Abstract
The article proposes a cyclic, existential learning theory. Each learner, with his particular cognitive map, sense of identity, and level of self-esteem, takes the risk of investing some of his experienced competence in relation to an "Other"; the response by that "Other" will move toward synergy or conflict; the learner will then modify his expectations. The theory is used to integrate findings from three studies which have evaluated learning in T Groups and is seen to have potential for understanding the conditions of change in larger social systems.
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