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Double-loop learning is used when it is necessary to change the mental model on which a decision depends. Unlike single loops, this model includes a shift in understanding, from simple and static to broader and more dynamic, such as taking into account the changes in the surroundings and the need for expression changes in mental models. [3]
Chris Argyris (July 16, 1923 – November 16, 2013 [1]) was an American business theorist and professor at Yale School of Management and Harvard Business School.Argyris, like Richard Beckhard, Edgar Schein and Warren Bennis, [citation needed] is known as a co-founder of organization development, and known for seminal work on learning organizations.
Together with Chris Argyris, Schön provided the foundation to much of the management thinking on descriptive and interventionist dimensions to learning research. [19] One of their theories hold that organizations and individuals should be flexible and should incorporate lessons learned throughout their lifespans, known as organizational learning.
Action research is an interactive inquiry process that balances problem-solving actions implemented in a collaborative context with data-driven collaborative analysis or research to understand underlying causes enabling future predictions about personal and organizational change.
Designated for motivated students with a command of standard English, an interest in exploring and analyzing challenging classical and contemporary literature, and a desire to analyze and interpret dominant literary genres and themes, it is often offered to high school seniors and the other AP English course, AP English Language and Composition, to juniors.
Reflective practice is the ability to reflect on one's actions so as to take a critical stance or attitude towards one's own practice and that of one's peers, engaging in a process of continuous adaptation and learning.
The desire together with the belief is often referred to as the reason for the action. [3] [4] Causalist theories of action usually hold that this reason explains the action because it causes the action. [3] [6] Behavior that does not have a reason is not an action since it is not intentional. Every action has a reason but not every action has ...
This definition is a cornerstone of the taxonomy of educational goals, widely applied beyond education, notably in knowledge management. Knowledge is categorized into specific domains: the recall of terminology and facts, understanding methods and conventions, and recognizing patterns and principles in various fields.