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The Classroom as a Potential Space-teaching Negotiation through Paradox

de Carlo Laurence ()
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de Carlo Laurence: ESSEC Business School, Postal: Avenue Bernard Hirsch - B.P. 50105, 95021 CERGY-PONTOISE Cedex , FRANCE,,

No DR 07017, ESSEC Working Papers from ESSEC Research Center, ESSEC Business School

Abstract: In this article, we describe and analyze a way of teaching negotiation which recognizes and accepts paradoxes, such as caring and frustrating the students at the same time and helping them being more autonomous while manipulating them. In this analysis, the classroom is considered tantamount to a transitional space (Winnicott). This way of teaching is not the easiest one for the professor and for the students, as it is shown. But it helps the students to really listen to others, to sincerely try to understand the rational of others, and finally be more creative in the options they propose, all skills and capacities necessary to better negotiate.

Keywords: Creativity; Negotiation; Paradox; Teaching; Transitional Space; Winnicott (search for similar items in EconPapers)
JEL-codes: I20 I29 (search for similar items in EconPapers)
Pages: 29 pages
Date: 2007-06
New Economics Papers: this item is included in nep-cbe, nep-edu and nep-pke
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