The starting point is the recognition of the interrelationship between our theoretical assumptions, the methods we use, and the results we secure.

We all have and use underlying assumptions or theories. Often these assumptions are subconscious. To secure learning these theories require to be brought to the surface so that they can be challenged and developed.

The aim of the Learning Society initiative is not to provide answers but to provide an intellectual rigor round which a learning culture can emerge. As Douglas McGregor stated the aim is to "urge management to examine its assumptions and make them explicit. In doing so it will open a door to the future"

Our view is that there are many methods but few theories - or underpinning assumptions. The 'Learning Society' project aims to establish a simple framework of those few theories.

Framework

1. Psychology - We like work, we like to learn. We come to work wanting to do a good job. We have self organising abilities. This contrasts with the traditional thought that we need to "motivate" staff.
2. Whole Systems Thinking - the recognition that it is no longer sufficient to break problems down into the parts (reductionist thinking) we require to recognise the interactions between the parts (whole systems thinking)
3. Variation - There is variation all around us. The science for interpreting variation is "Statistical Process Control." The need to limit variation so as to reduce complexity and approach stability. On the other hand we want to celebrate of variety, it is our differences that create new ideas.
4. How we Learn - the disciplined cyclical process through which we make an assumption which produces a prediction. We then conduct experiments and review the results with our prediction and the underpinning assumption. If the results confirm our prediction then we move on, if not we reassess our assumptions. This process goes under various names - Scientific Method, PDSA Cycle etc.
5. The Brain - We are increasing our understanding of how the brain works and how to increase our cognitive skills. In education, therefore, we move away from filling students with information and move onto considering how we develop our "learning" capability.

From the above evolve other considerations, such as recognising that instead of motivating people we should turn our attention to ensuring that all the self motivation is aligned with the aim of the organisations. And the follow on consideration of organisational learning - an organisation has a learning capability that is separate from that of the individual. etc

The above are expanded in some form or other in our Theories file