Replying to LO29621 --
Dear Organlearners,
DP Dash < D_P_Dash%XIMB@nts2.ximb.ac.in > writes:
>'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'].
(snip)
>Pathway 2: We notice that there are some problems that
>defy our persistent attempt to classify them under
>problem-classes.
(snip)
>Any other pathways come to your mind?
Greetings dear DP,
Your thoughts on problem solving go deep, as usual. Thank you.
Is Pathway 2 not also a problem-class in the sense that each problem in it
has a unique solution?
Perhaps the following is a criterium for a learning organisation.
A LO solves its problems without creating new
problems with those solutions.
However, i have another problem for you to solve. I agree with you that
problem-solving is an important learning activity. However, is it the only
activity sustaining learning?
With care and best wishes,
--At de Lange <amdelange@postino.up.ac.za> Snailmail: A M de Lange Gold Fields Computer Centre Faculty of Science - University of Pretoria Pretoria 0001 - Rep of South Africa
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