Organisationales Lernen als zentraler Gegenstand der Organisationspädagogik

Abstract

As central subject of organizational education, organizational learning needs to be reappraised historically and systematically in as comprehensive a way as possible. In addition, a discourse, which puts corresponding theories into an educational perspective, as well as an (organizational) education-specific theory of organizational learning are called for. The contribution does this in four steps: The historical reappraisal (Chapter 2) shows that the development of scientific engagement in organizational learning takes place in functionally distinct phases. The revision of existing attempts of systematization (Chapter 3) emphasises the enormous diversity of theories of organizational learning. The subsequent introduction and discussion of prominent theories of organizational learning (Chapter 4) shows the theoretical gaps, which provide the background for outlining an educational theory of organizational learning (Chapter 5). Its specifics include the consideration of the (learning) topic as well as the basis of experience and dialogicity of organizational learning. Since the dialogicity also implies the assumption of responsibility for the relationship between the learning topic as something other and the resulting lessons learned, the normative problem, from an organizational educational perspective, has all along been inscribed in organizational learning.