Michael McMaster commented:
"I don't know where learning appears as learning. Learning itself is a
non-material and, as far as I can see, non-measureable phenomenon - except
after the fact and by inference."
I understand Michael's linguistic perspective. Just as we cannot measure
communication or satisfaction or any other linguistic construct directly,
how can we measure learning? We find ourselves limited to measuring the
artifacts of learning. But as I think about how Bateson described
learning, I wonder if we can't get just a bit closer in and tease apart
and measure the artifacts of the process of learning in finer increments
than we think we can.
Any thoughts?
Marilyn Darling
Signet Consulting Group
(617) 242-7214
mdarling@warren.med.harvard.edu
--mdarling@warren.med.harvard.edu
Learning-org -- An Internet Dialog on Learning Organizations For info: <rkarash@karash.com> -or- <http://world.std.com/~lo/>