CAS and Learning
In a CAS, agents operate according to their own internal
strategies or mental models. Each agent can have
its own "rules" for how to respond to things in its environment; each agent can have its own
interpretations of events. Agents can share mental models, or be totally individualistic. Further, agents
can
change their mental models. Because agents can both change themselves and share mental models, a CAS
can learn; it's behavior can adapt over time.
Learning, therefore, is an emergent property of a CAS;
it does not need to be imposed or controlled from
outside the system. At the same time, we must also acknowledge that although we all live in many CAS,
not
all of us learn deeply about complexity from simply being a part of what is going on all around us.
So, while
we cannot force learning to happen, we can certainly take actions that make learning more likely to
occur.
The Nine Emerging Principles of Complexity (described
elsewhere in this Resource Kit) give us insight into
the conditions that promote learning in a CAS.
-
Tune to the Edge. If we expect others to learn about
complexity, we should provide lots of
information, encourage differences of opinion, connect often with others, be careful in the use of
power, and provide safe environments to contain the anxiety associated with learning something
new.
- Paradox. Contradictory and unexpected happenings provide a great opportunity
for learning... if
we take the time to engage others in reflection.
- Multiple Actions. There are many ways to learn. Experiment. don't be afraid to
try a new approach.
Do more of what works and less of what doesn't.
- Generative Relations and Learning Communities. A CAS is an inherently social
entity. Learning
about the theory behind CAS should likewise be communal. While different people will have
different needs for such interaction, it is difficult to imagine how an isolated individual could ever
really learn about CAS. Simply putting people together for interaction about complexity topics
increases the chances for learning.
We could make similar points from the other principles
of complexity. The more we understand about CAS,
the more we understand about how to help others to learn about CAS.
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Figure 1: Traditional Assumptions and New Research
About Adult
Learning
A Changing Paradigm
Assumptions about classroom learning:
Research has shown:
We learn unconsciously, so we need to learn how to recognize
and
question our tacit assumptions.
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Our understandings (and, as we shall see, our misunderstandings)
about learning are profoundly influenced
by the unconscious metaphors we use to understand organizations - the machine and military metaphors.
You will see these metaphors underlying most of the training and education you have taken part in. If
an
organization is a machine, then learning is about installing a "program" - the right knowledge,
the right way
to do things. If an organization is a military unit, then learning is about repeating drills to demonstrate
the
right way, following the directions, and developing discipline. Of course, the activities of most
organizational training sessions are more subtle than the exaggerated picture we have just painted.
Nevertheless, see if you do not agree that the list of traditional assumptions behind classroom learning
(top
of figure 1) rings true both for your own experience and the machine/military metaphor.
The bottom line is that most of our experience of learning
within organizations is inconsistent with what we
know about CAS.
1. Thoughts
