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Review: The Fifth Discipline: The Art and Practice of the Learning Organization

Review: The Fifth Discipline: The Art and Practice of the Learning Organization “The only constant is change.” YOU have probably used this ‘Musing on one’s personal needs adage in your teaching and practice, as we have. It is also true of the md visions; (2) mental models of genesis and continuing publication of Adult Learning and of this low the world works; (3) shared department. We want to thank Helen Mills for the fine work she has rision; (4) team learning; and done in initiating this department as well as to introduce briefly our 5) systems thinking, which brings intentions and to solicit your involvement in making this department he four disciplines together into a serviceable to you, our readership. iynergistic whole. Senge’s notion 4dult Education, by Michael D. Our intent is to bring you as wide a selection as possible of materials if “essences” is important in the jtephens, London: Cassell, 1990 pertinent to assisting adult learning, growth, and development. We iiscussion of systems thinking. 132 pages. want to keep you up-to-date on the full range of resources available, :or example, in systems thinking both those in print and those utilizing other formats-visual, audio, mple need to have reached a computer packages and programs, and multi-media productions. To do itage of development at which so, we will utilize longer and shorter reviews, as well as brief notices of .hey are able to have a capacity Rblished as part of Cassell‘s materials received. This month’s department includes both a review and br holism and interconnectedness. ‘Education Matters” series, this several notices. In examining each discipline, ittle volume covers the historical However, to accomplish our task and goals, we need your assistance. jenge notes that individuals who xckground and organizational As vigilant as we try to be, we cannot know all that is being produced. iractice the discipline of personal structure of adult education in You can help in at least two ways: (1) Bring to our attention those materials nastery are people who can make England, provides an overview of that might be worthy of mention in this department, espally those :hoices, hold creative tensions- the influence of technological Focus simultaneously on a vision items produced in media other than print, and (2) submit reviews for :hange upon such “current” our consideration. We are interested not only in items produced for the Por the organization and present English institutions as the field, but also in those intended for other audiences that would also be Pality-and clarify personal Raining Agency of the Employment of interest to adult educators. We are still working with a maximum visions. Department and the Open The five disciplines can be length of 500 words for reviews of works of major significance. We University, and discusses trends, prefer reviews of 250 words or less for most submissions. We look nastered through practice; adult methods, and prejudices. A xiucators can be guided by these forward to hearing from you! six questions: (1) How can we -4 lhaton R. Ferm and Gary J. Dean, :ranscend internal politics and game playing that dominate Resource Editors Adult Study Tactics: A traditional organizations? (2) How Adult and Community Education, 222 Stouffer Hall, Indiana Springboard to Learning by m we achieve control without University of R.?nnsylvania, Indiana, R.?nnsylvania 15705 Diana Percy, South Melbourne: :ontrolling? (3) How can we Macmillan-Australia, 1989. mate time for learning? (4) How 130 pages. zm personal mastery and public to more accessible “books,” This book is directed to the learning flourish at work and at “lectures,” and “adult education,” returning student and deals with home? (5) How can we rediscover he encourages us to see the the difficulties of returning to the child learner within us? strengths of both “the cautious college (managing stress, devel- 16) What does it take to lead a scholar’’ who will help one oping support networks) and learning organization? ‘%heck. . .enthusiasm with provides suggestions on how to Senge stimulates critical think- accuracy,” and the “enthusiast,” develop good study and learning ing about effective training Tbe Fpb Disctpline: Tbe Art and who will “pour warmth and skills. A helpful list of resources is strategies, leadership in contem- Practice of tbe Learning Organi- blood into the fruits of included. A porary organizations, balancing zation, by Peter M. Senge, New scholarship.” If Durant could be arganizational development with York: Doubleday, 1990. 384 pages. with us today, he would certainly human resource development, categorize MIT’s Peter Senge and novel applications of systems among the enthusiasts. In Tbe thinking to adult education Fpb Disc@line, Senge joins the practice. A In his 1943 preface to the ranks of those who aim to second edition of Tbe History of empower people first, by Pbilosopb~ Will Durant makes recognizing what he calls learning -4 Margaret E. HoN the plea, “Let us not, then, be disabilities inside organizations Department of Adult ashamed of teaching the people.” and, next, by acting to build a Education, While he scolds elitist “scholars” learning organization. who jealously “guard their Senge identifies five disciplines University of Geoqia, knowledge,” thereby driving the including (1) personal mastery, or Atbens, Georgia 10 A Adult Learning http://www.deepdyve.com/assets/images/DeepDyve-Logo-lg.png Adult Learning SAGE

Review: The Fifth Discipline: The Art and Practice of the Learning Organization

Adult Learning , Volume 2 (7): 1 – May 1, 1991

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Publisher
SAGE
Copyright
© 1991 American Association for Adult and Continuing Education
ISSN
1045-1595
eISSN
2162-4070
DOI
10.1177/104515959100200712
Publisher site
See Article on Publisher Site

Abstract

“The only constant is change.” YOU have probably used this ‘Musing on one’s personal needs adage in your teaching and practice, as we have. It is also true of the md visions; (2) mental models of genesis and continuing publication of Adult Learning and of this low the world works; (3) shared department. We want to thank Helen Mills for the fine work she has rision; (4) team learning; and done in initiating this department as well as to introduce briefly our 5) systems thinking, which brings intentions and to solicit your involvement in making this department he four disciplines together into a serviceable to you, our readership. iynergistic whole. Senge’s notion 4dult Education, by Michael D. Our intent is to bring you as wide a selection as possible of materials if “essences” is important in the jtephens, London: Cassell, 1990 pertinent to assisting adult learning, growth, and development. We iiscussion of systems thinking. 132 pages. want to keep you up-to-date on the full range of resources available, :or example, in systems thinking both those in print and those utilizing other formats-visual, audio, mple need to have reached a computer packages and programs, and multi-media productions. To do itage of development at which so, we will utilize longer and shorter reviews, as well as brief notices of .hey are able to have a capacity Rblished as part of Cassell‘s materials received. This month’s department includes both a review and br holism and interconnectedness. ‘Education Matters” series, this several notices. In examining each discipline, ittle volume covers the historical However, to accomplish our task and goals, we need your assistance. jenge notes that individuals who xckground and organizational As vigilant as we try to be, we cannot know all that is being produced. iractice the discipline of personal structure of adult education in You can help in at least two ways: (1) Bring to our attention those materials nastery are people who can make England, provides an overview of that might be worthy of mention in this department, espally those :hoices, hold creative tensions- the influence of technological Focus simultaneously on a vision items produced in media other than print, and (2) submit reviews for :hange upon such “current” our consideration. We are interested not only in items produced for the Por the organization and present English institutions as the field, but also in those intended for other audiences that would also be Pality-and clarify personal Raining Agency of the Employment of interest to adult educators. We are still working with a maximum visions. Department and the Open The five disciplines can be length of 500 words for reviews of works of major significance. We University, and discusses trends, prefer reviews of 250 words or less for most submissions. We look nastered through practice; adult methods, and prejudices. A xiucators can be guided by these forward to hearing from you! six questions: (1) How can we -4 lhaton R. Ferm and Gary J. Dean, :ranscend internal politics and game playing that dominate Resource Editors Adult Study Tactics: A traditional organizations? (2) How Adult and Community Education, 222 Stouffer Hall, Indiana Springboard to Learning by m we achieve control without University of R.?nnsylvania, Indiana, R.?nnsylvania 15705 Diana Percy, South Melbourne: :ontrolling? (3) How can we Macmillan-Australia, 1989. mate time for learning? (4) How 130 pages. zm personal mastery and public to more accessible “books,” This book is directed to the learning flourish at work and at “lectures,” and “adult education,” returning student and deals with home? (5) How can we rediscover he encourages us to see the the difficulties of returning to the child learner within us? strengths of both “the cautious college (managing stress, devel- 16) What does it take to lead a scholar’’ who will help one oping support networks) and learning organization? ‘%heck. . .enthusiasm with provides suggestions on how to Senge stimulates critical think- accuracy,” and the “enthusiast,” develop good study and learning ing about effective training Tbe Fpb Disctpline: Tbe Art and who will “pour warmth and skills. A helpful list of resources is strategies, leadership in contem- Practice of tbe Learning Organi- blood into the fruits of included. A porary organizations, balancing zation, by Peter M. Senge, New scholarship.” If Durant could be arganizational development with York: Doubleday, 1990. 384 pages. with us today, he would certainly human resource development, categorize MIT’s Peter Senge and novel applications of systems among the enthusiasts. In Tbe thinking to adult education Fpb Disc@line, Senge joins the practice. A In his 1943 preface to the ranks of those who aim to second edition of Tbe History of empower people first, by Pbilosopb~ Will Durant makes recognizing what he calls learning -4 Margaret E. HoN the plea, “Let us not, then, be disabilities inside organizations Department of Adult ashamed of teaching the people.” and, next, by acting to build a Education, While he scolds elitist “scholars” learning organization. who jealously “guard their Senge identifies five disciplines University of Geoqia, knowledge,” thereby driving the including (1) personal mastery, or Atbens, Georgia 10 A Adult Learning

Journal

Adult LearningSAGE

Published: May 1, 1991

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