TEAM SYNTEGRITY AS A LEARNING PROCESS:SOME CONSIDERATIONS ABOUT ITS CAPACITY TO DEVELOP CRITICAL ACTIVE LEARNERS

摘要

Team Syntegrity is a non-hierarchical systemic protocol designed by Stafford Beer for organising conversational interactions among a set number of participants. In this paper we will examine Team Syntegrity as a protocol that allows for and enhances the learning of its participants; also we will propose some elements that might be taken into account to enhance its power to promote intellectual autonomy in the participants and to help them become critical active learners. In order to do this, we will first provide a brief description of Team Syntegrity, to contrast it with other systemic approaches in terms of the restrictions they impose on the conversation. Then we will characterise conversational processes of knowledge construction or reconstruction, from some restrictions that may impinge on the conversational process and learning of the participants. And finally, we will formulate some general ideas about how Team Syntegrity could be complemented so that the scope of the participants’ learning is enhanced.