Feedback Loops

Introduction

In understanding double-loop learning, it is important to first dissect the elements of the construct. Double means two—or more than a single response, and loop refers to a circular feedback figure—where information informs future action. Learning of this type, therefore, includes both cognition and action. Double loop learning takes place when one realizes that single-loop learning is not enough, meaning the underlying frame of reference for action is questioned.

Through inquiries, that is, feedback on present actions and theory of action as well as hypothetical questions about potential future needs, one can get feedback on the present theory of action, which then is evaluated and reflected upon. Taken together, the process can either generate changes in the present theory of action or result in a confirmation of the present theory of action (Fiol, 80). In either case, present action can be left unchanged—but perhaps looked upon from a new perspective—or might be significantly altered. The key for double-loop learning is the questioning (but not necessarily the change) of the frame of reference. The returning point is, metaphorically speaking, located somewhere other than the starting point—as in a loop.

Discussion

When one tries to understand Argyris and Schön's choice of the loop metaphor, it is also important to bear in mind that in the 1970s, when Argyris and Schön presented their loop learning theory, other authors of the time described learning in circular terms, such as Kolb's learning cycle, in which both behavior (action) and cognition (reflection) were a part of the learning process. Even the action part, in terms of inquiries being made, actions being changed, and changed action being performed, belongs to the learning loop, and is consequently part of the learning process.

The concept of double-loop learning has several synonyms or related constructs, including second-order learning and higher-level learning. These siblings to double-loop learning are also more-or-less cognitive forms of learning, and represent, along with double loop learning, one specific level of learning, and as such are part of a set of learning levels or types. Most sets consist of two or three levels (Crossan, 52). In Argyris and Schön's case, double-loop learning is complemented by single-loop learning and deutero-learning (i.e., double-loop learning).

In addition, there is some disagreement regarding the underlying definitions that are used to describe what it is that is under consideration for change in double-loop learning. Some authors speak about values, others about insights or ways of seeing. For the purposes of this entry, the underlying definition focuses on the concepts of frame of reference, theory of action, and underlying assumptions. These concepts include several aspects that may be considered, including norms, values, and policies.

In spite of the variances in conceptual use, it seems that most authors agree that double-loop learning (and similar concepts) means that one questions the basis for action in order to learn what one should be occupied with. Through inquiries, feedback on the frame of reference behind present action is examined, so that the appropriateness of the frame of reference is questioned. This creates ...