To establish the essential centrality of a circular relationship between acting and understanding, and a role learning plays in this circularity, with special reference to Aristotle's phronesis and sophia. The purpose of this paper is to establish a position.
The argument is made through critical, cybernetic analysis and argument.
The argument reconceptualises key relationships in the approach to understanding the world, and in education.
Research implications are not explored: the argument attempts to lay groundwork for other and later work.
The argument establishes a cybernetic circular causality to replace the currently preferred linear causality.
In Memoriam Richard Jung.
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