Please use this identifier to cite or link to this item: https://hdl.handle.net/10419/268528 
Year of Publication: 
2006
Citation: 
[Journal:] Organization Management Journal [ISSN:] 1541-6518 [Volume:] 3 [Issue:] 1 [Publisher:] Taylor & Francis [Place:] London [Year:] 2006 [Pages:] 4-12
Publisher: 
Taylor & Francis, London
Abstract: 
The author provides a personal account of his transition from attempting to use charisma to transmit knowledge to students to removing it so that students can themselves experience knowledge as a basis for learning. Consistent with inquiry-based democratic pedagogy, the author demonstrates how he became more a facilitator of learning than its transmitter. He shows how putting charisma into unscheduled classroom inquiry rather than into the teacher’s delivery can produce knowledge collectively and concurrently co-constructed in service of action.
Subjects: 
Facilitation
Charisma
Reflective practice
Inquiry
Higher education
JEL: 
I20
J24
L20
M10
M12
M14
M53
M50
O31
O15
Published Version’s DOI: 
Document Type: 
Article
Document Version: 
Accepted Manuscript (Postprint)
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