Learning and change

After Benefits and costs, lessons learned and changes to overall project... 

S. Sterling, Sustainable Education Re-visioning Learning and Change, Schumacher Briefings 6, Green Books for the Schumacher Society, Bristol, 2001. 

Sterling, S., 2001. Sustainable Education Revisioning Learning and Change. Green Books, Totnes. 

When consciousness emerged, evolution changed. Before consciousness, Darwin s biological mechanisms of competition and cooperation dominated the only paths for change in life. Afterward, increased memory and agency added new possibUi-ties. We could learn and change and carve our own hives out of the Earth on an unprecedented scale. 

Whitten, N. 2004. Yesterday, Today and Tomorrow. PM Network, p. 23, August. (Suggests that we daily ask ourselves two questions. What are the top three things we did that made a difference for the best What are the top three things we did, or failed to do, that made a difference for the worse Then learn and change behavior accordingly. These questions can be asked within the context of our goals.)... 

Fear. Fear, including job insecurity, fear of blame, and fear of punishment was seen to be a barrier to learning and change. Fear was frequently described in the sessions. It is important to make a distinction here. There can be fear of a person or persons, and there can be fear of the economic uncertainties confronting the company. In this case the anployees were concerned that the company s economic performance might be weak, leading to plant closures and layoffs. These fears were reahstic, as the company had already engaged in some layoffs. 

Hager, P., Lee, A., Reich, A. (Eds.). (2012). Practice, learning and change. Theory perspectives on professional learning. Dordrecht Springer. 

Action research is a process of learning and changing, aiming at concrete practice. The analysis of practical professional situations by the ones who are acting in practice leads to an improvement of the current situation, further develops their own practical and theoretical competence in coping with professional situations and contributes to the broadening of the level of knowledge of the practical and academic community (Posch, 2001). 

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