Reflecting the rapid rise in popularity of recent initiatives such as the UN Principles for Responsible Management Education (PRME), this Handbook exhaustively covers a variety of responsible management, learning and education topics, and provides an invaluable roadmap for this fast-developing field. Covering various perspectives on the topic, right through to contexts, methods, outcomes and beyond, this volume will be an invaluable integrative resource for practitioners and researchers alike, and is designed to serve a range of communities that deal with topics related to sustainability, responsibility and ethics in management learning and education. Part 1: Perspectives on Responsible Management Learning and Education; Part 2: Educational Purposes and Contents; Part 3: Learning Outcomes and Processes; Part 4: Academic Environment; and Part 5: Responsible Research.

The Hidden Curriculum: Can the Concept Support Responsible Management Learning?

The Hidden Curriculum: Can the Concept Support Responsible Management Learning?

The hidden curriculum: can the concept support responsible management learning?
Maribel Blasco


‘Perhaps the greatest of all pedagogical fallacies,’ wrote the famous American educationalist John Dewey (1938: 48) more than 80 years ago, is ‘the notion that a person learns only the particular thing he is studying at the time'. To capture this elusive parallel learning, Dewey coined the notion of collateral learning, defined as ‘the way of formation of enduring attitudes, of likes and dislikes’ that occurred through the formation of habits in schools (1938: 48). He was convinced that this collateral learning left a deeper impression than regular lessons, and was more important for students’ future attitudes, even though ...

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