ABSTRACT

What do people need to learn to engage actively in social action for neighbourhood improvement or development? How important is emergent learning relative to planned learning in this context? Where does first-person knowledge fit into the body of knowledge required for success in bringing about change for the better in neighbourhoods through community-based projects? These are some of the questions raised by the development of a programme of knowledge and skills for active participation in community-based neighbourhood renewal projects. The programme was christened ‘Action Learning Together’ but was quickly abbreviated to the ALTogether programme. It was a programme that blended action learning with self-managed learning, that capitalised on the different knowledge and skills of different participants and that recognised that the knowledge and skills needed for each project were likely to be significantly different from that needed to tackle the projects of other participants on the programme. This paper focuses on the philosophy or theory underpinning the programme and issues raised in a number of areas including the relative weight attached to emergent and planned learning, the blending of action learning with self-managed learning and the applicability of self-managed action learning for social change in contexts like this.

摘要

人们需要学习什么才能积极参与社区改善或发展的社会行动？在这种情况下，紧急学习相对于计划学习有多重要？第一人称知识在哪些地方适合通过基于社区的项目成功地为社区带来更好的变化所需的知识体系？这些是开发知识和技能计划以积极参与以社区为基础的邻里更新项目所提出的一些问题。该计划被命名为“一起行动学习”，但很快就缩写为ALTogether程序。这是一个将行动学习与自我管理学习相结合的计划，利用不同参与者的不同知识和技能，并认识到每个项目所需的知识和技能可能与解决项目所需的知识和技能有很大不同该计划的其他参与者。本文侧重于支持该计划的哲学或理论，以及在许多领域提出的问题，包括对紧急学习和计划学习的相对重视、行动学习与自我管理学习的融合以及自我管理行动学习在以下方面的适用性在这种情况下的社会变革。