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Practicing what we teach in teaching systems practice: The action-learning cycle

Zimmer, Bob (2001). Practicing what we teach in teaching systems practice: The action-learning cycle. Systemic Practice and Action Research, 14(6) pp. 697–713.

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Respect for autonomy is a powerful tool for managing complexity. It lets natural, mutually supportive order emerge. In Western culture, though, much order is imposed. This causes conflict, which only increases complexity. This conflictual pattern has an antidote in systems practice: the systemic action–learning cycle. When used reflectively at the level of second-order cybernetics, this cycle embodies respect for autonomy. The UK Open University course "T306: Managing Complexity—A Systems Approach" teaches this action–learning cycle, and uses the cycle in its own teaching. In particular, it uses the cycle in its online conferences, to invite participation and dissolve conflict. This paper shows how.

Item Type: Journal Item
ISSN: 1094-429X
Keywords: Reflective practice; Respect for autonomy; Action–learning cycle; First-order cybernetics; Second-order cybernetics; Third-order cybernetics; Online conferencing; Teaching and learning;
Academic Unit/School: Learning and Teaching Innovation (LTI) > Institute of Educational Technology (IET)
Learning and Teaching Innovation (LTI)
Research Group: Centre for Research in Education and Educational Technology (CREET)
Item ID: 1118
Depositing User: Users 12 not found.
Date Deposited: 16 May 2006
Last Modified: 07 Feb 2017 11:16
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