2nd
When they came to explore the nature of organizational learning Chris Argyris and Donald Schon (1978: 2-3) described the process [Double-loop learning] as follows:
When the error detected and corrected permits the organization to carry on its present policies or achieve its presents objectives, then that error-and-correction process is single-loop learning. Single-loop learning is like a thermostat that learns when it is too hot of too cold and turns the heat on or off. The thermostat can perform this task because it can receive information (the temperature of the room) and take corrective action. Double-loop learning occurs when error is detected and corrected in ways that involve the modification of an organization’s underlying norms, policies and objectives. Single-loop learning seems to be present when goals, values, frameworks and, to a significant extent, strategies are taken for granted.
The emphasis is on ‘techniques and making techniques more efficient’ (Usher and Bryant: 1989: 87) Any reflection is directed toward making the strategy more effective. Double-loop learning, in contrast, ‘involves questioning the role of the framing and learning systems which underlie actual goals and strategies’ (op. cit.). Finger and Asún (2000) argue that this constitutes a two-fold contribution to pragmatic learning theory.
First, their introduction of the notion of ‘theory in action’ gives greater coherence and structure to the function of ‘abstract conceptualization’ in Kolb’s very influential presentation of experiential learning. ‘Abstract conceptualisation now becomes something one can analyse and work from’ (Finger and Asún 2000: 45).
Second, they give a new twist to pragmatic learning theory: Unlike Dewey’s, Lewin’s or Kolb’s learning cycle, where one had, so to speak, to make a mistake and reflect upon it… it is now possible… to learn by simply reflecting critically upon the theory-in-action. In other words, it is not longer necessary to go through the entire learning circle in order to develop the theory further. It is sufficient to readjust the theory through double-loop learning (ibid.: 45-6) To be fair to John Dewey, he did not believe it was necessary to go through a series of set stages in order to learn (although he is often represented as doing so). However, Finger and Asún’s main point stands. The notion of double-loop learning adds considerably to our appreciation of experiential learning.
