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This study poses the problems of theoretical and philosophical pedagogy in the practice of teaching. The research goal was to improve my teaching. A concrete experience of undergraduate lecturing is the subject. This unconventional New Paradigm research strives for an immediacy of contact between text and practice. How does a beginning lecturer grapple with this job? What is it like to establish oneself as a teacher? The emphasis is upon the experience of teaching, of the school, and what is expected of one as instructor.

College teachers --- College teaching --- Knowledge, Theory of --- Lecture method in teaching --- University teaching --- Teaching --- Academicians --- Academics (Persons) --- College instructors --- College lecturers --- College professors --- College science teachers --- Lectors (Higher education) --- Lecturers, College --- Lecturers, University --- Professors --- Universities and colleges --- University academics --- University instructors --- University lecturers --- University professors --- University teachers --- Teachers --- Lectures and lecturing --- Epistemology --- Theory of knowledge --- Philosophy --- Psychology --- Biography --- Faculty --- Letiche, Hugo K., --- Letiche, H. K. --- Theses --- Science --- Didactics of higher education --- College teaching. --- Lecture method in teaching. --- Knowledge, Theory of.

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Cognitive psychology --- Sociology of education

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This special conference issue of the Journal of Intellectual Capital focuses on presentations given at the 4th NYU Research Conference on Intangibles held at the New York University's Stern School of Business in April 2001.The Conference brought together researchers and practitioners who have tackled the central issues concerning intangibles: measurement and valuation.

Documentary films. --- Organizational change.

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This book is framed as a dialogue, between Hugo Letiche’s iconoclastic appeals to demonstrate (as in a demo) for a pedagogy/philosophy/politics of (re-)territorialization (as in the demos), and Jacques Rancière’s calls for dissensus and a new sensibility ( le partage du sensible ) that may lead to radical democratization. Writing here are: Asmund Born, Damian O’Doherty, Joanna Latimer, Hugo Letiche, Geoff Lightfoot, Simon Lilley, Alphonso Lingis, Stephen Linstead, Garance Maréchal, Jean-Luc Moriceau, Rolland Munro, Rukmini Bhaya Nair, Peter Pelzer, Yvon Pesqueux, Burkard Sievers, Isabelle Stengers, and Niels Thyge Thygesen. These authors explore learning and education, research and investigation, writing and practice, in the context of the study of organization and of organizing. They champion affect, hope, poetic narrative, slow science, justice, the commons, engagement and fairness.

Organizational sociology. --- Critical pedagogy. --- Democratization. --- Organization (Sociology) --- Organization theory --- Sociology of organizations --- Sociology --- Bureaucracy --- Democratic consolidation --- Democratic transition --- Political science --- New democracies --- Critical humanism in education --- Radical pedagogy --- Critical theory --- Education --- Popular education --- Transformative learning

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An alternative approach to critical management studies out of the Netherlands. There organization studies has not broken away from philosophy and is not an independent social science. More sympathetic to practitioners this collection of papers provides a very different view.

International business enterprises --- Management