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Teaching Otherwise is built around four connected ideas. They're not separate topics, they're four ways of asking the same question: what would management education look like if it took people, learning, and the world seriously?
Browse by theme, or follow what pulls you.
Creative and Arts-Based Pedagogy
Management education has a dominant method: present a framework, apply it to a case, assess the outcome. Arts-based pedagogy starts from a different premise, that some of the most important things students need to understand cannot be accessed through analysis alone.
This pillar collects practical methods you can use next week alongside the thinking behind them: why creative approaches belong in business schools, what happens when students make things rather than just analyse things, and how to work with the resistance that almost always comes first.
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Futures Literacy and Radical Imagination
Most futures education in business schools is really prediction education. Students learn to identify trends, model scenarios, and prepare for probable outcomes. Futures literacy is something different, the capacity to treat the future as genuinely open, to ask not just "what will happen?" but "what could we make happen, and for whom?"
This pillar explores futuring as inquiry: speculative methods, anticipatory agency, and the question of what it actually means to help students imagine otherwise rather than just adapt to what's coming.
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(Dis)comfort and Joy
Transformative learning isn't comfortable. But neither is it grim. The moments of resistance and the moments of intellectual aliveness are often the same moment looked at differently, which means the feelings in the room are data, not disruption.
This pillar sits with that tension. It draws on the Joy Index project, which is mapping what makes learning come alive across institutions, alongside honest reflection on educator wellbeing, the cost of teaching otherwise within systems that weren't designed for it, and what it means to stay present when the room is difficult.
Taking the World Seriously
Business schools have learned to speak sustainability fluently. Mission statements, SDG mapping, responsible management frameworks, the language is everywhere. The practice is harder to find.
This pillar asks what it actually means to take the world seriously in management education: not as a compliance exercise or a reputational strategy, but as an ethical commitment that changes what we teach, how we assess, and what we're willing to refuse.
Not sure where to start? The manifesto says most of what needs saying. Or browse Teaching Practices if you want something you can use in a classroom this week.