ABSTRACT
It is widely acknowledged that ‘learning’ is a problematic concept in human resource development, for both theoreticians and practitioners. In this chapter we consider Gregory Bateson’s theory of ‘levels of learning’ as a fruitful yet enigmatic framework that offers a radical conceptual perspective on issues of workplace learning. We explore the origins and substance of Bateson’s theory, which differentiates between types of learning; consider three examples of its potential relevance to issues of workplace learning; then review variations in notions of ‘learning to learn’ in the light of Bateson’s thinking. Finally, we appraise the theory in the light of subsequent commentaries.
