The author provides a personal account of his transition from attempting to use charisma to transmit knowledge to students to removing it so that students can themselves experience knowledge as a basis for learning. Consistent with inquiry-based democratic pedagogy, the author demonstrates how he became more a facilitator of learning than its transmitter. He shows how putting charisma into unscheduled classroom inquiry rather than into the teacher’s delivery can produce knowledge collectively and concurrently co-constructed in service of action.
Raelin, Joseph A.
"Taking the Charisma Out: Teaching as Facilitation,"
Organization Management Journal: Vol. 3:
1, Article 3.
Available at: https://scholarship.shu.edu/omj/vol3/iss1/3