Education Journal


2006.第34卷第2期(Vol. 34 No. 2).pp. 1–23



A Constructivist Approach to Organizational Learning in Schools

譚偉明、陳穎堅(Frank Wai-Ming TAM & Wing-Kin CHAN)




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.