ Vince, The Business School, University of
> Glamorgan, Pontypridd, CF37 1DL, Wales, U.K.; e-mail
rvince@glam.ac.uk, to
> arrive no later than March 5, 1999.
>
> The cost for attendance at the conference is £150 Sterling which includes
> accommodation and mid-day meals.
>
> ---------------
>
> There follows a copy of the Special Issue Announcement:
>
>
> > Management Learning plans a special issue dedicated to psychodynamic
> > approaches, to appear in the year 2001. This will give scholars
> interested
> > in making submissions ample time to conduct appropriate field research
> and
> > develop their ideas and theories in a systematic and rigorous way.
> >
> > Psychodynamic perspectives share an interest in unconscious processes
> and
> > the influence of emotions in organizational life. These raise numerous
> > questions regarding organizational and management learning:
> >
> > 1. What are obstacles to learning? The impact of emotional blocks,
> > unpleasant experiences at school or in early life, experiences of being
> > scapegoated or blamed for failures on subsequent learning.
> >
> > 2. How do the feelings towards the teacher and the teacher's own
> feelings
> > affect the learning experience? Is a good teacher one who is feared, one
> > who is loved, or one who could work with such emotions as an integral
> > aspect of learning?
> >
> > 3. How do different types of learning affect behaviour? Psychoanalysis
> > argues for a possible distinction between learning which is restricted
> to
> > the cognitive level and learning which involves a total experience. For
> > instance, one may know that something happened or is about to happen,
> > without appreciating its implications because of one's emotional
> > detachment from it. Can this distinction be sustained?
> >
> > 4. How is learning related to 'unlearning' -- learning very often
> > presupposes a very painful unlearning or earlier forms of behaviour or
> > 'knowledge'. Are there single and double 'unlearning loops'?
> >
> > 5. How is learning to be distinguished from brainwashing or
> conditioning?
> > Not all learning is good, not all of it is true, not all of it is
> > conscious and not all of it is voluntary.
> >
> > 6. How can conscious learning be related to unconscious processes? Can
> > there be unconscious learning (e.g. unconscious or hidden curricula)?
> >
> > 7. How do unconscious processes involving the embedding of stereotypes
> > influence learning. Are stereotypes blocks to learning or can they
> > function as steps towards learning?
> >
> > 8. How can concepts central to psychodynamic theory (e.g. transference
> and
> > counter-transference) be utilised as resources for management learning?
> >
> > We view this special issue as the product of a long-term and organic
> > process, involving three stages.
> >
> > Stage 1 will involve a conference to be held in Autumn 1999, in which
> some
> > 15 papers will be presented and discussed.
> >
> > Stage 2 concludes with a deadline for submission of papers to the
> special
> > issue on 31 December 1999.
> >
> > Stage 3 involves the selection of papers through a rigorous blind
> > refereeing procedure and the revision of the chosen papers, during 2000.
> >
> > Publication time is set for Spring 2001.
> >
> > We are confident that participation in the Conference will enhance the
> > quality of contributions to the special issue; however, it does not in
> any
> > way constitute a condition for submitting papers by the deadline. All
> > suitable papers will be reviewed anonymously by three referees. We do
> not
> > plan to include non-refereed invited contributions.
> >
> > We invite both theoretical and field research-based contributions,
> hoping
> > to achieve a balance of papers. All papers must combine a grounding in
> > established psychodynamic discourses with critical and inquiring
> > qualities.
> >
> > We also invite offers of refereeing from suitably qualified scholars,
> who
> > are prepared to ensure a rapid turnover of high-quality reviews.
> >
> More information from:
>
> Yiannis Gabriel
> > School of Management
> > University of Bath
> > Bath BA2 7AY
> >
> >
Y.Gabriel@bath.ac.uk
> > Tel. 01225-826826, Ext. 5854
> > Fax. 01225-826473
> >
http://www.bath.ac.uk/~mnsyg/
> >
> >
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> >
>