Organizing reflexivity in management education coaching experiences in light of Lacanian psychoanalysis

Thibault de Swarte () and Sylvie Deffayet-Davroult
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Thibault de Swarte: LASCO - Laboratoire Sens et Compréhension du Monde Contemporain - Mines Saint-Étienne MSE - École des Mines de Saint-Étienne - IMT - Institut Mines-Télécom [Paris] - IMT - Institut Mines-Télécom [Paris] - IMT Atlantique - IMT Atlantique - IMT - Institut Mines-Télécom [Paris] - IMT-BS - Institut Mines-Télécom Business School - IMT - Institut Mines-Télécom [Paris], IMT Atlantique - SRCD - Département Systèmes Réseaux, Cybersécurité et Droit du numérique - IMT Atlantique - IMT Atlantique - IMT - Institut Mines-Télécom [Paris]

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Abstract: The case studies presented put the student in a situation of "reflection" and then move on to a second level, that of "reflexivity" when moving from version 1 to the final version of the interviews presented in cases 1 and 2. Learning in management education thus becomes more profound and sustainable since it makes it possible to change representations and ways of being in the world. Theoretically, we move from single loop learning to double loop learning (Argyris, 1978). The single loop learning corresponded to a now classic approach in management education according to which it is necessary to rely on the unconscious Freudian dimension of learning or "Piagetienne" in children and students. On the basis of the progress made by Lacanian organisational psychoanalysis since the 2000s, the theoretical hypothesis that double loop learning is related to the reflective dimension of the desire to learn has been explored. Lacan's desire graph was used to explore the link between this double loop and speech, a word that conveys the desire to learn. A second Lacanian focal point is explored on the basis of case n° 2, that of the "supposed to know subject" that is the management teacher. If he indicates that he does not "know" while students imaginarily assume he does "know", he questions the learners' desire to know. The unconscious of the latter can be mobilized in the service of the desire to know rather than in the form of resistance to the academic's discourse (consulting his smartphone, reading his emails, chatting,...). On the theoretical level, the academic's discourse is one of the four possible discourses that Lacan has studied

Date: 2019-09-11
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Published in Organizing Reflexivity: The Case of Coaching in Management Education, Sep 2019, University of St Gallen, Switzerland

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Persistent link: https://EconPapers.repec.org/RePEc:hal:journl:hal-02497560

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