Reflecting talks: a pedagogical model in the learning organization

Abstract

The aim of the article is to deepen the understanding of how apedagogical model for reflecting talks can be used in order to makesustainable learning part of the daily work in the learning organiza-tion. From an interactive research approach, we have together with aproject management group in a European Social Fund projectworked with sustainable learning and knowledge development.Empirical data has been collected at the implementation of tenreflecting talks about sustainable equality. The results lead to astrategy for how sustainable learning can become part of the dailywork at a workplace. The strategy is constituted by a pedagogicalmodel for reflecting talks, which clearly shows how sustainablelearning in an organization can be structured. The core of thepedagogical model for the reflecting talks where both practicallyapplied and theoretically anchored knowledge are important com-ponents. The learning process is based on observation, reflection,analysis and discussion of concrete situations/events. The modelsrests on four basic conditions; pedagogical competence, a delimitedproblem area, the learning group and timeframes. The model can beused in the daily work at short dialogues or at more penetrating discussions