The mutuality of emotions and learning in organizations

B.M. Simpson, N. Marshall

    Research output: Contribution to journalArticle

    20 Citations (Scopus)

    Abstract

    The interplay between emotion and learning is a continuing source of debate and inquiry in organization studies, attracting an increasing number of important contributions. However, a detailed understanding of the interaction between emotion and learning remains elusive. In an effort to extend the existing debate, this paper offers an alternative approach that draws on the tradition of pragmatist philosophy, where emotion and learning can both be defined as dynamic processes that emerge in the relational context of social transactions. The mutually constructing interplay between these two processes is then illustrated with an example of a collaborative project in which anxiety, love, guilt and hostility are all entangled in the learning process.

    LanguageEnglish
    Pages351-365
    Number of pages15
    JournalJournal of Management Inquiry
    Volume19
    Issue number4
    DOIs
    Publication statusPublished - Dec 2010

    Fingerprint

    Mutuality
    Emotion
    Hostility
    Organization studies
    Interaction
    Learning process
    Guilt
    Dynamic process
    Anxiety

    Keywords

    • pragmatist philosophy
    • relationality
    • social selves
    • personal constructs

    Cite this

    @article{60d028cfec6845d3bd21d9e5ef932142,
    title = "The mutuality of emotions and learning in organizations",
    abstract = "The interplay between emotion and learning is a continuing source of debate and inquiry in organization studies, attracting an increasing number of important contributions. However, a detailed understanding of the interaction between emotion and learning remains elusive. In an effort to extend the existing debate, this paper offers an alternative approach that draws on the tradition of pragmatist philosophy, where emotion and learning can both be defined as dynamic processes that emerge in the relational context of social transactions. The mutually constructing interplay between these two processes is then illustrated with an example of a collaborative project in which anxiety, love, guilt and hostility are all entangled in the learning process.",
    keywords = "pragmatist philosophy , relationality, social selves, personal constructs",
    author = "B.M. Simpson and N. Marshall",
    year = "2010",
    month = "12",
    doi = "10.1177/1056492610376531",
    language = "English",
    volume = "19",
    pages = "351--365",
    journal = "Journal of Management Inquiry",
    issn = "1056-4926",
    number = "4",

    }

    The mutuality of emotions and learning in organizations. / Simpson, B.M.; Marshall, N.

    In: Journal of Management Inquiry, Vol. 19, No. 4, 12.2010, p. 351-365.

    Research output: Contribution to journalArticle

    TY - JOUR

    T1 - The mutuality of emotions and learning in organizations

    AU - Simpson, B.M.

    AU - Marshall, N.

    PY - 2010/12

    Y1 - 2010/12

    N2 - The interplay between emotion and learning is a continuing source of debate and inquiry in organization studies, attracting an increasing number of important contributions. However, a detailed understanding of the interaction between emotion and learning remains elusive. In an effort to extend the existing debate, this paper offers an alternative approach that draws on the tradition of pragmatist philosophy, where emotion and learning can both be defined as dynamic processes that emerge in the relational context of social transactions. The mutually constructing interplay between these two processes is then illustrated with an example of a collaborative project in which anxiety, love, guilt and hostility are all entangled in the learning process.

    AB - The interplay between emotion and learning is a continuing source of debate and inquiry in organization studies, attracting an increasing number of important contributions. However, a detailed understanding of the interaction between emotion and learning remains elusive. In an effort to extend the existing debate, this paper offers an alternative approach that draws on the tradition of pragmatist philosophy, where emotion and learning can both be defined as dynamic processes that emerge in the relational context of social transactions. The mutually constructing interplay between these two processes is then illustrated with an example of a collaborative project in which anxiety, love, guilt and hostility are all entangled in the learning process.

    KW - pragmatist philosophy

    KW - relationality

    KW - social selves

    KW - personal constructs

    U2 - 10.1177/1056492610376531

    DO - 10.1177/1056492610376531

    M3 - Article

    VL - 19

    SP - 351

    EP - 365

    JO - Journal of Management Inquiry

    T2 - Journal of Management Inquiry

    JF - Journal of Management Inquiry

    SN - 1056-4926

    IS - 4

    ER -