continued from page 01 -   Paul Krugman (we like him) - and a more complicated argument from several faculty at the Yale School of Management (we like them too) about the subprime mortgage crisis as well as an intriguing article discussing the likelihood of future asset bubbles and the earlier (1998-2000) technology stock bubble.

(This list of contemporary problems could go on...    and on.)

One way to understand these problems is to presume that the current concurrence of grave economic problems is chance.  Just a string of bad luck for late 20th century market

capitalism.  That's pretty much the conventional view.  All of those pieces of falling sky just require a little adjustment to current practise.  (Ouch!)  (They hurt.)

Or.
Maybe these many contemporary problems indicate the bankruptcy, the inadequacy, of our contemporary economic growth model; the throes of a failing model.

They can indicate a transitional, late stage in paradigmatic change.  Well, really, the opportunity for paradigmatic change.  A time

when, if you are watching, the inadequacy of current managerial theory and practise is incontrovertible.  A time when we need new practise, new ideas, and new organisations.

(fanfare)  This is where we come in to save the day.

SO THIS IS WHERE WE BEGIN . . . .

Well, first, we think you are smart and knowledgeable.  In fact, we probably think you are smarter than you do yourself.  More specifically, we have two specific thoughts about learners.  (Well really we have many more than that, but these 2 are a good starting point.)

First of all, we think that young adults entering college have some knowledge and skill competencies which most colleges and universities fail to recognise.  We think that you bring a breadth of familiarity, and a depth of understanding about critical issues, like climate change, environmental degradation, and destructive economic and related land use patterns to the classroom; an attribute and knowledge competency which is very different than that of those learners who preceded you.

For many faculty members, for most typical professors, they “grew up” in a different environment than you have. For them, they had to learn about critical issues like climate change, environmental degradation,

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