Based on showing the significance of embodied and relational learning, this paper aims for contributing to a more comprehensive and integral approach to learning in and of organizations and its underlying dynamics.
Methodologically, advanced phenomenology and an integral framework are used for generating a more comprehensive analysis and relational understanding of learning in organizations.
Learning in and by organizations is an ongoing embodied, responsive and relational practice. As such it is covering internal and external as well as individual and collective dimensions entangled within an interdependent nexus and developmental context and integral cycle. Based on these findings perspectives on an “inter‐learning” are presented.
Some theoretical and methodological implications are discussed as well as avenues for future research outlined.
Some practical implications and specific measurements for different domains of learning are outlined briefly.
The paper contributes to a needed non‐reductionist, integral and relational understanding of learning in and by organizations. Following a process‐oriented turn, the article provides innovative perspectives on embodied learning as an inter‐relational process, including interior and exterior as well as individual and collective dimensions within an intertwined nexus.
Kupers, W. (2008), "Embodied “inter‐learning” – an integral phenomenology of learning in and by organizations", The Learning Organization, Vol. 15 No. 5, pp. 388-408. https://doi.org/10.1108/09696470810898375Download as .RIS
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