Beyond dichotomies: Towards a more encompassing view of learning
通过老年人护理案例，揭示工作中的学习主要是具身和隐性的，提出基于行动主义的学习观，挑战组织中对学习的传统假设，对管理者和研究者有启发。
In organisations, learning is generally seen as a dynamic, collective and often conscious process that occurs by reflecting on real work experiences. In this article, we discuss these assumptions about learning in the context of work by presenting a case study in the care for older people. The case illustrates that learning in and through work is predominantly an embodied and responsive phenomenon that usually occurs implicitly while acting. We argue that a learning perspective grounded in the worldview of enactivism encapsulates this pragmatic and embodied character of learning and at the same time provides a reality and language helpful in encouraging a critical attitude towards assumptions about learning in organisations. Understanding learning from an enactive point of view carries consequences for studying and organising learning within organisations. These are outlined within this article to challenge managers’ meanings of learning in health care and comparable settings and to encourage further dialogue on this issue.