Resilience theory and learning

Based on the idea of resilience and the adaptive cycle (below) Garry Peterson identified three different types of learning:

• • Incremental, (r to K)
  • Lurching, (omega to alpha)
  • Transforming, (panarchical)

  Incremental change and learning. This type of change
  occurs in the predictable development phase or from the r to K phase of the
  adaptive cycle. During these phases, models or schemas are assumed to be
  correct, and learning is characterized by collecting data or information to
  update these models. This type of learning is similar to the single loop
  learning of Argyris and Schon (1978). In bureaucratically dominated resource systems, the activity of learning is carried out largely by self-referential professionals or technocrats, who primarily view dealing with this type of change and learning as problem solution (Westley, in Press).
  
  Abrupt Change and Spasmodic Learning. This type of
  change is episodic, discontinuous and surprising. It is created by slow-fast
  dynamics that reveal the inadequacies of the underlying model or schema
  structure. It is the change described by transitions from the conservation phase (K) through the omega and renewal phases of the adaptive cycle. This can be manifest as an environmental crisis, where policy failure is undeniable
  (Gunderson et al., 1995) and results from an environmental cognitive dissonance. In this case, the learning is described as double-loop, where the underlying model or schema is questioned and rejected (Argyris and Schon, 1978). This is also characterized as problem reformation. In bureaucratic resource systems, this type of learning is facilitated by outside groups or charismatic integrators.
  
  Transformational Learning. This is the most dramatic
  type of change and requires the deepest type of learning. Cross-scale surprise or novelty surprises characterize this type of change and are related to
  interaction between different sets of labile variables. In these cases, learning
  involves solving problems of identifying problem domains, among sets of wicked and complex variables (Westley, in press). This is also described as
  evolutionary learning (Parsons and Clark, 1995) where not just new models or schema are developed, but also new paradigmatic structures (sensu Kuhn,
  1970).
  
  Argyris, C. and D. A. Schon. 1978. Organizational Learning: A Theory of Action Perspective. Addison-Wesley, Reading.
  Parsons, E. and W. Clark. 1995. Sustainable Development as Social Learning. In, Barriers and Bridges to the Renewal of Ecosystems and Institutions. Columbia University Press, New York.
  Westley, F. In Prep. The Devil in the Dynamics: Adaptive Management on the Front Lines. In Theories for Sustainable Futures. Gunderson and Holling, editors. Island Press.
  
  

I'm still more interested in looking at the integration of different epistemologies in adaptive management but maybe the educators in you would apprecite his take.