ABSTRACT
This story explores theory, practice, and education. It describes concentric learning loops originating in 2009 with a livelihoods project in Uganda. New York undergraduates in humanitarian affairs then researched that project as a case study in 2016–17, using real data and choosing their own adventures. The process generated unexpectedly meaningful outcomes, motivating reflexive global citizens and illustrating the open-ended benefits of action learning. The outcomes also challenged scholar commitments from the 2016 World Humanitarian Summit, which neglect the catalytic influence of the domestic classroom in cultivating ethical, empathetic praxis in a precarious world system.
