ABSTRACT This paper explores the thinking and practice of ‘action inquiry’ an embedded learning practice that can help navigate complexity when practising change together. The paper uses examples from social contexts where there are concerns about community wellbeing and health care. These are drawn from collaborative or collective leadership development programmes within public services that seek to bring new attention to the qualities of how people think, converse and interact, as part of their collective professional practice. This treats social action as a relational and dialogical practice, something that we do together as professionals by engaging in reflective inquiry and action. The paper suggests that action inquiry offers a prospect of rekindling the links between ‘action learning’ and collaborative leadership by developing a co-mission and a mutual commitment to a new type of learning partnership. Action inquiry can be wrapped around and enmeshed within initiatives and programmes that work with complexity, anywhere where effective social action will depend on the quality of relationships that can be developed. This research was funded by two separate Scottish Government commissions, where the author was a learning partner. The paper also draws on the further reflections of some of the practitioners most centrally involved.

中文翻译：

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一起实践改变——一切都不清楚，一切都在不断变化

摘要 本文探讨了“行动探究”的思考和实践，这是一种嵌入式学习实践，可以帮助在共同实践变革时驾驭复杂性。这篇论文使用了来自社会环境的例子，这些社会环境对社区福祉和医疗保健存在担忧。这些来自公共服务中的协作或集体领导力发展计划，旨在重新关注人们如何思考、交谈和互动的品质，作为他们集体专业实践的一部分。这将社会行动视为一种关系性和对话性的实践，我们作为专业人士通过参与反思性调查和行动而共同做的事情。该论文表明，行动探究提供了一种前景，即通过发展共同使命和对新型学习伙伴关系的相互承诺，重新点燃“行动学习”和协作领导之间的联系。行动探究可以围绕并融入复杂的举措和计划中，在任何有效的社会行动将取决于可以发展的关系质量的任何地方。这项研究由两个独立的苏格兰政府委员会资助，作者是其中的学习伙伴。该论文还借鉴了一些最集中参与的从业者的进一步思考。任何有效的社会行动取决于可以发展的关系质量的任何地方。这项研究由两个独立的苏格兰政府委员会资助，作者是其中的学习伙伴。该论文还借鉴了一些最集中参与的从业者的进一步思考。任何有效的社会行动取决于可以发展的关系质量的任何地方。这项研究由两个独立的苏格兰政府委员会资助，作者是其中的学习伙伴。该论文还借鉴了一些最集中参与的从业者的进一步思考。