We are living in a knowledge-driven society. Generating and using new knowledge successfully is a decisive competitive factor in our work-life \u2014 for individuals as well as for companies. In order to keep their competitive advantage, organizations should thus focus on designing learning settings, which go beyond mere knowledge transfer; such setting should enable people to identify and jointly explore new, unknown, \u201cemerging\u201d knowledge.<\/p>\n\n\n\n
Despite positive efforts to improve teaching\/learning content, methods and spaces, there is still a tendency to \u201cobjectify\u201d learners, seeing them as empty vessels, which have to be filled with new knowledge, skills and methods.<\/p>\n\n\n\n
However, in order to engage people in learning \u2014 in the sense of a radical renewal of already existing knowledge \u2014 it is necessary to focus on the individual person, in his\/her distinctness, and to ask the following questions: \u201cWhat is the human being? What does it mean to have a holistic view of the human being as a learner? How does this person need to change him\/herself, so that what he\/she has learned not only remains abstract, but can be brought into life?\u201d<\/p>\n\n\n\n
In the human being, three levels closely interact with one another:<\/p>\n\n\n\n
The vegetative, sensitive and spiritual levels are closely connected. For example, I can only want something (in the sense of being able to decide freely and willingly that I really want this \u201csomething\u201d) after I have perceived it and after I have understood how I feel about it.<\/p>\n\n\n\n
Consciously designed teaching\/learning settings take into account all three of\u00a0\u00a0the above described. Only then can learning do justice to the wholeness of the individual and increase learning success.<\/p>\n\n\n\n
Developing such an integrative concept is a challenge. Let us give you some starter: Ideally, (abstract) content also has an emotional component. Better yet, abstract content is combined with a visual trigger. At best, learning contents go hand in hand with a concrete action or exercise \u2013 they are\u00a0\u00a0then much easier to understand and translate into daily action.<\/p>\n\n\n\n
In fact, most learning settings still only address one of the three levels \u2014 therefore the learning success often remains far below expectations.<\/p>\n\n\n\n
Still a classic and widespread: a teacher reads the material and the learner listens (and takes notes). In such a linear way, however, the appropriation of the learning material also occurs, for example, through the consumption of texts, books, websites, television, etc. Pre-existing knowledge is \u201cdownloaded\u201d like an object, memorized and reproduced by the learner.<\/p>\n\n\n\n
Assumptions behind this learning strategy\u00a0<\/strong><\/p>\n\n\n\n Examples of linear learning methods:<\/strong>\u00a0Lecture, frontal teaching, learning from textbooks, films and web documents.<\/p>\n\n\n\n What is taught:<\/strong>\u00a0Factual knowledge.<\/p>\n\n\n\n Single Loop Learning\u00a0focuses on the \u201chow\u201d or the function of a phenomenon. Single loop learning is a relatively conservative learning strategy: there is no place for questioning or changing of what already works well.<\/p>\n\n\n\n Assumptions behind this learning strategy\u00a0<\/strong><\/p>\n\n\n\n The resulting knowledge tries to answer the question: \u201cHow does something work?\u201d Such knowledge is seen as a construct, which changes constantly, with every interaction. In single loop learning, there is no reflection on assumptions (in the sense of \u201cWhy does something work the way it works?\u201d or \u201cCould it work differently?\u201d).<\/p>\n\n\n\n Exemplary methods:\u00a0<\/strong>learning on an object, learning from direct (subjective) experiences, role-playing, prototyping.<\/p>\n\n\n\n What is taught:<\/strong>\u00a0Experiential knowledge; skills.<\/p>\n\n\n\n Double Loop\u00a0Learning assumes that knowledge is embedded in a frame of reference, of subjective assumptions and personal views on everyday phenomena. We form assumptions based on our interactions with the environment, through cultural learning processes, education, etc. Assumptions determine the scope of how we interpret knowledge and how we create meaning \u2014 in most cases , assumptions are not explicit. However, we can change our assumptions if we are capable of opening ourselves to reflection and questioning.<\/p>\n\n\n\n Double Loop Learning aims not only to make assumptions explicit, but also to change them systematically. This creates a new space of meaning in which already known phenomena can be seen from a new perspective. A well-known example for this is the paradigm shift from the geocentric to the heliocentric worldview. This new perspective on the world made modern navigation possible in the first place.<\/p>\n\n\n\n In a Double Loop Learning setting, we reflect upon, we question and change our assumptions \u2014 thereby creating new knowledge spaces and ultimately new spaces for action and interaction.<\/p>\n\n\n\n Exemplary methods:<\/strong>\u00a0Dialogue, reflection, structural mapping technique, the teacher sees himself as a coach.<\/p>\n\n\n\n What is taught:<\/strong>\u00a0Understanding and insight into one\u2019s own assumptions of thinking; ability to change these assumptions.<\/p>\n\n\n\n While Single and Double Loop Learning primarily aim at changes on the cognitive and affective level, Triple Loop Learning, according to Markus Peschl, focuses on the existential \/ spiritual level of the individual person \u2014 i.e. his\/her individual values and attitudes. Triple Loop Learning is thus not primarily about teaching new skills or knowledge, but about enabling personal change and transformation. Triple Loop Learning is about values, attitudes and \u201chabitus\u201d. Triple Loop Learning takes longer than the other two types of learning, since it is about deep changes of the human being, about the maturing of a person, about \u201cfinding oneself\u201d.<\/p>\n\n\n\n Therefore, Triple Loop Learning is also the most difficult form of learning, because it is very personal and \u201cabout oneself\u201d. It requires a strong will for personal change and goes far beyond knowledge and skills.<\/p>\n\n\n\n Exemplary methods:\u00a0<\/strong>different forms of therapy, formation,\u00a0Theory U<\/a>\u00a0(according to Otto Scharmer), leap and frame (theLivingCore), asking existential questions, profound experiences (\u201clife changing events\u201d).<\/p>\n\n\n\n What is taught:\u00a0<\/strong>Understanding and insights into one\u2019s own values and attitudes; insight into one\u2019s own purpose (\u201cWhat does life want from me?\u201d); clarity about differences or similarities between one\u2019s personal values and attitudes or the values of the company; ability to relate (daily) actions to one\u2019s own (desired) values and attitudes or to link them with each other.<\/p>\n\n\n\n In general, organizations have a massive amount of knowledge at their disposal \u2014 which goes hand in hand with the power and the responsibility to shape the (economic, ecological, social, political) future. Designing holistic learning settings, which are not only aimed at transferring knowledge or building skills, but also focus on the whole person with his or her individual life questions and potentials, is not only an economically relevant task, but also a service to society.<\/p>\n\n\n\n Our experience in various project shows that the concept of Triple Loop Learning provides a forward-looking guidance to tackle those challenges \u2013 both on an individual and on an organizational level.<\/p>\n\n\n\n Argyris, C and D.A. Sch\u00f6n (1978). Organizational learning: a theory of action perspective. Reading, MA: Addison-Wesley.<\/p>\n Argyris, C. and D.A. Sch\u00f6n (1996). Organizational learning II. Theory, method, and practice. Redwood City, CA: Addison-Wesley.<\/p>\n Peschl, M.F. (2007). Triple-loop learning as foundation for profound change, individual cultivation, and radical innovation. Construction processes beyond scientific and rational knowledge. Constructivist Foundations 2(2-3), 136\u2013145.\u00a0<\/a><\/p>\n Tsoukas, H. and N. Mylonopoulos (Eds.) (2004). Organizations as knowledge systems. Knowledge, learning and dynamic capabilities. Basingstoke, New York: Palgrave Macmillan.<\/p>\n Image: Timo Volz at Unspash<\/p>\n\n","protected":false},"excerpt":{"rendered":" \u201cSingle, double, triple loop learning\u201d We are living in a knowledge-driven society. Generating and using new knowledge successfully is a decisive competitive factor in our work-life \u2014 for individuals as well as for companies. 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Single Loop Learning<\/h3>\n\n\n\n
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Double Loop Learning<\/h3>\n\n\n\n
Triple Loop Learning<\/h3>\n\n\n\n
Weiterf\u00fchrende Literatur<\/h3>\n\n\n\n
Further readings:<\/h4>\n