Criteria for "Learning Organization" LO29621

Date: 12/01/02

Replying to LO29613 --

Thank you Rick for your comments on 'learning'.

'Capacity for effective action' seems to be an 'effective thought' in the
context of our discussion. I would like to suggest two alternative
pathways for building this capacity. Rick and others can tell me if either
of these two appear to be close to what they think as 'learning':

Pathway 1: We notice that a variety of problems we have noticed earlier
can indeed be subsumed under recurring 'problem-classes' [or 'problem
archetypes']. Then we find solutions to the problem-classes. As a result,
in one shot, we gain the advantage of solving any problem as long as we
can recognise it to be a member of the problem-classes we have solved.
This leads to an increase in our capacity for effective action.

Pathway 2: We notice that there are some problems that defy our persistent
attempt to classify them under problem-classes. [They always find a way to
defect -- or jump out of -- any problem-class we put them in.] We feel
that we need to change how we arrive at problem-classes. We rearrange our
ambience such that we allow the problems to interact with each other. Some
problems cancel each other out and some survive by bonding with each
other. As a result, we gain the advantage of dealing with unsolvable
problems by rearranging the ambience in which they can be mutually
cancelled out or formed into clusters, so that we may focus our resources
on the clusters and try to minimise their harmful effects. This also leads
to an increase in our capacity for effective action.

Any other pathways come to your mind?

Finally, going by Rick's proposal, we should treat all such pathways as
'learning'. That will of course lead to so many different 'breeds' of
learning, each adopting a different 'frame of intelligibility' in its


Richard Karash wrote:

>learning = /_\ capacity for effective action
>Where /_\ is an approximation in our e-mail medium of the mathematical
>symbol for "change in some quantity."


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