CONSCIOUS AND UNCONSCIOUS PROCESSES IN LEARNING

Conscious and Unconscious Processes in Learning

Conscious and Unconscious Processes in Learning

Introduction

In regard to the content of the double loop, scholars describe double-loop learning in a more positive light than single-loop learning, leaving the impression that double-loop learning is generally superior, even suggesting that organizations incorporate double-loop learning into the organizational culture. Double-loop learning organizations are, thus, seen as more modern, thoughtful, and responsive than their outdated, inefficient, and unresponsive single-loop learning cousins. However, Argyris and Schön argued—explicitly or implicitly—that most organizations are much better at single-loop learning than at double-loop learning and that most organizations would be healthier if they would double-loop learn more, but they have never written that double-loop learning should be a permanent state that individuals or organizations should be in. Future research may need to readdress the implicit frame of reference that double-loop learning is always more appropriate or useful for any individual or organization regardless of context. It might not, in fact, be better—at least not from a societal point of view—that as many organizations as possible survive; it might be better instead that the many are replaced with new, fresh organizations (Argyris, Schön, 1978). And survival is a logical consequence from an increased rate of organizations that double-loop learn.

It is easy to get the impression that double-loop learning is a completely conscious activity. The present definition of double-loop learning seems to necessitate conscious thought, at least in the activities associated with recognition that single-loop learning is not enough and the questioning of the present frame of reference. However, those processes may be continuous and unconscious, and more research is necessary regarding the actual loop learning process that occurs in individuals and organizations. Furthermore, double-loop learning may be a less harmonious process than described. Many different solutions for improvement might be presented by different stakeholders and different employees, and conflicts are inevitable. Future research should include the potential unconscious nature of learning as well as the potential conflicts associated with learning (Argyris, Schön, 1996).

Closely related to the concept of learning organization is the notion of organizational learning. Although both of these concepts share the same terminology—learning and organization—they are used for different purposes and thus have different implications. Learning organization normally refers to specific characteristics for an ideal organization, while organizational learning describes the processes or activities that are part of organizational change. Organizational learning occurs in all organizations, and it indicates how individuals, teams, and organizations learn and transform. In a learning organization, there is an enhanced capacity to adapt, learn, and develop. The learning organization is effective in managing, analyzing, developing, and strategically aligning with the goals of improvement and innovation. In addition, these two concepts can also be differentiated by their perspectives of organizations. The learning organization tends to be prescriptive, as it focuses on building an ideal organization with certain characteristics, whereas organizational learning tends to be descriptive. While organizational learning may merely require individuals in an organization to engage in continuous-learning activities, the learning organization demands ...