The recent interest in the phenomenon of the learning organisation sparked largely by Peter Senge’s The Fifth Discipline has placed a spotlight on the three terms: learning; education; and training. Are they just different ways of describing the same thing, or are there important distinctions to be made? For example, the word learning is variously used to denote a process which produces “knowledge”, as well as the outcome of that process, as a proxy for “knowledge”. This paper examines the diversity of interpretations of these terms, as well as a number of related terms such as: information; knowledge; wisdom; and cognitive development to provide a more robust framework for evaluation of supposed learning organisations. The outcome of the examination is a model of the “learning” process that incorporates the essence of Kolb’s experiential learning theory, Allee’s knowledge archetypes, and Wilber's consciousness theory. This model, it is suggested, can be used to more accurately guide efforts to create learning organisations.
|Keywords:||Learning, Education, Training, Learning Organisation, Knowledge, Cognitive Development|
Manager, Professional Development Unit, Faculty of Commerce, Charles Sturt University, Bathurst, NSW, Australia
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