Learning as a Way of Being

Offers a thoughtful critique of the roots of management education and argues that institutions of higher learning must teach managers how to integrate the discipline of learning into their very being. Such learning must be marked by strong self-direction, willingness to take risks, and integration of the learning that life teaches outside the classroom. Introduction: An Ordinary Day on the River: Living in a World ofPermanent White Water.

WAYS OF LEARNING: DOING VERSUS BEING.

Learning as a Means to Doing: Institutional Learning and theInstitutionalized Learner.

Learning as a Way of Being: All Experience Is Learning.

WAYS OF BEING: STRATEGIES FOR LEARNING.

Systems Learning.

Leaderly Learning.

Cultural Unlearning.

Spiritual Learning.

Epilogue: Discovery, Cultivation, Recognition, and the RealLearnings of Life. PETER B. VAILL is professor of human systems and director of the Ph.D. program at the School of Business and Public Management, George Washington University. In 1985, Vaill was described in Training and Development Journal as one of the top ten organization development specialists in the United States. Author Peter Vaill offers a thoughtful critique on the roots of management education. He argues that, if managers are to navigate the waters skillfully, institutions of "higher learning" must teach them how to integrate the discipline of learning into their very beings. Such learning must be marked by strong self-direction, a willingness to take risks, and an openness to the lessons that life teaches outside the classroom. One of the top-ten organization development specialist working today, Vaill's observations on how to embrace continuous learning as a lifestyle make for valuable reading in this age of incessant innovation. In Learning as a Way of Being, Vaill offers a thoughtful critique of the roots of management education and argues that, if managers are to navigate the waters skillfully, insitutions of "higher learning" must, above all, teach managers how to integrate the discipline of learning into their very being. Such learning must be marked by strong self-direction, willingness to taker isks, and integration of the learning that life teaches outside the classroom.