ABSTRACT
This chapter proposes using the organizational characteristics of jazz improvisation to guide the design of learning experiences to challenge and support students to reflect on and increase the complexity of their individual and collective ways of knowing. This capacity is a necessary antecedent to students 'synthesizing learning across multiple experiences, coalescing meaning, and creating new learning and meaning'. The chapter reports on a mind-jazz learning experience embedded in a postgraduate business economics scenario thinking course. This intervention operationalizes Bohmian Dialogue (BD) through the organizational characteristics of jazz improvisation to support mindfulness towards individual and collective ways of knowing. BD can change how people think and think about how they think because they observe the way they think through which a transformation to a processualistic thinking paradigm may occur. For integrative learning to 'lead to personal liberation and social empowerment', educators should take seriously Leskes' evocation of Jiddu Krishnamurti's rhetorical question.
