AM de Lange (amdelange@gold.up.ac.za) gave a great post on cyclic learning
with many examples:
>...Senge writes that they are difficult to express in words. Now how on
>earth will we measure them when we find it difficult to even speak of
>them? ...
I think you have hit on the essence of what constrains LO in practice!
>....By stopping dead in their tracks, it gave
>mathematicians time to take stock of what they had been doing. Soon
>afterwards a great surge in mathematical creativity followed, one of which
>its ramifications is felt up to the present. ...
So how do you suggest we get these LO practitioners to stop dead?
>...Why do we have this desire to measure important things?
Because our quality guru claimed that what gets measured gets fixed.
Thanks for a thought-provoking post!
Keith Cowan
kcowan@orion.GlobalDEN.com (CIS:72212,51)
--"Cowan, Keith" <kcowan@ORION.GLOBALDEN.com>
Learning-org -- Hosted by Rick Karash <rkarash@karash.com> Public Dialog on Learning Organizations -- <http://www.learning-org.com>