This article contends that the strategic thinking process is composed of two joint, but paradigmatically distinct, activities--analysis and synthesis. Analysis represents the scientific paradigm, whereas synthesis represents the artistic paradigm. Nevertheless, the Strategic Management course is dominated by the scientific paradigm, even though the artistic paradigm is the means by which true strategic value emanates. Therefore, this article examines the relationship between the scientific and artistic paradigms, concluding that consilience is necessary although challenging. A review of the management education literature reveals attempts at introducing the artistic paradigm to the management classroom. This review leads to the proposal of a case-based experiential exercise that integrates analysis and synthesis in the context of the Strategic Management course.