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Design-thinking (DT) in education has attracted significant interest from practitioners and academics, as it proffers new-age thinking to transform learning processes. This paper synthesises extant literature and identifies the current intellectual frontiers.

First, a systematic-literature-review was undertaken employing a robust process of selecting papers (from 1986 to 2022) by reading titles, abstracts and keywords based on a required criterion, backward–forward chaining and strict quality evaluations. Next, a bibliometric analysis was undertaken using VOSviewer. Finally, text analysis using RStudio was done to trace the implications of past work and future directions.

At first, we identify and explain 12 clusters through bibliometric coupling that include “interdisciplinary-area”, “futuristic-learning”, “design-process” and “design-education”, amongst others. We explain each of these clusters later in the text. Science, Technology, Engineering, Arts and Mathematics (STEAM), management education, design and change, teacher training, entrepreneurship education and technology, digital learning, gifted education and course development) Secondly, through co-word-analysis, we identify and explain four additional clusters that include “business education and pedagogy”, “content and learning environment”, “participants and outcome” and finally, “thinking-processes”. Based on this finding, we believe that the future holds a very positive presence sentiment for design thinking and education (DT&E) in changing the 21st century learning.

For investigating many contemporary challenges related to DT&E, like virtual reality experiential learning, sustainability education, organisational learning and management training, etc. have been outlined.

Academics may come up with new or improved courses for the implementation of DT in educational settings and policymakers may inculcate design labs in the curricula to fortify academic excellence. Managers who would employ DT in their training, development and policy design, amongst others, could end up gaining a competitive advantage in the marketplace.

This study conducted a comprehensive review of the field, which to our limited knowledge, no prior studies have been done so far. Besides, the study also outlines interesting research questions for future research.

Investigates, in Part 1, the effects of West German stagnation in the 1980s following on from the welfare state doctrine of the 1960s and 1970s, which led to an economic and social crisis becoming inevitable. Shows this is not purely a German problem but one that also affects almost all other capitalist countries – either developed or developing. Expresses irony that the former communist bloc countries should also be engulfed in such crises. Proffers explanations and recommendations to offset the problems in Germany. Part II looks at Israel and how it has begun to emerge from its 1974 austerity programme by Rabin. States that Israel must initiate a new system of stable equilibrium to open a new era that is very possible, but involves economic and social thinking to avoid previous mistakes.

The purpose of this paper is to conduct a structured review of the literature on the factors affecting the strategic thinking of an organization. This study offers some theoretical insights by analysing the divergent or analogous views of authors on these factors by analysing the empirical studies carried out in the literature.

An empirical method of conducting a structured literature review has been adopted in this study. Theory context characteristic methodology framework and meta-analysis are the methodologies applied to analyse the different empirical studies conducted in the literature and determine the variation or similarities in the views of authors over the same factor based on their effect sizes. This study analyses over 45 different empirical studies in the literature conducted on the factors affecting strategic thinking.

This study explains how the factors have been similarly or differently explained by the authors in the literature. This analysis gives a better understanding of the factors affecting strategic thinking and quantitatively amalgamates the current empirical studies carried out in the literature. The effects sizes generated for each factor helps in determining the homogeneous or heterogeneous nature of the factor.

The study is limited only to analyse the homogeneity or heterogeneity of the factors affecting strategic thinking at an organisational level. This study can be further extended by analysing the type of effect these factors have on the strategic thinking of the organisation.

The findings of this study identify the homogeneity or heterogeneity of the factors affecting strategic thinking in an organisation. This helps the top management to concentrate on these factors, which might develop a strategic thinking nature in the organisation, leading to the better formation of strategies, and successfully implement them in their businesses.

The study fills the unattended gaps in the literature by analysing the homogeneous and heterogeneous nature of the factors affecting the strategic thinking of an organisation.

This paper aims to share key ideas forwarded in the five-book series focused on the Intelligent Social Change Journey (ISCJ) reflecting the latest research in the Consciousness Series supported by the Mountain Quest Institute and collaborators. This review is based on five separate books released as Part I (Laying the Groundwork), Part II (Learning from the Past), Part III (Learning in the Present), Part IV (Co-Creating the Future) and Part V (Living the Future) of The Profundity and Bifurcation of Change.

Reflecting the consilience approach taken by this in-depth research, the review of ideas provided in this paper tap into a deep array of research in knowledge and learning, with specific reference to recent neuroscience understanding that is emerging, and looks to psychology, physics, cell biology, systems and complexity, cognitive theory, social theory and spirituality for their contributions. The five books are heavily referenced (look to the larger work for these references) and, considering the individual as an intelligent complex adaptive learning system (Bennet et al., 2015b), entangle materials from science to philosophy, facts to psychology, management to poetry and words to pictures. This much shorter review can only partially represent this approach.

At this point in the history of humanity ? in the midst of a conscious expansion of our human capacity and understanding ? the rules are changing. As we move away from predictable patterns susceptible to logic, we are increasingly reliant on our ?gut? instinct, an internal sense of knowing that can tap into the intuitional plane. Yet, this knowing can only serve us if we ?know? what to do with it, how to act. Development of our mental faculties is essential to acting. We are on a developmental journey of the body, mind and heart, moving from the heaviness of cause-and-effect linear extrapolations, to the fluidity of co-evolving with our environment, to the lightness of breathing our thought and feelings into reality. Grounded in development of our mental faculties, these are phase changes, each building on and expanding previous learning in our movement toward intelligent activity.

This review lays the groundwork for the ISCJ, exploring consciousness through the lens of the cause-and-effect logic of Phase 1 (Learning from the Past), the co-evolving of Phase 2 (Learning in the Present) and the creative leap of Phase 3 (Co-Creating the Future). This research connects the expansion of consciousness to development of the human knowledge system.

Preservice English teachers are expected to use literary theories and criticism to read and respond to literary texts. Over the past century, two of the most common approaches to literary encounters in secondary schools have been New Criticism – particularly the practice of close reading – and Rosenblatt's transactional theory, both of which have been expanded through critical theorizing along the way. Elucidated by data produced in iterative experiments with Frost's “The Road Not Taken,” the authors reconceptualize the reader, the text, and close reading through the critical posthuman theory of reading with love as a generative way of thinking outside of the habitual practices of European humanisms.

In “thinking with” (Jackson and Mazzei, 2023) desiring-machines, affect, Man and critical posthuman theory, this post qualitative inquiry maps how the “The Road Not Taken” worked when students plugged into it iteratively in processes of reading with love, an affirmative and creative series of experiments with literature.

This study mapped how respect for authority, the battle of good v evil, individualism and meritocracy operated as desiring-machines that channeled most participants’ initial readings of “The Road Not Taken.” In subsequent experiments with the poem, the authors demonstrate that reading with love as a critical posthuman process of reading invites participants to exceed the logics of recognition and representation, add or invent additional ways of being and relating to the world and thereby produce the possibility to transform a world toward greater inclusivity and equity.

The authors reconceptualize the categories of “the reader” and “the text” from Rosenblatt’s transactional theory within practices of reading with love, which they situate within a critical posthuman theory. They eschew separating efferent and aesthetic reading stances while also recuperating practices of “close reading,” historically associated with the New Critics, by demonstrating the generativity of critically valenced “close reading” within a Deleuzian process of reading with love.

This paper examines the emergent and deliberate views in strategy making through, what we develop as, a sequence of thinking and acting. Combining the features of thinking and acting may enhance the organization's ability to achieve change, an ability that remains untapped unless it is accompanied by a change in mental models. Both action thinking emergent issues as well as thinking–acting deliberate issues may constitute triggering events, when contrasted with a previously agreed frame of reference. We develop a framework to show how thinking co-evolves with action in a succession of strategic activities, and within an agreed upon frame of reference. Our aim is to shed light on the circumstances under which deliberate or emergent modes take place throughout the strategy-making process. We claim that changes in strategic activities are determined by attention-triggering events, driven by both thinking and acting.

The economic science is again in a crisis and a new solution prolegomena to any future study in economics, finance and other social sciences has just been published by the International Institute of Social Economics in care of the MCB University Press in England. The roots of the major financial and economic problems of our time lie in an open conflict between theory and practice. In the 1930s and before the conflict was between classical theory and given realities. In the 1990s the conflict appears between the now prevailing modern, Keynesian theory and the actual realities. In addition during the twentieth century a great argument developed between the two schools of thought, argument which is not yet settled. In one sentence, the prolegomena tried and was successful to solve the conflict between theory and practice and the big doctrinal dispute of the twentieth century. It was a struggle of research and observation over half a century between 1947 and 1997.

There is hardly any other field of knowledge where there is more conflict or controversy between ideas and solutions proposed by theoreticians and statesmen than in politics. To date, adequate methodological tools have not been developed which enable the truth or validity of the liberal or conservative approaches to be tested. A new research programme using a simultaneous equilibrium versus disequilibrium approach is proposed which has full application in politics as well as in economics and the social sciences. This research programme shows the organic relationship between society, state, economy, money and form of government, and thus leads to a methodological unification of all the social sciences, to a new principia politica.