Looking for the conceptual basis of staff learning and knowledge creation at public institutions: Questioning the Dewey's theory

Abstract

The paper seeks to answer the question if Dewey's theory could be applied as a conceptual basis for the staff learning and knowledge creation while performing the organizational tasks in public institutions in the same way as it is used in educational settings in order to enable learning of the future public servants. The method of literature analysis is used. The paper consists of three parts. The first part aims to reveal the main points of Dewey's theory of "learning by doing" that could be questionable from the "knowledge professionals" perspective. This part also shows that "learning by doing" as student's activity at the educational institution is not the same as professional's activity at work (particularly - in public institution). The second part reveals what learning processes are hidden inside "doing by learning" as a work process that is going on in the cotemporary organizations, particularly - in public institutions. The third part provides an insight from "learning by doing" to "doing by learning": where does the conceptual shift lie? The paper is presented with conclusions and guideling for future research.