Rhythms of Learning

Abstract

Most studies that examine patterns of individual and organizational learning stem from similar European American epistemological assumptions. To enrich this approach, this article begins with a considerably different foundation-the Native American medicine wheel- and constructs a learning framework that has distinct advantages for contexts that are dynamic, diverse, and interconnected. The frame work encourages us to perceive, to think, and to create in ways that are multifarious rather than dichotomous, circular rather than linear, longitudinal rather than cross-sectional, and integrative rather than compartmental. We are only beginning to understand how different perspectives may all contribute legitimate insight about the same phenomena; this article celebrates this growing realization.