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===学习领域===

===学习领域===

使他人“学习如何学习”<ref>Rogers.C. (1969). ''Freedom to Learn''. Merrill</ref> 通常是指教导他们如何服从于被教导。'''自组织学习 Self-organised learning, SOL '''<ref>Thomas L.F. & Augstein E.S. (1985) ''Self-Organised Learning: Foundations of a conversational science for psychology''. Routledge (1st Ed.)</ref><ref>Thomas L.F. & Augstein E.S. (1994) ''Self-Organised Learning: Foundations of a conversational science for psychology''. Routledge (2nd Ed.)</ref><ref>Thomas L.F. & Augstein E.S. (2013) ''[https://books.google.com/books?id=xWVcDQAAQBAJ&printsec=frontcoverSelf-Organised Learning: Foundations of a conversational science for psychology]''. Routledge (Psy. Revivals)</ref> 否认“专家最了解”或存在“最佳方法”，<ref>Harri-Augstein E. S. and Thomas L. F. (1991) ''Learning Conversations: The S-O-L way to personal and organizational growth''. Routledge (1st Ed.)</ref><ref>Harri-Augstein E. S. and Thomas L. F. (2013) ''Learning Conversations: The S-O-L way to personal and organizational growth''. Routledge (2nd Ed.)</ref><ref>Harri-Augstein E. S. and Thomas L. F. (2013)''Learning Conversations: The S-O-L way to personal and organizational growth''. BookBaby (eBook)</ref> 反而坚持认为“个体层面显著的、相关的和可行意义的建构”，<ref>Illich. I. (1971) ''A Celebration of Awareness''. Penguin Books.</ref> 应由学习者进行体验性尝试。<ref>Harri-Augstein E. S. (2000) ''The University of Learning in transformation''</ref> 这可能是协作完成的，而且个人收获更大。<ref>Schumacher, E. F. (1997) ''This I Believe and Other Essays (Resurgence Book)''. {{ISBN|1870098668}}</ref><ref>Revans R. W. (1982) ''The Origins and Growth of Action Learning'' Chartwell-Bratt, Bromley</ref> 它被视为一生的过程，并不受限于特定的学习环境 家庭，学校，大学 ，也不受限于父母或教授等权威机构的控制。<ref>Thomas L.F. and Harri-Augstein S. (1993) "On Becoming a Learning Organisation" in ''Report of a 7 year Action Research Project with the Royal Mail Business''. CSHL Monograph</ref> 它需要通过学习者的亲身经历去尝试、并且不断去修正。<ref>Rogers C.R. (1971) ''On Becoming a Person''. Constable, London</ref> 它也不必受限于意识或语言。<ref>Prigogyne I. & Sengers I. (1985) ''Order out of Chaos'' Flamingo Paperbacks. London</ref>弗里特霍夫·卡普拉 Fritjof Capra 声称，这自组织学习，在心理学和教育中鲜为人知。<ref>Capra F (1989) ''Uncommon Wisdom'' Flamingo Paperbacks. London</ref> 它可能与控制论有关，<ref name=p1973>Pask, G. (1973). ''Conversation, Cognition and Learning. A Cybernetic Theory and Methodology''. Elsevier</ref><ref>Bohm D. (1994) ''Thought as a System''. Routledge.</ref>因为它涉及'''负反馈控制回路 Negative feedback control loop'''，或者与系统理论有关。它可以作为学习谈话或对话在学习者之间或一个人进行。<ref>Maslow, A. H. (1964). ''Religions, values, and peak-experiences'', Columbus: Ohio State University Press.</ref><ref>''Conversational Science'' Thomas L.F. and Harri-Augstein E.S. (1985)</ref>

使他人“学习如何学习”<ref>Rogers.C. (1969). ''Freedom to Learn''. Merrill</ref> 通常是指教导他们如何服从于被教导。'''自组织学习 Self-organised learning, SOL '''<ref>Thomas L.F. & Augstein E.S. (1985) ''Self-Organised Learning: Foundations of a conversational science for psychology''. Routledge (1st Ed.)</ref><ref>Thomas L.F. & Augstein E.S. (1994) ''Self-Organised Learning: Foundations of a conversational science for psychology''. Routledge (2nd Ed.)</ref><ref>Thomas L.F. & Augstein E.S. (2013) ''[https://books.google.com/books?id=xWVcDQAAQBAJ&printsec=frontcoverSelf-Organised Learning: Foundations of a conversational science for psychology]''. Routledge (Psy. Revivals)</ref> 否认“专家最了解”或存在“最佳方法”，<ref>Harri-Augstein E. S. and Thomas L. F. (1991) ''Learning Conversations: The S-O-L way to personal and organizational growth''. Routledge (1st Ed.)</ref><ref>Harri-Augstein E. S. and Thomas L. F. (2013) ''Learning Conversations: The S-O-L way to personal and organizational growth''. Routledge (2nd Ed.)</ref><ref>Harri-Augstein E. S. and Thomas L. F. (2013)''Learning Conversations: The S-O-L way to personal and organizational growth''. BookBaby (eBook)</ref> 反而坚持认为“个体层面显著的、相关的和可行意义的建构”，<ref>Illich. I. (1971) ''A Celebration of Awareness''. Penguin Books.</ref> 应由学习者进行体验性尝试。<ref>Harri-Augstein E. S. (2000) ''The University of Learning in transformation''</ref> 这可能是协作完成的，而且个人收获更大。<ref>Schumacher, E. F. (1997) ''This I Believe and Other Essays (Resurgence Book)''. </ref><ref>Revans R. W. (1982) ''The Origins and Growth of Action Learning'' Chartwell-Bratt, Bromley</ref> 它被视为一生的过程，并不受限于特定的学习环境 家庭，学校，大学 ，也不受限于父母或教授等权威机构的控制。<ref>Thomas L.F. and Harri-Augstein S. (1993) "On Becoming a Learning Organisation" in ''Report of a 7 year Action Research Project with the Royal Mail Business''. CSHL Monograph</ref> 它需要通过学习者的亲身经历去尝试、并且不断去修正。<ref>Rogers C.R. (1971) ''On Becoming a Person''. Constable, London</ref> 它也不必受限于意识或语言。<ref>Prigogyne I. & Sengers I. (1985) ''Order out of Chaos'' Flamingo Paperbacks. London</ref>弗里特霍夫·卡普拉 Fritjof Capra 声称，这自组织学习，在心理学和教育中鲜为人知。<ref>Capra F (1989) ''Uncommon Wisdom'' Flamingo Paperbacks. London</ref> 它可能与控制论有关，<ref name=p1973>Pask, G. (1973). ''Conversation, Cognition and Learning. A Cybernetic Theory and Methodology''. Elsevier</ref><ref>Bohm D. (1994) ''Thought as a System''. Routledge.</ref>因为它涉及'''负反馈控制回路 Negative feedback control loop'''，或者与系统理论有关。它可以作为学习谈话或对话在学习者之间或一个人进行。<ref>Maslow, A. H. (1964). ''Religions, values, and peak-experiences'', Columbus: Ohio State University Press.</ref><ref>''Conversational Science'' Thomas L.F. and Harri-Augstein E.S. (1985)</ref>

 

===交通流===

===交通流===