Action Learning and Learning Organization LO29306

From: AM de Lange (
Date: 10/14/02

Replying to LO29293 --

Dear Organlearners,

Alfred Rheeder <> writes:

>The list you mentioned shocked me. Isn't the list indicative
>of the reversible abyss of the information paradigm? How
>often aren't these "kinds of learning" used/applied and
>"marketed" as treasure maps - the one answer to our problems?
>Just follow the guidelines by the book. What is happening to
>the art of learning?

Greetings dear Alfred,

Thank you for your response. I am glad that one fellow learner finds the
list shocking.

You are right -- the information paradigm is causing the art of learning
much harm. According to this paradign, it is information which makes the
world tick like a clock.
One can actually use Google's advance search engine and find out
how popular each of these " learning"s is. For example,
using in the second window the first member of the list
   accelerated learning
gives 43 900 hits while using the second member of the list
   action learning
gives 44 300 hits while using the third member of the list
   adaptive learning
gives 18 700 hits, etc. Fellow learners can work through the intire list
themselves and discover just how popular these "treasure maps" are.

How will we separate the corn from the chaff? Put in the first window
The number of hits reduce to
   accelerated learning 8 730
   action learning 4 670
   adaptive learning 1 090
Are there still too many hits? Perhaps creativity has become a "treasure
map" too. Then put in the first window
   creativity wholeness openness
since wholeness and openness are essential to creativity and learning.
The number of hits reduce to
   accelerated learning 7
   action learning 20
   adaptive learning 11

What a dramatic reduction in the number of hits! It is because of the
very lack of wholeness and openness (i dare not even test for the other
five 7Es ;-) that the list has become so large. Wholeness is needed to
connect whatever adjective "" which occurs in the
" learning" to the very act of learning. Openness is needed to
bring in all other adjectives as also facets of the act of learning.

>Here in South Africa we have become obsessed with
>outcome-based learning (for schools) which is the flavour
>of the month. Unfortunately we do not seem to be aware
>that the new system lack in complexity to deal with the
>reality. In 10 years time I wonder what the flavour of the
>month will be....

It is our educational department which has become obsessed by it.
They need to give the public a new "treasure map" so as to let them
think that the future will be better than the past. Unless the public get
wise to such "treasure maps", the situation will not improve.

The act of learning is complex. That is why children need parents and
teachers who know what learning involves to help them to learn. But
when adults do not know what learning involves, who will guide the

With care and best wishes,


At de Lange <> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa

Learning-org -- Hosted by Rick Karash <> Public Dialog on Learning Organizations -- <>

"Learning-org" and the format of our message identifiers (LO1234, etc.) are trademarks of Richard Karash.