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Learning in the Context of Diversity. Distorted Discourses in Large‐Group Interventions
Author(s) -
Saam Nicole J.
Publication year - 2011
Publication title -
systems research and behavioral science
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.371
H-Index - 45
eISSN - 1099-1743
pISSN - 1092-7026
DOI - 10.1002/sres.1138
Subject(s) - psychological intervention , perspective (graphical) , context (archaeology) , diversity (politics) , intervention (counseling) , psychology , sociology , democracy , social psychology , political science , epistemology , computer science , law , artificial intelligence , geography , philosophy , archaeology , psychiatry , politics , anthropology
This article presents results from an empirical study. Here, seven different types of large‐group intervention methods that were applied to redesign organizational and societal structures have been explored, thus, relating change management literature to deliberative democracy literature. From a Habermasian perspective, distorted discourses are identified as a major factor hampering learning. Distortions produce a working consensus with a bias. It is shown that large‐group interventions are typically characterized by different types of distortions. The problem of bias in participative change management should be given more attention. Copyright © 2011 John Wiley & Sons, Ltd.