HKIER

摘要

本文從行動科學和建構理論出發，指出組織學習主要是組織內個人信念或集體信念的轉變過程，讓個體或群體最終能夠產生雙環學習。從建構角度看，這些信念的轉變就是意義系統的改變，而改變過程可能經歷多個階段，每個新階段的意義系統都是從舊有系統擺脫出來。在組織學習過程之中，學習者不斷與內在及外在環境產生新的連繫，同時亦不斷尋找自身的身分（identity）和特徵。另一方面，組織學習背後的推動力量是學習者認知系統內兩個重要的功能：其一是融入（integration）功能──個體融入一個社群環境而變成主體的過程；其二是分化（differentiation）功能──個體由主體關係抽身成為客體關係的過程。

Abstract

Based on action science and constructivist theory about learning, this article asserts that organizational learning is mainly a process whereby beliefs of individuals and shared beliefs of groups within a school organization undergo transformation, so that they may engage in double-loop learning. From the constructivist perspective, transformation of beliefs is the changes of the meaning-making system. These changes may undergo several stages, and each new stage is an evolution from the previous stage. During the process of organizational learning, the learner makes new connections with the external environment and with the self, and seeks new identity and characteristics. On the other hand, there are two major forces that influence organizational learning, and these forces are two important functions of the cognitive system. The force of integration enables the individual to integrate into the social environment and become a subject, and the force of differentiation enables the individual to differentiate from the environment and become an object.