Theory and Practice
Learning theory incorporates cognitive, emotional, and environmental influences and experiences as building blocks for the development of critical thinking. Learning theories seek to account for the evolution and enhancement of individual knowledge, skills, and values. One conceptualization of learning theory breaks the process into three stages – single loop, double loop, and triple loop (Cheldelin et al. 2004; Marsick & Watkins 2001; Marsick & Sauquet 2000; Argyris & Schon 2991; Bateson 1972).
Single loop learning focuses on linear thinking, adheres to what currently exists, values continuity, and looks at the nature of actions and consequences. This process does not allow for significant questions to fundamental ideas or methods. It asks: what do I know?
Double loop learning looks at actions and consequences in terms of underpinning theories and assumptions, and calls for reflection, questions, and the possibility of change. It asks: why do I know what I know and what do I do with this knowledge?
Triple loop learning reflects on entire learning patterns and continuously questions assumptions and behaviors, presenting individuals with freedom from the bondage of habit. This freedom allows individuals to engage in the creative enterprise of theory formation and alternative paradigm conceptualization. It asks: what have I learned and what do I do with this knowledge?
Positioning theory is the study of the nature, formation, influence and approaches to change in local systems of rights and duties as shared assumptions about them influence small-scale interactions. (Harré & Langenhove 1999). This approach posits that the way we position ourselves in relation to others or are positioned by others affects how we tell our stories as well as how they are perceived. The positions we take, impose, accept, or reject can often be based on constructions of social legitimacy. Positioning itself incorporates two orders.
First order story telling evolves without questioning the position of the speaker; the listener hears the words without questioning the inherent positioning of either the speaker or themselves. In other words, neither person makes room for alternative positions and understandings.
Second order questions the statements from the first order position, brings their legitimacy into doubt, and presents alternative positions and rationales. In other words, one or both persons consider alternative positions and understandings.
Theory and the Dialogue & Difference Project
Dialogue has always been an important way for individuals to engage around contentious issues, to come to better understandings of each other, and to develop ways to work and live together. The same process applies to organizations within civil society. One reason dialogue can be an important part of intellectual growth for both individuals and the larger society stems from the challenge presented within the dialogue framework for direct conversation and the sharing of ideas and opinions. As this occurs, participants gain an opportunity to challenge and expand how and why they know what they know, to open their minds to other possibilities, and to question assumptions and conclusions.
The Dialogue & Difference Project organizes a range of dialogue events. Each event provides the space for people to come together, discuss pressing issues, and consider alternative viewpoints. This process allows participants a medium for exchange and growth within an environment that encourages questions, challenges assumptions, and often requires participants to negotiate the positions that arise. In other words, the Project encourages both double loop learning and second order positioning.
References
Argyris, Chris and Donald Schon. 1992. Theory in Practice: Increasing Professional Effectiveness. San Francisco: Jossey-Bass.
Bateson, Gregory. 1972. Steps to an Ecology of Mind. New York: Chandler Publishing Company.
Cheldelin, Sandra, Wallace Warfield with January Makamba. 2004. Reflections on Reflective Practice. Institute for Conflict Analysis and Resolution, George Mason University.
Harré, Rom and Luk van Langenhove, eds. 1999. Positioning Theory: Moral Contexts of Intentional Action. Oxford: Blackwell Publishers Ltd.
Marsick, Victoria J. and Alfonso Sauquet. 2000. Learning through Reflection. In The Handbook of Conflict Resolution Theory and Practice. Morton Deutsch, Peter T. Coleman, editors. San Francisco: Jossey-Bass.
Marsick, Victoria J. and Karen E. Watkins. 2000. Informal and Incidental Learning. In New Directions for Adult and Continuing Education. 89:25-34.
