Veronica Schmidt Harvey and Raphael Y. Prager
- Published in print:
- 2021
- Published Online:
- August 2021
- ISBN:
- 9780190085353
- eISBN:
- 9780197554951
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/oso/9780190085353.003.0006
- Subject:
- Psychology, Social Psychology
“Developing Learning Agile Behavior: A Model and Overview” focuses on how the development of learning agility creates a competitive advantage for leaders and their organizations. This chapter ...
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“Developing Learning Agile Behavior: A Model and Overview” focuses on how the development of learning agility creates a competitive advantage for leaders and their organizations. This chapter summarizes theories relevant to learning agility that have evolved over the past 50 years and the factors likely to influence learning agility development. An integrated learning agility model is proposed, the Learning Agile Process, consisting of (1) identifying the need for change, (2) planning for change, (3) implementing change, and (4) regulating and monitoring change. The model also outlines Learning Agile Behaviors that enable leaders to navigate this process: (1) observing, (2) doing, (3) connecting, (4) thinking, and (5) mobilizing. Thirty practical, learnable strategies for increasing learning agility are also provided. The chapter concludes with questions that remain to be answered in understanding the behaviors that contribute to agile learning.Less
“Developing Learning Agile Behavior: A Model and Overview” focuses on how the development of learning agility creates a competitive advantage for leaders and their organizations. This chapter summarizes theories relevant to learning agility that have evolved over the past 50 years and the factors likely to influence learning agility development. An integrated learning agility model is proposed, the Learning Agile Process, consisting of (1) identifying the need for change, (2) planning for change, (3) implementing change, and (4) regulating and monitoring change. The model also outlines Learning Agile Behaviors that enable leaders to navigate this process: (1) observing, (2) doing, (3) connecting, (4) thinking, and (5) mobilizing. Thirty practical, learnable strategies for increasing learning agility are also provided. The chapter concludes with questions that remain to be answered in understanding the behaviors that contribute to agile learning.
Fred I. Dretske
- Published in print:
- 2006
- Published Online:
- March 2012
- ISBN:
- 9780198528272
- eISBN:
- 9780191689529
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:oso/9780198528272.003.0003
- Subject:
- Psychology, Cognitive Psychology
This chapter provides an account of the so-called minimal rationality. Minimal rationality requires not only that behaviour be under the causal ...
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This chapter provides an account of the so-called minimal rationality. Minimal rationality requires not only that behaviour be under the causal control of thought or another representational state, but that it be explained by the content of that representational state. An example of minimal rationality is the learned behaviour in animals. A foraging bird, for example, may avoid eating a harmless butterfly because it looks like a butterfly that the bird has learned tastes bad.Less
This chapter provides an account of the so-called minimal rationality. Minimal rationality requires not only that behaviour be under the causal control of thought or another representational state, but that it be explained by the content of that representational state. An example of minimal rationality is the learned behaviour in animals. A foraging bird, for example, may avoid eating a harmless butterfly because it looks like a butterfly that the bird has learned tastes bad.
Seymour Epstein
- Published in print:
- 2014
- Published Online:
- March 2015
- ISBN:
- 9780199927555
- eISBN:
- 9780190256227
- Item type:
- chapter
- Publisher:
- Oxford University Press
- DOI:
- 10.1093/acprof:osobl/9780199927555.003.0004
- Subject:
- Psychology, Social Psychology
This chapter explores mid-level implicit needs and beliefs, lower-level implicit needs and beliefs, emotions, and other feeling states in relation to the cognitive-experiential theory (CET) of ...
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This chapter explores mid-level implicit needs and beliefs, lower-level implicit needs and beliefs, emotions, and other feeling states in relation to the cognitive-experiential theory (CET) of personality. It considers the action tendencies of primary emotions such as fear, anger, sadness, happiness and joy, love and affection, as well as the ancillary components of such emotions; primary emotions as nature's compromise between instinctive and learned behavior; secondary emotions; unresolved feeling states; and vibes. The chapter concludes by discussing the importance of feelings in CET.Less
This chapter explores mid-level implicit needs and beliefs, lower-level implicit needs and beliefs, emotions, and other feeling states in relation to the cognitive-experiential theory (CET) of personality. It considers the action tendencies of primary emotions such as fear, anger, sadness, happiness and joy, love and affection, as well as the ancillary components of such emotions; primary emotions as nature's compromise between instinctive and learned behavior; secondary emotions; unresolved feeling states; and vibes. The chapter concludes by discussing the importance of feelings in CET.
