ABSTRACT This paper adds to the body of evidence demonstrating the efficacy of action learning to achieve measurable progress toward sustainability goals. It supports prior assertions that action and reflection develop the conditions of awareness, agency and association required to develop the circular economy. The early outcomes of a Business Resource Efficiency Program delivered in Tasmania, Australia, are presented and prompt us to revisit the true place of Questioning in Revans’ Learning Equation. The findings add new insights to observations on the capabilities required for radical innovation to meet the challenges of disruptive times, and compel us to question the legitimacy of higher education as the solution to the really big problems of our age.

中文翻译：

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在塔斯马尼亚发展循环经济

摘要 本文补充了大量证据，证明了行动学习在实现可持续发展目标的可衡量进展方面的功效。它支持先前的断言，即行动和反思可以培养发展循环经济所需的意识、能动性和协会条件。呈现在澳大利亚塔斯马尼亚的商业资源效率计划的早期成果，并促使我们重新审视质疑在 Revans 的学习方程中的真正位置。研究结果为激进创新应对颠覆性时代挑战所需的能力提供了新的见解，并迫使我们质疑高等教育作为解决我们这个时代真正重大问题的方法的合法性。