Organizations are important structures of our institutional as well of our individual and social everyday life. They have an official, rational and cognitive primary task but not always function according to it. Very often the organizations and group work – at the same time - at two different levels: one is rational and oriented to the task, the other is hidden and moved by strong emotions (Driver, 2009; Gabriel, 1999 and 2010; Gould, Stapley, Stein, 2001). These emotions can be constructive or destructive (Bion, Obholzer, Armstrong, Perini, etc). Organizations can also be considered as networks (e.g. as ‘community of practice’; Etienne Wenger), where individuals and sub-groups can be seen as actors of a relational and negotiation process. Everywhere people live and work together, unconscious and transferal dynamics (Freud, Klein, Bion) are present. The paper wants to show the contribution that psychoanalysis could offer to organizational education, ‘’specifically in its concern with the human psyche and the constitution of subjectivity, which is indispensable for understanding the operation of social norms and power” (Fotaki, Long, Schwartz, 2012). Educational research as well organizational education can gain from this perspective a better and deeper understanding as well crucial input in order to plan training, supervision, consultancy able to be much more effective. Besides, by now the EU guide-lines about the continuing education refer not only to long-life and long-wide learning but also to life-deep learning (Memorandum European Commission, 2000). It means, for instance, listening to the biographies of the individuals and to the role of emotions and unconscious dynamics in groups and organizations. The paper will present a case-study where the handover of leadership in a socio-educational organization activated strong destructive forces and was needed the helping of an educational consultant psychoanalytical oriented in order to break through the emotional block
Riva, M. (2019). Organization as an emotional network. Unconscious dynamics and life-deep learning. In S.M. Weber, I. Truschkat, C. Schröder, L. Peters, A. Herz (a cura di), Organisation und Netzwerke - Beiträge der Kommission Organisationspädagogik (pp. 75-82). Wiesbaden : Springer VS [10.1007/978-3-658-20372-6_7].
Organization as an emotional network. Unconscious dynamics and life-deep learning
Riva, MG
2019
Abstract
Organizations are important structures of our institutional as well of our individual and social everyday life. They have an official, rational and cognitive primary task but not always function according to it. Very often the organizations and group work – at the same time - at two different levels: one is rational and oriented to the task, the other is hidden and moved by strong emotions (Driver, 2009; Gabriel, 1999 and 2010; Gould, Stapley, Stein, 2001). These emotions can be constructive or destructive (Bion, Obholzer, Armstrong, Perini, etc). Organizations can also be considered as networks (e.g. as ‘community of practice’; Etienne Wenger), where individuals and sub-groups can be seen as actors of a relational and negotiation process. Everywhere people live and work together, unconscious and transferal dynamics (Freud, Klein, Bion) are present. The paper wants to show the contribution that psychoanalysis could offer to organizational education, ‘’specifically in its concern with the human psyche and the constitution of subjectivity, which is indispensable for understanding the operation of social norms and power” (Fotaki, Long, Schwartz, 2012). Educational research as well organizational education can gain from this perspective a better and deeper understanding as well crucial input in order to plan training, supervision, consultancy able to be much more effective. Besides, by now the EU guide-lines about the continuing education refer not only to long-life and long-wide learning but also to life-deep learning (Memorandum European Commission, 2000). It means, for instance, listening to the biographies of the individuals and to the role of emotions and unconscious dynamics in groups and organizations. The paper will present a case-study where the handover of leadership in a socio-educational organization activated strong destructive forces and was needed the helping of an educational consultant psychoanalytical oriented in order to break through the emotional block
I documenti in IRIS sono protetti da copyright e tutti i diritti sono riservati, salvo diversa indicazione.
