Essec\Faculty\Model\Contribution {#6196
  #_index: "academ_contributions"
  #_id: "8443"
  #_source: array:26 [
    "id" => "8443"
    "slug" => "the-classroom-as-a-potential-space-teaching-negotiation-through-paradox"
    "yearMonth" => "2007-06"
    "year" => "2007"
    "title" => "The Classroom as a Potential Space-teaching Negotiation through Paradox"
    "description" => "DE CARLO, L. (2007). <i>The Classroom as a Potential Space-teaching Negotiation through Paradox</i>. ESSEC Business School."
    "authors" => array:1 [
      0 => array:3 [
        "name" => "DE CARLO Laurence"
        "bid" => "B00000134"
        "slug" => "de-carlo-laurence"
      ]
    ]
    "ouvrage" => ""
    "keywords" => array:5 [
      0 => "Créativité"
      1 => "Enseignement"
      2 => "Espace transitionnel"
      3 => "Paradoxe"
      4 => "Winnicott"
    ]
    "updatedAt" => "2020-12-17 21:00:33"
    "publicationUrl" => null
    "publicationInfo" => array:3 [
      "pages" => null
      "volume" => null
      "number" => null
    ]
    "type" => array:2 [
      "fr" => "Documents de travail"
      "en" => "Working Papers"
    ]
    "support_type" => array:2 [
      "fr" => "Editeur"
      "en" => "Publisher"
    ]
    "countries" => array:2 [
      "fr" => null
      "en" => null
    ]
    "abstract" => array:2 [
      "fr" => "Dans cet article, nous décrivons et analysons une manière d'enseigner la négociation qui reconnaît et accepte les paradoxes, comme en même temps prendre soin et frustrer les étudiants les étudiants et les aider à devenir plus autonomes tout en les manipulant. Dans cette analyse, la classe est considérée comme un espace transitionnel au sens de Winnicott. Cette manière d'enseigner n'est pas la plus facile, ni pour le professeur ni pour les étudiants, comme il est montré. Mais elle aide les étudiants à réellement écouter autrui, à sincèrement essayer de comprendre sa rationalité, et finalement à être plus créatifs dans les options qu'ils proposent, toutes compétences nécessaires pour mieux négocier."
      "en" => "In this article, we describe and analyze a way of teaching negotiation which recognizes and accepts paradoxes, such as caring and frustrating the students at the same time and helping them being more autonomous while manipulating them. In this analysis, the classroom is considered tantamount to a transitional space (Winnicott). This way of teaching is not the easiest one for the professor and for the students, as it is shown. But it helps the students to really listen to others, to sincerely try to understand the rational of others, and finally be more creative in the options they propose, all skills and capacities necessary to better negotiate."
    ]
    "authors_fields" => array:2 [
      "fr" => "Management"
      "en" => "Management"
    ]
    "indexedAt" => "2024-04-20T03:21:45.000Z"
    "docTitle" => "The Classroom as a Potential Space-teaching Negotiation through Paradox"
    "docSurtitle" => "Documents de travail"
    "authorNames" => "<a href="/cv/de-carlo-laurence">DE CARLO Laurence</a>"
    "docDescription" => "<span class="document-property-authors">DE CARLO Laurence</span><br><span class="document-property-authors_fields">Management</span> | <span class="document-property-year">2007</span>"
    "keywordList" => "<a href="#">Créativité</a>, <a href="#">Enseignement</a>, <a href="#">Espace transitionnel</a>, <a href="#">Paradoxe</a>, <a href="#">Winnicott</a>"
    "docPreview" => "<b>The Classroom as a Potential Space-teaching Negotiation through Paradox</b><br><span>2007-06 | Documents de travail </span>"
    "docType" => "research"
    "publicationLink" => "<a href="#" target="_blank">The Classroom as a Potential Space-teaching Negotiation through Paradox</a>"
  ]
  +lang: "fr"
  +"_type": "_doc"
  +"_score": 9.218837
  +"parent": null
}