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The purpose of this paper is to develop a new understanding of the multidimensionality of the knowledge worker of the future, and develop an approach to building the mind/brain infrastructure in support of sustainability.

The many dimensions of the mind/brain are explored as they specifically relate to knowledge work in a changing, uncertain, complex, anxious (CUCA) environment. Along the way four tenets are forwarded that directly impact the knowledge worker, leading to a discussion of building the infrastructure (capacities) of the mind/brain in support of sustainability.

As the close relationship among the characteristics of the Net Generation and those characteristics that support survival in a CUCA world is looked at, it appears that the future of knowledge work is close at hand and in the right hands. There is already a level of co‐evolving with the environment that is occurring in the Net Generation. Four tenets are forwarded and supported: in a CUCA environment capacity is more important than capability for sustainability over time; through continuous connectivity and engagement in conversation and dialogue (a search for meaning), the Net Generation is developing a wide array of shallow knowledge; knowledge workers coming of age in the global world are mentally stimulated by interactions involving diverse views, perspectives, concepts and cultures and are not bounded by local ideas; and thoughts and feelings can nurture, develop, and change the infrastructure of the mind/brain/body system. Eight capacities that support sustainability are introduced.

The paper looks at the new (Net) generation of knowledge workers from the viewpoint of the mind/brain. It introduces the idea of capacities in support of building the mind/brain infrastructure.

This article seeks to introduce the concept of spiritual learning by exploring the value of human characteristics spiritual in nature with respect to their relationship to learning.

In developing this theme, the authors engage a systematic approach: defining terms; identifying representative human characteristics that are spiritual in nature; surfacing assumptions; and identifying emerging themes among the representative spiritual characteristics with respect to learning.

There appears to be a positive correlation between the representative spiritual characteristics and human learning. For better or worse, the material universe and non‐material universe are married in the conscious and unconscious learning of the human mind.

This work provides a new frame of reference for understanding the relationship between spirituality and learning.

The purpose of this paper is to provide a new frame of reference for considering change.

Following an introduction and definitions, people and organizations are considered as complex adaptive systems. The relationship between the knowledge worker and the environment is then explored by the mind/brain perspective prior to presenting an explication of the factors included in the personal action learning change model.

The study finds that the set of factors in the personal action learning change model represent a significant force for energizing action and initiating change.

This paper embraces new ways of thinking about learning, knowledge, action and change to suggest a personal action learning change model. A set of factors is described through which an individual can initiate and implement personal change from the inside out, that is, from their own volition. This is a new frame of reference for considering change.

The purpose of this paper is to provide a short introduction to the current learning environment and the need for a transformational shift in thinking and learning.

The primary foundations of classical learning theory are introduced before exploring major attributes of the current learning environment.

Differences between learning in simple, complicated and complex systems are identified.

This paper lays the groundwork for recognizing the value of the Learning Organization Portfolio featured paper: “Expanding the knowledge paradigm” by David Bennet.

The purpose of this article is to link the associative learning process of the human brain to the relationship and emergence of really significant ideas on the global horizon.

First, learning is explored from the viewpoint of the brain/mind, with a focus on the creation of patterns and their relationships to our personal frames of reference. Second, the associations of three really significant ideas are explored, and a pattern of patterns is surfaced.

The paper finds that in concert with the functioning of the brain, significant ideas emerge in relationship with other ideas that have personal historical significance, i.e. external patterns from the environment are detected, recognized, made sense of and have meaning in relationship with our internal patterns of significance.

The paper creates an appreciation of the role of patterns in thinking and learning.

From the frame of reference reflecting on values as knowledge, this paper aims to explore future organizational values that resonate with characteristics of a increasing change, rising uncertainty, growing complexity and ubiquitous anxiety (CUCA) environment and a new generation of knowledge workers.

The paper shifts the frame of reference to reflect on values as knowledge, and from that viewpoint explores future organizational values that resonate with characteristics of a CUCA environment and a new generation of knowledge workers. It lays the groundwork by first clearly defining knowledge and aspects of knowledge, and values. It then takes a closer look at the relationship between knowledge and values, values in organizations, and aligning values.

Exploring values as knowledge offers the opportunity for a deeper understanding of the relationships among values. The eight proposed values (integrity, empathy, transparency, participation, collaboration, contribution, learning, and creativity) are somewhat interdependent, consistent with working in a CUCA environment, and appear to resonate with the Net Generation.

The paper provides a new frame of reference for understanding values. It proposes eight values in resonance with a new generation of knowledge workers.

The purpose of this paper is to explore the role of emotion in learning, specifically, e‐learning and its relationship to the phenomenon called energetic learning.

After first presenting operation definitions, the paper looks through the lens of new findings in neuroscience to build an understanding of the role of emotions in learning, then focuses specifically on how e‐learning systems contribute to energetic learning, providing examples of e‐learning platforms and software programs currently available that have specific attributes contributing to energetic learning.

With technology comes a natural excitement in terms of connectivity and its support of self‐driven, experiential learning which is part of the evolutionary heritage. As the understanding of the neuroscience and biology of human learning advances, the personal needs of individual learners are being begun to understand better. Bringing these needs together with e‐learning system capabilities will offer a significant jump in the learning rate and efficiency as we move into a future filled with change, uncertainty, complexity and anxiety.

The paper introduces the concept of energetic learning with specific focus on the contribution of e‐learning to energetic learning.

The purpose of this paper is to present a systems perspective of context avenues that impact the knowledge‐sharing process.

Following a brief introduction of the meaning of context, an example of face‐to‐face interaction is used to explore the term “context‐sensitive” in terms of sharing knowledge in a one‐way single exchange from a source to a perceiver. Eight different context avenues are presented, their relationship to the conscious and unconscious mind addressed, and their impact on the sharing of knowledge considered.

The authors posit that there are eight primary context avenues that potentially impact the creation of knowledge in terms of shared understanding and meaning, and that the higher the number of related patterns forwarded through content and context the greater the resonance of shared understanding. Further, that the unconscious mind plays a significant role in embedding context and creating meaning.

This paper provides a shift in perception from the transmission of information to the sharing and re‐creation of knowledge in terms of shared understanding and meaning. It also presents a new model of context avenues impacting the sharing of knowledge.

This paper aims to present an exploration of the contributions of the military organization to knowledge‐based development within and beyond the boundaries of its home country.

After first defining knowledge, several frames of reference for considering knowledge are presented. Then the nature of contributions to societal knowledge from military organizations is explored, with a focus on leadership and values as knowledge contributions. A large part of this paper is a case study which introduces the core values of the Singapore Armed Forces (SAF) and looks at SAF's knowledge contributions to the city‐state of Singapore and Singapore's allies and regional neighbors.

The knowledge and learning that occur in military organizations are entangled with the knowledge and learning of the country they serve, in terms of both individuals moving through the military setting and back into society, and the military organization's larger knowledge contributions made in service to its citizens. Using SAF, specific examples are cited that support the movement of knowledge from the military to the public and private sectors and enhance the growth of knowledge‐based development. The strong values needed for effective military defense clearly carry over to the nation's civilian needs in terms of leadership.

The paper takes a unique approach to exploring the role of military organizations and personnel in knowledge‐based development of the country they serve, intertwining descriptions of military values and knowledge with individual examples of leaders who move from the SAF to the public and private sectors, and stories provided by current and past SAF leaders. A new conceptual model of the relationship between moral values and knowledge is introduced.

This paper aims to explore the relationship between music and learning in the mind/brain.

Taking a consilience approach, this paper briefly introduces how music affects the mind/brain, then moves through several historical highlights of the emergent understanding of the role of music in learning; for example, the much‐misunderstood Mozart effect. Then the role of music in learning is explored from a neuroscience perspective, with specific focus on its potential to achieve brain coherence. Finally, using a specific example of sound technology focused on achieving hemispheric synchronization, research findings, anecdotes and experiential interactions are integrated to touch on the potential offered by this new understanding.

Listening to music regularly (along with replaying tunes in one's brain) clearly helps keep the neurons active and alive and the synapses intact. Listening to the right music does appear to facilitate learning, and participating more fully in music making appears to provide additional cerebral advantages. Further, some music supports hemispheric synchronization, offering the opportunity to achieve brain coherence and significantly improve learning.

This paper brings together diverse research to demonstrate the potential of music to affect mind/brain learning. Further, it introduces and discusses a specific example of sound technology to achieve brain coherence.