Turning complexity into a Delight to the Mind: An integrative framework for teaching and learning complex reasoning

IF 2.8 3区管理学 Q2 MANAGEMENT

Management Learning Pub Date : 2024-07-26 DOI:10.1177/13505076241258932

Andrea Montefusco, Federica Angeli

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Abstract

Compelling global challenges and the COVID-19 pandemic have multiplied calls for embedding complexity theory in management research and education to develop more effective analytical skills and organizational practices. Yet, educational curricula adopting complexity theory are still very sparse. This conceptual article explores the relationship between complex adaptive system (CAS) theory, individual and organizational learning, and sensemaking to inform a novel integrated framework for teaching and learning complex reasoning. We outline several cognitive challenges hindering the adoption of complex thinking in managerial settings, such as the tendency-to-simplify of reductionist thinking, the counterintuitive nature and continuous evolution of complex systems’ behavior, the difficulty of updating cognitive frames, and the tendency toward immediate decision-making. We thus propose the need for dynamic preparedness as a core competence for embedding complex reasoning in management learning and practice. Based on CAS core concepts, namely nonlinearity, feedback loops, system delays, path dependency, multiple interacting agents, and autopoiesis, we argue how dynamic preparedness can be nurtured through an abductive, situated educational approach, which develops intuition to sensemaking and the ability to recognize the boundary conditions of simplified models. The proposed framework provides a timely contribution to complexity-oriented education, crucial to increasing societal resilience toward future systemic crises.

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将复杂性转化为心灵的愉悦：复杂推理教学的综合框架

迫在眉睫的全球挑战和 COVID-19 大流行，使人们成倍地呼吁将复杂性理论纳入管理研究和教育，以培养更有效的分析技能和组织实践。然而，采用复杂性理论的教育课程仍然非常稀少。这篇概念性文章探讨了复杂适应系统（CAS）理论、个人和组织学习以及感性认识之间的关系，为复杂推理教学提供了一个新颖的综合框架。我们概述了阻碍在管理环境中采用复杂思维的几项认知挑战，如还原论思维的简化倾向、复杂系统行为的反直觉性和持续演化、更新认知框架的困难以及即时决策的倾向。因此，我们提出需要将动态准备作为一种核心能力，将复杂推理嵌入管理学习和实践中。基于中科院的核心概念，即非线性、反馈回路、系统延迟、路径依赖、多方交互代理和自组织，我们论证了如何通过归纳式、情景式教育方法培养动态准备能力，从而发展感知决策的直觉和识别简化模型边界条件的能力。所提出的框架为以复杂性为导向的教育做出了及时的贡献，对于提高社会应对未来系统性危机的能力至关重要。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Management Learning MANAGEMENT-

CiteScore

6.10

自引率

29.20%

发文量

期刊介绍： The nature of management learning - the nature of individual and organizational learning, and the relationships between them; "learning" organizations; learning from the past and for the future; the changing nature of management, of organizations, and of learning The process of learning - learning methods and techniques; processes of thinking; experience and learning; perception and reasoning; agendas of management learning Learning and outcomes - the nature of managerial knowledge, thinking, learning and action; ethics values and skills; expertise; competence; personal and organizational change