This paper suggests that young people can explore moral philosophy in ways that will help them both think and act in ways that are consistent with good moral reasoning. It describes several games and exercises that allow children to explore various moral principles in their behavior toward others. Participating in activities that give children practice in making moral decisions helps them to appreciate the role of principles in moral reasoning. The author contends that it is important for young people to (...) examine ethical dilemmas from the “inside out”; that is, not by listening to the wisdom of philosophers telling them how to approach these issues, but by facing them head on themselves. (shrink)

Abstract:There can be ethical understanding of organizational policy issues and that is important. However, there can be policy understanding about what the organization should do without understanding of individual level responsibility. There can be cognitive understanding of both policy and individual level ethics responsibilities and that is important. However, there can be cognitive understanding without affective, emotive concern. Intellectual understanding without affective concern can lead to understanding without motivation. There can be cognitive understanding and affective concern and that is important, (...) but not enough. There can be cognitive understanding and affective concern without effective political method. An action-learning approach to organizational ethics can join cognitive understanding of policy and individual level issues with both affective concern and effective political method. Joining of cognitive understanding, affective concern, and effective political method can stimulate and enable ethical character. (shrink)

Abstract:There can be ethical understanding of organizational policy issues and that is important. However, there can be policy understanding about what the organization should do without understanding of individual level responsibility. There can be cognitive understanding of both policy and individual level ethics responsibilities and that is important. However, there can be cognitive understanding without affective, emotive concern. Intellectual understanding without affective concern can lead to understanding without motivation. There can be cognitive understanding and affective concern and that is important, (...) but not enough. There can be cognitive understanding and affective concern without effective political method. An action-learning approach to organizational ethics can join cognitive understanding of policy and individual level issues with both affective concern and effective political method. Joining of cognitive understanding, affective concern, and effective political method can stimulate and enable ethical character. (shrink)

Abstract:The problem this paper is concerned with is the politics of reforming embedded, parasitic, sometimes predatory, network-based, corruption subsystems. The politics of corruption subsystems is often embedded in social structures sustained by the collective action of interest groups who benefit from the corruption. Therefore, the long-term effectiveness of approaches that focus solely on isolated, individual acts of corruption are limited. The politics of long-term corruption reform can benefit from a combined action-learning and social movement–based collective approach.

Abstract:The problem this paper is concerned with is the politics of reforming embedded, parasitic, sometimes predatory, network-based, corruption subsystems. The politics of corruption subsystems is often embedded in social structures sustained by the collective action of interest groups who benefit from the corruption. Therefore, the long-term effectiveness of approaches that focus solely on isolated, individual acts of corruption are limited. The politics of long-term corruption reform can benefit from a combined action-learning and social movement–based collective approach.

This paper develops an interpretive framework around ethical learning by using qualitative methods to examine the collective impact of Experiential Learning Activity (ELA) and Critical Action Learning (CAL) on student learning of ethics. The aim is to determine not only the effectiveness of two ethical learning theories but also the student “needs” being fulfilled. To understand their perceptions, we collected students’ personal narratives through focus groups and semi-structured interviews post participation on the experiential and (...) action learning activities. Results indicate that teaching through ELAs and CAL in business ethics lead to social benefits and co-creation which portrayed improved engagement with peers, academics and industry. The outcomes suggest that instead of focussing on teaching ethics, the curriculum should provide opportunities for developing interaction with peers, academics and the society and engage students in real time hands on projects to experience and learn about ethics and the consequences of unethical behaviour. (shrink)

Through an international case study, this paper illustrates how a conversation method was used effectively to address a cross-cultural ethics problem. The method included as moments in one continuous process three different dimensions of postmodernism-Gadamer reconstruction, Derrida deconstruction, and Rorty neopragmatism. In addition to including different dimensions of postmodernism, the method combines effective mutual learning and effective action. Strengths and limitations of the approach are discussed. The article demonstrates how it can be beneficial to build bridges between and (...) within the postmodernism and organization ethics literatures. Also, the article demonstrates how postmodernism can be positively ethical and not necessarily aethical or nihilistic. (shrink)

The University of Michigan Business School's Global Citizenship Program is a two day action learning model conducted during orientation week. During these two days, teams of students, faculty and staff, along with corporate managers, work side-by-side on community projects. These projects are intended to help students understand the difficult issues and frustrations faced by community organizations. The students have opportunities throughout the year to continue to volunteer their business skills and time.

Learning is fundamentally about action, enabling the successful navigation of a changing and uncertain environment. The experience of pain is central to this process, indicating the need for a change in action so as to mitigate potential threat to bodily integrity. This review considers the application of Bayesian models of learning in pain that inherently accommodate uncertainty and action, which, we shall propose are essential in understanding learning in both acute and persistent cases of (...) pain. (shrink)

This is an excerpt of a report that highlights and explores five questions that arose from the Network for Sensory Research workshop on perceptual learning and perceptual recognition at the University of York in March, 2012. This portion of the report explores the question: How is perceptual learning coordinated with action?

_role, especially in learning, and through devising hybrid neural network models that (in a qualitative manner) approxi-_ _mate characteristics of human consciousness. In doing so, the paper examines explicit and implicit learning in a variety_ _of psychological experiments and delineates the conscious/unconscious distinction in terms of the two types of learning_ _and their respective products. The distinctions are captured in a two-level action-based model C_larion_. Some funda-_ _mental theoretical issues are also clari?ed with the help of the (...) model. Comparisons with existing models of conscious-_. (shrink)

Introduction -- Collocations, units of meaning and formulaic language -- Collocations and second language learning -- Methodology -- The first and second reflective cycles -- The third and fourth reflective cycles -- Discussion and conclusion.

Youth is a historical construction and an answer to a specific challenge of individualisation in biography. And, as a historical and social construction, youth has to be learned. This article focuses on youth development from an action or activity theory perspective and as a learning process. It demonstrates how different youth problems and forms of youth differentiation follow forms of youth learning. Moreover, it shows how late modern development creates the demand for a new non-formal learning (...) perspective to secure the development of new forms of competence. Based on Danish research concerning peer learning as a non-formal learning context, some perspectives of peer-learning competence are discussed. (shrink)

The tension in evidence-based practice and reflective practice -- The relationship between reflection and action research -- An overview of theories of consciousness and unconsciousness -- What do we mean by creativity? -- Using metaphor and symbolism as analysis -- Infinite possibilities of knowing and transformation -- Concluding thoughts; the linkages to action research and critical creativity.

Speakers often use gesture to demonstrate how to perform actions—for example, they might show how to open the top of a jar by making a twisting motion above the jar. Yet it is unclear whether listeners learn as much from seeing such gestures as they learn from seeing actions that physically change the position of objects (i.e., actually opening the jar). Here, we examined participants' implicit and explicit understanding about a series of movements that demonstrated how to move a set (...) of objects. The movements were either shown with actions that physically relocated each object or with gestures that represented the relocation without touching the objects. Further, the end location that was indicated for each object covaried with whether the object was grasped with one or two hands. We found that memory for the end location of each object was better after seeing the physical relocation of the objects, that is, after seeing action, than after seeing gesture, regardless of whether speech was absent (Experiment 1) or present (Experiment 2). However, gesture and action built similar implicit understanding of how a particular handgrasp corresponded with a particular end location. Although gestures miss the benefit of showing the end state of objects that have been acted upon, the data show that gestures are as good as action in building knowledge of how to perform an action. (shrink)

Open peer commentary on the article “Perception-Action Mutuality Obviates Mental Construction” by Martin Flament Fultot, Lin Nie & Claudia Carello. Upshot: In my view, the clash between ecological psychology, enactivism, and constructivism in general has more to do with irreconcilable metaphysical and theoretical incommensurabilities than disagreements about specific mechanisms or processes of perception. Even with mutual enabling of action and perception, some internal process of self-modification is still needed if novel behavior is to be adequately explained.

Whereas present theories of transformative learning tend to focus on the rational and reflective actor, in this article it is suggested that spontaneous action may play a decisive role in transformative learning too. In the spontaneity of action, novelty finds its way into life, gains momentum, is respected by others and reflected by the actor. Such transformation processes are investigated both with the means of theoretical reflection and of empirical inquiry. Based on nine narrative interviews typical (...) phases of transformative learning processes are identified. Owing to the comparative nature of the study, it was also possible to develop an age‐related typology that overlaps certain phases of the transformation process. These empirical findings constitute the background against which the nexus of spontaneous action and transformative learning is reflected theoretically. Theories drawn upon include John Dewey's Pragmatism and George Herbert Mead's Social Pragmatism. Both scholars provide rich theoretical concepts for reflecting on the nature of that what so often eludes from the control of both educators and learners: the spontaneity of the beginning. (shrink)

Many studies have suggested that the motor system is organized in a hierarchical fashion, around the prototypical end location associated with using objects. However, most studies supporting the hierarchical view have used well-known actions and objects that are highly over-learned. Accordingly, at present it is unclear if the hierarchical principle applies to learning the use of novel objects as well. In the present study we found that when learning to use a novel object subjects acquired an action (...) representation of the end location associated with using the object, as evidenced by slower responses in an action observation task, when the object was presented at an incorrect end location. By showing the importance of knowledge about end locations when learning to use a novel object, the present study suggests that end locations are a fundamental organizing feature of the human motor system. (shrink)

Within the field of human‐computer interaction, the study of the interaction between people and computers has revealed many phenomena. For example, highly interactive devices, such as the Apple Macintosh, are often easier to learn and use than keyboard‐based devices such as Unix. Similarly, consistent interfaces are easier to learn and use than inconsistent ones. This article describes an integrated cognitive model designed to exhibit a range of these phenomena while learning task‐action mappings: action sequences for achieving simple (...) goals, such as opening a file in a word processor. The model, called TAL, is of a user who is familiar with the basic operations of a keyboard and mouse, but unfamiliar with the particular menu structures, words, and actions required to use the device. The model is constructed in Soar and employs a single set of architectural mechanisms. It exhibits behavior that captures human preference for consistent, interactive, and meaningful task‐action mappings. (shrink)

This paper presents the concept of the systematisation of praxis and an operational approach to the systematisation of alternative consulting experiences. The essences of this approach have been developed in Latin America after many years of experiences with both popular urban and rural sectors. Taking departure from a concrete example we outline some of the central questions that ought to be discussed during the systematisation process. A real-life case study is proposed: the systematisation of the activities of a development centre (...) in Odsherred, Denmark, to redesign strategies and to recreate actions for the centre's future activities. This centre has carried out community work in the Odsherred region focusing on cultural activities. Finally, methodological reflections are also presented. (shrink)

Co-learning of multiple agents has been studied in co-learning settings, and how do they help, or many different disciplines under various guises. For hamper, learning and cooperation? example, the issue has been tackled by distributed • How do we characterize the process and the artificial intelligence, parallel and distributed com- dynamics of co-learning, conceptually, mathe- puting, cognitive psychology, social psychology, matically, or computationally? game theory (and other areas of mathematical econ- • how do social structures and (...) relations interact omics), sociology, anthropology, and many other with co-learning of multiple agents? related disciplines. (shrink)

Within the field of human‐computer interaction, the study of the interaction between people and computers has revealed many phenomena. For example, highly interactive devices, such as the Apple Macintosh, are often easier to learn and use than keyboard‐based devices such as Unix. Similarly, consistent interfaces are easier to learn and use than inconsistent ones. This article describes an integrated cognitive model designed to exhibit a range of these phenomena while learning task‐action mappings: action sequences for achieving simple (...) goals, such as opening a file in a word processor. The model, called TAL, is of a user who is familiar with the basic operations of a keyboard and mouse, but unfamiliar with the particular menu structures, words, and actions required to use the device. The model is constructed in Soar and employs a single set of architectural mechanisms. It exhibits behavior that captures human preference for consistent, interactive, and meaningful task‐action mappings. (shrink)

The fundamental cognitive problem for active organisms is to decide what to do next in a changing environment. In this article, we analyze motor and action control in computational models that utilize reinforcement learning (RL) algorithms. In reinforcement learning, action control is governed by an action selection policy that maximizes the expected future reward in light of a predictive world model. In this paper we argue that RL provides a way to explicate the so-called (...) class='Hi'>action-oriented views of cognitive systems in representational terms. (shrink)

Abstract The first section of the paper reviews the kind of action which unfolds in Plato's Republic, and argues that, from Book II onwards, its character shifts from a genuine dialogue (communicative action) to a more manipulative kind of intercourse (strategic action). While the former kind of action was characteristic of the educational activities of the historical Socrates, the case is made that this kind of action became largely eclipsed in Western education and superseded by (...) the strategic concerns to which Platonist conceptions of learning gave prominence. The Platonist legacy, it is pointed out, had a decisive impact on Western conceptions of learning, even beyond the Enlightenment. These conceptions were largely custodial rather than emancipatory in character. An argument is presented in thirteen steps in the second section of the paper, to establish the case that the kind of action which properly describes the experience of teaching and learning is that of a cultural courtship. A distinction is drawn between honourable and dishonourable forms of courtship, the honourable being a candidate for defence in universalist terms. The practical import of the distinction is considered. Under the title ?The Dialogue that we Aren't?, the third section reviews postmodern objections ? particularly those of Lyotard ? to the kind of argument made in the thirteen steps, and the concluding section considers Habermas? later theories in relation to my own ?universalist? argument. (shrink)

This article introduces a computational model which illustrates how a population of agents can coordinate a vocabulary for goal oriented behavior through repeated local interactions, called “Action Games”. Using principles of self organization and specific assumptions on their behavior, the agents learn the goals and a vocabulary for them. It is shown that the proposed model can be used to investigate the coordination of vocabularies for goal oriented behavior both in a vertical and in a horizontal transmission scheme. Furthermore, (...) it is shown that in this model shared vocabularies can only be learned from multiple demonstrations consisting of exactly these actions that are strictly required to reach the goal. Keywords: robot imitation; self organization; vocabularies. (shrink)

This article introduces a computational model which illustrates how a population of agents can coordinate a vocabulary for goal oriented behavior through repeated local interactions, called “Action Games”. Using principles of self organization and specific assumptions on their behavior, the agents learn the goals and a vocabulary for them. It is shown that the proposed model can be used to investigate the coordination of vocabularies for goal oriented behavior both in a vertical and in a horizontal transmission scheme. Furthermore, (...) it is shown that in this model shared vocabularies can only be learned from multiple demonstrations consisting of exactly these actions that are strictly required to reach the goal. Keywords: robot imitation; self organization; vocabularies. (shrink)

Organizational learning, at the broadest levels, as it has come to be understood within the organization theory and management literatures, concerns the experientially driven changes in knowledge processes, structures, and resources that enable organizations to perform skillfully in their task environments (Argote and Miron–Spektor, 2011). In this chapter, we examine routines and capabilities as an important micro–foundation for organizational learning. Adopting a micro–foundational approach in line with Barney and Felin (2013), we propose a new model for explaining how (...) routines and capabilities play a causal role in transforming experience into repertoires of (actual or potential) organization–level behavior. More specifically, we argue that routines and capabilities are built out of capacities for shared – both joint and collective – intentionality (Tomasello, 1999, 2014; Bratman, 1999a, 2014) that enable individuals to engage in complex forms of collaboration in conjunction with multiple layers of scaffolds that encompass material and symbolic resources, social processes, and cultural norms and practices (Weick, 1995; Hutchins, 1995; Clark, 1997, 2008; Orlikowski, 2007). In short, we outline what we call the ‘scaffolded joint action’ model and suggest its potential as a micro–foundation of organizational learning. (shrink)

We report the results of an experiment in which human subjects were trained to perform a perceptual matching task. Subjects were asked to manipulate comparison objects until they matched target objects using the fewest manipulations possible. An unusual feature of the experimental task is that efficient performance requires an understanding of the hidden or latent causal structure governing the relationships between actions and perceptual outcomes. We use two benchmarks to evaluate the quality of subjects’ learning. One benchmark is based (...) on optimal performance as calculated by a dynamic programming procedure. The other is based on an adaptive computational agent that uses a reinforcement-learning method known as Q-learning to learn to perform the task. Our analyses suggest that subjects were successful learners. In particular, they learned to perform the perceptual matching task in a near-optimal manner (i.e., using a small number of manipulations) at the end of training. Subjects were able to achieve near-optimal performance because they learned, at least partially, the causal structure underlying the task. In addition, subjects’ performances were broadly consistent with those of model-based reinforcement-learning agents that built and used internal models of how their actions influenced the external environment. We hypothesize that people will achieve near-optimal performances on tasks requiring sequences of action—especially sensorimotor tasks with underlying latent causal structures—when they can detect the effects of their actions on the environment, and when they can represent and reason about these effects using an internal mental model. (shrink)