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This paper aims to share key ideas forwarded in the five-book series focused on the Intelligent Social Change Journey (ISCJ) reflecting the latest research in the Consciousness Series supported by the Mountain Quest Institute and collaborators. This review is based on five separate books released as Part I (Laying the Groundwork), Part II (Learning from the Past), Part III (Learning in the Present), Part IV (Co-Creating the Future) and Part V (Living the Future) of The Profundity and Bifurcation of Change.

Reflecting the consilience approach taken by this in-depth research, the review of ideas provided in this paper tap into a deep array of research in knowledge and learning, with specific reference to recent neuroscience understanding that is emerging, and looks to psychology, physics, cell biology, systems and complexity, cognitive theory, social theory and spirituality for their contributions. The five books are heavily referenced (look to the larger work for these references) and, considering the individual as an intelligent complex adaptive learning system (Bennet et al., 2015b), entangle materials from science to philosophy, facts to psychology, management to poetry and words to pictures. This much shorter review can only partially represent this approach.

At this point in the history of humanity ? in the midst of a conscious expansion of our human capacity and understanding ? the rules are changing. As we move away from predictable patterns susceptible to logic, we are increasingly reliant on our ?gut? instinct, an internal sense of knowing that can tap into the intuitional plane. Yet, this knowing can only serve us if we ?know? what to do with it, how to act. Development of our mental faculties is essential to acting. We are on a developmental journey of the body, mind and heart, moving from the heaviness of cause-and-effect linear extrapolations, to the fluidity of co-evolving with our environment, to the lightness of breathing our thought and feelings into reality. Grounded in development of our mental faculties, these are phase changes, each building on and expanding previous learning in our movement toward intelligent activity.

This review lays the groundwork for the ISCJ, exploring consciousness through the lens of the cause-and-effect logic of Phase 1 (Learning from the Past), the co-evolving of Phase 2 (Learning in the Present) and the creative leap of Phase 3 (Co-Creating the Future). This research connects the expansion of consciousness to development of the human knowledge system.

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.

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 the paper is to identify and develop an understanding of the aspects of tacit knowledge that play a significant role in enabling organizational learning.

Taking a multi‐dimensional approach, this paper moves toward an understanding of tacit knowledge through the lens of neuroscience, evolutionary biology, psychology, competency theory and knowledge management. The paper begins with the definition of knowledge, then discusses explicit, implicit and tacit knowledge and their relationships. Then individual learning is explored through the four aspects of tacit knowledge (embodied, affective, intuitive, and spiritual). Next the concept of extraordinary consciousness is developed and a four‐fold action model proposed for working with tacit knowledge to improve organizational learning. Finally, this model is engaged to begin the exploration of the role of leadership with respect to tacit knowledge and organizational learning.

The recognition that tacit knowledge resides beyond ordinary consciousness leads to the search to develop greater sensitivity to information stored in the unconscious to facilitate the management and use of tacit knowledge. Surfacing, embedding and sharing tacit knowledge are approaches for mobilizing tacit knowledge in support of individual and organizational objectives. In addition, it was forwarded that participating in or exposing ourselves to situations that induce resonance engages our personal passion in developing deeper knowledge and expanded awareness of that knowledge, that is, moving us toward extraordinary consciousness.

This paper is a new treatment of tacit knowledge that is consistent with recent findings in neuroscience and evolutionary biology. Further, it begins the exploration of ways to achieve extraordinary consciousness, thereby enhancing the capacity of an organization to learn.

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.

Based on recent neuroscience research, and a deeper understanding of information and knowledge, this paper aims to investigate the characteristics of building sustainable knowledge for communities and cities with a focus on the social process of knowledge mobilization.

This paper explores the concept of knowledge reuse by providing a new model of information and knowledge consistent with neuroscience and the demands of CUCA, using this model as an analogy to explore the social context of knowledge mobilization with its process of collaborative entanglement, and looking at the concepts of knowledge robustness and sustainability from the viewpoints of individuals and the community.

Knowledge mobilization is modeled after the associative network of neuronal firings in the human brain. The process of collaborative entanglement among experts and stakeholders not only helps provide specific solutions to current issues, but seeds the ground for continuous community improvement, collaboration, and sustainability.

The paper provides practical ideas and techniques for communities and individuals to move toward knowledge sustainability.

The paper develops a new frame of reference for looking at social knowledge mobilization and knowledge sustainability.

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.

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 consider knowledge from a new perspective that permits a rational analysis and interpretation of knowledge as it applies to learning and action in simple, complicated and complex situations.

This paper provides a fine‐grain analysis of knowledge. Specifically it looks at: the special relationship between knowledge and information (Kn_I and Kn_P); knowledge types, the characteristics of knowledge used for different types of work; and levels of knowledge in terms of surface, shallow and deep. Following a discussion of knowledge from the these three frames of reference, this model is used to explore similarities in levels of learning, then it is applied to the complexity of situations, the complexity of making decisions and the complexity of actions.

There appears to be a correlation among the levels of knowledge and the corresponding levels of learning and action. In addition, the breakdown of systems into the classic three areas of simple, complicated and complex carry over into the three corresponding levels (surface, shallow and deep) as applied to learning and knowledge.

This is a new frame of reference for considering knowledge. This analysis can be used to ask relevant questions about specific levels of knowledge. It also enables managers to recognize the scope and depth of knowledge available to maximize problem solving, decision making and action in simple, complicated and complex situations. Further, it permits knowledge developers to tailor learning and knowledge to improve knowledge sharing and conservation.

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.