Learning from the future meets Bateson's levels of learning

摘要

Purpose - Previous studies showed that combining learning based on experiences in the past with learning from an envisioned future scenario results in more innovative and radical ideas, as well as in a higher number of covered content domains. However, currently there is no holistic learning theory that integrates both sources of learning. The main purpose of this paper is to investigate whether it is possible to extend Bateson's theory of learning, to link these two learning sources in one coherent framework Design/methodology/approach - To answer this research question, the author draws on learning from an envisioned future, and tries to link it with the most important levels of learning in Bateson's framework. Findings - This paper contributes to the literature by attempting to link the important but still underexplored aspect of "learning from the future" to the complex and multifaceted work of Bateson. Given the fact that both sources of learning and experience yield a great potential to create new knowledge, this study outlines a possibility to include both sources into one learning theory. Research limitations/implications - This work provides the basis for further research in building a general holistic theory of learning to learn. Practical implications - On the individual level, the proposed approach can be easily applied with systemic coaching processes in general and coaching processes in the fields of developing an individual vision in particular. In the field of organizational learning, the awareness of different learning sources and different learning modes on the one hand and knowledge about the implementation of enabling spaces (PE-ba, FE-ba) to support these various learning modes on the other hand help organizations to generate new knowledge and create innovative and sustainable solutions, products and services. Originality/value - To the best of the author's knowledge, it is the first theoretical work that describes the integration of learning from past experiences and learning from future experiences in a methodological way.