Replying to LO29307 --
Dear Organlearners,
Alan Cotterell <acotrel@cnl.com.au> writes:
>I don't know what 'action learning', or any of the other
>types of learning are. However I suspect many academics
>dream up these titles to push their own professional barrow.
Greetings dear Alan,
It was not always so. This reduction of learning into a facet XYZ of it
and then calling it "XYZ learning" began roughly in the sixties. Since
then it has grown to shocking proportions as the list indicates.
>From a lifetime of attending nightschool, and professional
>experience, I know one thing - all the theory you learn at
>school means nothing until you apply it in a real life situation.
I would agree to it, but i want to take it one step further. One does not
memorise a theory and then find applications for it. One learns first how
to observe and then to create a theory which will explain those
observations. Only thereafter do one seek new applications for that
theory.
>I suggest to really learn, you have to DO something
>constructive with the information you have accumulated.
>Even then, it takes real effort to extend the range of this
>information, to be creative.
Amen
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
Learning-org -- Hosted by Rick Karash <Richard@Karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>
"Learning-org" and the format of our message identifiers (LO1234, etc.) are trademarks of Richard Karash.