An Epistemology of Learning Through

The purpose of this paper is to initiate a conversation exploring the epistemological implications of the many forms that learning may take while attending to the demands generated by complexity. This paper offers a look at an emerging epistemology of learning through life that is increasingly complex and intensifying the demands on our thinking, feeling and action. In this paper we examine the interconnections between learning through experience, the construction of meaning, the process of inquiry and complexity. Specifically, the implications of continuity and interactivity as developed in adult learning theory, the construction of meaning as discussed by constructive developmental theory, the process of inquiry as developed by developmental action inquiry, and the relational aspects of interdependence as presented in complexity theory for addressing the challenges confronting contemporary systems. Introduction A paradox of our contemporary organizations and society is that we are accumulating new knowledge at an ever increasing rate, while at the same time we are confronted with the potential disasters of the unanticipated, nonlinear consequences of this accumulating body of knowledge. Even as our knowledge base in terms of seeing learning as a noun is becoming more and more rich, our sense of control over our world is becoming less. It is as if we are becoming less knowing even as we become more knowledgeable. Addressing this paradox, we suggest, requires that we look at the process of learning, and take seriously the implications of understanding learning as a verb. In this paper we examine the implications of an increasingly complex social reality for the process of learning from experience (Jarvis, 2006; Van der Veen, 2006). In our field of practice as adult learning facilitators, our primary focus has been on educating adults in the practice of participation in groups, systems and society. Critical reflection on this focus has led to our being increasingly challenged by the question, "What form does learning take in the context of intensifying complex reality? " (Nicolaides &. Yorks, 2007). Our inquiry into this question has further led us into the connections between four distinct and yet intimately connected disciplines: The paradigms of learning from experience (Dewey, 1938, KoIb, 1984; Mezizow, 1991, 2000), the construction of meaning (Kegan, 1982, 1994; Drago-Severson, 2004), the process of inquiry (Torbert, 1990, 2004) and the principles of organizing found in complexity theory (CiIliers, 1998, 2001, Boulton & Alien, 2007, Prigogine, 1968). Our intention is to stimulate a conversation with our peers working in each of these disciplines. In a sense, it is an effort at provoking a modest cross paradigmatic discourse (Commons & Bresette, 2006). We believe this discourse is necessary if the field of adult learning and education is to develop in ways necessary for meeting the emerging challenges of our time. At both the organizational and societal levels of life, the limitations of rigid hierarchical structures are becoming evident. Social networks and working within the context of constant and discontinuous change, novelty, and emergent diversity are the norm. Adults are challenged with dealing with these conditions in navigating the challenges of participation in present and emerging futures. Understanding an epistemology of learning through life We begin our discussion by looking at the epistemological tenets of learning theory, constructive developmental theory, developmental action inquiry and complexity theory and what may be important to pay attention to as we integrate these paradigms in our working, living realities. In order to accomplish this we return to the work of Dewey (1938) in order to examine the implications of the two core foundations of his thinking, continuity and interactivity. Specifically, we argue that learning theory has tended to emphasize the continuity dimension of his thinking while paying less attention to the implications of interactivity. …