Greetings At
You write about the role of LO's in enabling authentic learning as
distinct from fallacious learning.
My question is how LO's can sustain authentic learning in a global
societal ecology dominated by the modernist worldview? From what I can
pick up there are plenty of people who would like to work in an LO but, in
the same way forest vegetation only thrives in forest conditions (as
opposed to say prairie), LO's will only thrive in a worldview that enables
their emergence. Otherwise they will remain a marginalised species unable
to fulfil their potential, and always under threat from species of
organization better tuned to the dominant worldview.
This morning I was reading (in Out of Control by Kevin Kelly) how
specific mature ecosystems require not only a critical mass of specific
species, but also that these species must emerge in a certain order. So
maybe the establishment of preceding societal system conditions is a
requirement to enable the emergence of a critical mass of LO's as viable
organizational forms within our societal ecology. What then are the
preceding "species" that might create societal conditions that support
such emergence? Might it have something to do with personal and group
actions and interactions, given that organizations emerge from people and
groups of people?
Given that the stakes are high this question seems fundamental to me...
Thanks for your contributions, which I always enjoy.
Mark
--"Mark Feenstra" <mark@strategiclearning.co.nz>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>