On stopping doing those things that are not getting us to where we want to be: Unlearning, wicked problems and critical action learning

Abstract

This paper explores the idea of unlearning on the basis of empirical data drawn from 73 social workers' accounts of addressing their problems and challenges in critical action learning (CAL) sets. To address intractable or wicked problems, characterised by having multiple stakeholders with competing perspectives and by an absence of obvious solution, it may be necessary first to unlearn existing responses and to ask fresh questions to illuminate what is as yet unknown. Action learning privileges questions over solutions in seeking learning from action on organisational challenges, whilst CAL is a variety that employs insights from critical social theory to promote critical reflection and unlearning in this process. The paper breaks new ground in claiming: first, that unlearning in the context of the wicked problems of social work is characterised less by the discarding of outmoded knowledge and routines and more by a critical unlearning which opens up new possibilities of not knowing and non-action; and second, that critical unlearning is much more likely to take place when supported by a deliberated and social process such as that provided by CAL.

Examining the Core Dilemmas Hindering Big Data-related Transformations in Public-Sector Organisations

“…As Goodall and Warner (1997) found, once the use of new technology is embedded, it oft en results in approval. Th us, a major challenge for leaders (as revealed in the empirical data of this study and indicated by, e.g., Brook et al 2016) is the acceptance that the top-down imposition of change oft en fails when managers lack the time and opportunity to assemble a multi-method evidence trail. Most of the managers felt that it was essential that they and their teams were either engaged or given suffi cient time to adjust to the new technology: that is, to distance themselves from old and to implement new ways of working.…”

Unlearning and Patient Safety

“…In contrast to research on learning, unlearning studies are scarce, resulting in a lack of knowledge about processes related to the concept, such as what forms it can take, how it occurs, and how it can be encouraged (Akgun, Byrne, Lynn, & Keskin 2007;Becker 2005;Brook, Pedler, Abbott, Burgoyne 2015;Tsang & Zahra 2008).…”

“…To develop this updated model existing conceptualisations of unlearning are reviewed: fading, wiping, and deep unlearning (Rushmer & Davies, 2004), transformational unlearning (MacDonald, 2002), and critical unlearning (Brook et al, 2015;Chokr, 2009). Wiping, as suggested by Rushmer and Davies (2004) is "To be pushed into unlearning … to be subject to focused, directive instruction to stop doing certain things."…”

“…By considering what political influences may weigh on the enactment of unlearning we bring a critical perspective to the updated model. As some researchers have suggested unlearning is a way to enable a critical and unlearning attitude, where broader ideologies and practices are challenged (Brook et al, 2015;Chokr, 2009). By adopting a critical attitude organisational actors can differentiate between individual experience and political factors which influence organisational challenges they face.…”

“…is an outward focused, liberating process. It involves critical reflection at both a collective and public level, and enables the questioning of dominant ways of thinking and rediscovery of subjugated knowledge (Brook et al 2015;Chokr, 2009). A key characteristic of critical unlearning is its social focus, not on the motivations and actions of individuals, but on organisational and institutional forces which impact upon the situation.…”