Different Truths in Different Worlds
通过基于主体的模型，研究组织内不同认识论（实用主义、连贯主义、从众主义）与环境可控性如何共同影响长期学习效果，发现实用主义者在固定或可控环境中学习有效，而连贯主义者和从众者仅在能控制环境时进步。
Models of organizational learning typically assume that organizations rely upon performance feedback and that an exogenous (uncontrollable) environment presents the problems that organizations seek to solve. By contrast, we consider how different epistemologies within organizations, or combinations of epistemologies, and the degree to which the environment is amenable to organizational control jointly affect learning over time. This study presents three different epistemologies expressed in interpersonal learning: pragmatism (learning beliefs from better performers), coherentism (learning beliefs that fit together), and conformism (adopting beliefs that are popular). We also examine the learning implications of a dominant coalition that can promulgate its preferred beliefs throughout an organization. Outcomes from our agent-based model point toward key epistemological and environmental contingencies affecting the dynamics of organizational learning. Organizations filled with pragmatists learn effectively if the environment is fixed or controllable. Coherentists and conformists advance in knowledge only to the extent that they can control the environment. Adding pragmatists to organizations with coherentists or conformists produces a nonlinear (S-shaped) effect on knowledge achieved as different proportions of pragmatists alter social networks. Models involving learning from a dominant coalition affirm March's trade-off between learning speed and eventual knowledge achieved only for organizations filled with pragmatists and operating in an uncontrollable environment.