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viii | |
| Series preface |
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ix | |
| Acknowledgements |
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xi | |
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Introduction: can learning and knowledge creation in organizations really be managed? |
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1 | (10) |
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3 | (1) |
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Moving on from systems thinking |
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4 | (3) |
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7 | (4) |
| Part I The foundations of mainstream views on learning and knowledge creation in organizations: systems thinking |
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11 | (56) |
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Mainstream thinking about learning and knowledge creation in organizations |
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13 | (27) |
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Transmitting knowledge between individuals, diffusing it across an organization, and storing it in explicit forms |
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14 | (16) |
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Constructing knowledge and making sense in communities of practice |
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30 | (9) |
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39 | (1) |
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Different levels of learning and knowledge creation in organizations: the individual and the social |
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40 | (27) |
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The endless debate about priority and primacy |
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42 | (2) |
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The individual and the social as separate mutually influencing levels |
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44 | (17) |
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Moving away from the split between individual and social |
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61 | (3) |
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64 | (3) |
| Part II Toward a complexity perspective: the emergence of knowledge in complex responsive processes of relating |
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67 | (124) |
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The emergence of the individual and the social in communicative interaction |
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69 | (31) |
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Complex adaptive systems as a source domain for analogies of human acting and knowing |
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70 | (5) |
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The evolution of mind, self and society |
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75 | (17) |
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Back to the complexity sciences as source domain for analogies |
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92 | (6) |
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98 | (2) |
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Communicative action in the medium of symbols |
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100 | (17) |
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The importance of feelings |
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102 | (4) |
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The importance of reflection-in-action |
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106 | (2) |
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The importance of abstract thinking |
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108 | (3) |
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The multiple aspects of symbols |
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Other versions by this Author
