Assertion The variety embraced by prevailing positivist paradigms of learning is insufficient to match the variety of the situations to which they are applied.

Complexity = High Variety

natural social political economic cultural technological technological inter-personal

natural social economic cultural political inter-personal

Economic viability Practical achievability Technical possibility Social desirability Political plausibility Prevailing paradigms essentially privilege objective dimensions of:

Technical possibility Economic viability Practical achievability Social desirability Political plausibility Aesthetic acceptability Ethical defensibility Cultural feasibility Spiritual compatibility Ecological responsibility and Systemic paradigms embrace contextual dimensions of:

“Paradigms are….entire constellations of beliefs, values, techniques and so on, shared by a given community” Thomas Kuhn

Paradigms can be characterised by: beliefs about the nature of nature ontologiesbeliefs about the nature of nature ontologies beliefs about the nature of knowing epistemologiesbeliefs about the nature of knowing epistemologies beliefs about the nature of human nature axiologiesbeliefs about the nature of human nature axiologies beliefs about the nature of human inquiry methodologiesbeliefs about the nature of human inquiry methodologies

Finding out Taking action Experiential Learning

Finding out Taking action Thinking Sensing Designing Acting

Being Told Telling it Back Propositional Learning

Showing it Back Being Shown Practical learning

Finding out Taking action

Theory Practice Praxis Praxis

weltanschauung

Praxis Praxis Phronesis Theory Practice Propositional Practical learning learning learning Experiential Experiential learning to KNOW systems theory to DO systems practice to BE systemic Experiential/Inspirational learning to MAKE systemic judgements

HOLISM HOLISM REDUCTIONISM CONTEXTUALISMOBJECTIVISM

H E H E E T

HOLISM HOLISM REDUCTIONISM OBJECTIVISM ACTUALISED MAXIMUM MAXIMUM OPTIMALINCLUSIVE CONTEXTUALISM WELL-BEINGPERFORMANCE SELF SELF YIELD YIELD

Inspirational Learning Finding out Taking action

Finding out Taking action Accepting Applying Focussing Disengaging

inspirational inquiry experiential inquiry inspirational inquiry experiential inquiry

emotions dispositions Critical researching/learning system