Double Loop Learning was
initially espoused by
Chris Argyris and Donald Schon,
a psychologist and a philosopher.
Actors—whether individuals and
organization--operate from two
theories.
Actors
Espoused
Theories
Theories-inUse
Espoused Theories are
Explicit,
Articulated,
and…
Often outside ourselves, belonging to others.
(For example: The learning theories of
Dewey, Rogers, Whitehead, et. al.)
Theories in Use
Tacit,
Often unknown or unexplainable,
and…
When we are aware of them, we have a
tendency to treat them as subjective, less
than a theory.
Learning involves the detection
and correction of error.
Governing
Variables
Action
Strategies
Consequences
Single Loop Learning
Governing
Variables
Action
Strategies
Consequences
If the consequences--the outcomes--do not conform to the
intentions, most actors will reexamine their action strategies.
Taking for granted that the governing variables that led to the
action strategies are good and true.
Double Loop Learning
Governing
Variables
Action
Strategies
Consequences
If the consequences--the outcomes--do not conform to the
intentions, actors should also reexamine their governing
variables. However, do so, may force us to rethink and change
our theory-in-use.
A Governing Variable
All schools must have, as their common goal, student achievement of
these standards. However, the standards themselves will not result in
major improvements unless there is continued commitment to their
implementation in each and every school. Changing a school’s
instructional program to implement the vision of these standards will be a
continuous, ongoing process. Of key importance to the successful
implementation of these standards is teacher preparation and on-going,
high quality professional development.
NJ Dept. of Education
Introduction to NJ Core Curriculum Standards
The Espoused Theory
If we get the instruction right, the learning will surely follow.
The Theory-in-Use
Policymakers: Learning is an outcome, a by-product of
instruction.
For public school educators: NJ Schools work (because of
us, not the students).
Single Loop Learning
Learning is a
by-product of
instruction.
Assessment
Diff. Instruct.
LSI’s
etc.
Students are still
not learning.
Indeed, they are
expressing
boredom with
learning.
Yet another strategy fails to reach the desired outcomes.
Let’s try still another strategy.
Double Loop Learning
Learning is a
by-product of
instruction.
Assessment
Diff. Instruct.
LSI’s
etc.
Less the
desired. Time
for more
testing.
Is it the ineffectiveness of the strategies or is it the falseness of
the governing variable?
If we get the instruction right, the
learning will surely follow.
Is it true?
Is learning a by-product of instruction?