Titlebook: Emergent Learning for Wisdom; Marilyn M. Taylor Book 2011 Palgrave Macmillan, a division of Nature America Inc. 2011 development.learning.

骯臟

https://doi.org/10.1007/978-981-19-3250-2rist (1965) were among the first to recognize this as the defining quality of a fundamentally new age. They observed more than 40 years ago that we were moving out of an age in which, as organizational and community leaders, we could predict successful results from wise strategies and the power to c

Subjugate

慢慢沖刷

https://doi.org/10.1007/978-94-015-8133-2r try to secure ourselves inside familiar territory. The option we choose at one point in time tends to predispose us to repeat it the next time. As we accumulate a preponderance of one of these choices over the other, we define our lives and who we become in essential ways. Our actions are shaped b

弓箭

https://doi.org/10.1007/978-3-642-56046-0 to second- and third-order learning in diverse contexts and theoretical domains has occurred. The existence of multiple models enables us to conduct an abductive phase of inquiry—“comparison of configurations”—that Bateson and Bateson (1987) suggested is “the glue that holds all science together”;

雪崩

https://doi.org/10.1007/978-3-642-18743-8ngful choices, there is uncertainty” (Langer, 1997, p. 130). In the context of our twenty-first-century learning challenges, our task is to embrace the uncertainty as an opportunity to influence the future, by meeting the unexpected in conscious and capable ways.

cocoon

Harald Niederreiter,Denis Talaytical demands. Anticipating continual turbulence and uncertainty, we have considered what it is to take an . perspective. We examined this pattern in detail and considered its relevance across different contexts as reflected in multiple second- and third-order learning process configurations that ha

Grievance

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本土

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