Education as a Practice of Freedom


Higher education institutes continue to struggle with budget and enrollment challenges due to the changing complexity of living in the epoch of the Anthropocene. Coupled with this phenomenon, students continue to be disengaged with normative traditional pedagogical approaches that look to '"transfer and bank knowledge." For several decades research continues to accumulate and suggest that experiential learning approaches that stretch and challenge students to critically think and behave might best engage them in the higher education learning process. This case study shares the pedagogical approach of education as a practice of freedom in the large-sized Canadian undergraduate business classroom. Through this explicated shared approach the professor, teacher's assistants, and students collaborate in as a learning community that has a foundation set in a dialogic process that has a primary purpose of enabling agency with all participants. The core elements of learning emphasized are learning to dialogue; embracing failure to learn; to critically think through reflexivity; to connect to curiosity, empathy, and wonder; and, develop moral consciousness through core value development. Through this approach there is a shared learning process that co-creates and co-inspires new levels of capacity for emerging leaders to creatively embrace the rapidly changing complexity of the world.


Experimental, Leadership, Business


Pedagogy and Curriculum


Paper Presentation in a Themed Session


  • Kent Williams
    • Assistant Professor, Business, Dalhousie University
    • Assistant Professor at the Rowe School of Business, Dalhousie University. Teaching and research focus are in business ethics, corporate social responsibility, and embracing desired futures living in the social-ecological system of the Anthropocene.