The purpose of this paper is to enrich the conceptual vocabulary of organisational learning by discussing the relevance of the interdisciplinary work of Gregory Bateson, an original and challenging twentieth century thinker.
The paper debates a number of principles identified by Bateson, which reflect patterns that appear in stories (including, for example, Sufi teaching stories) as well as in practical experiences of organisational learning.
Bateson's ideas have the potential to overturn assumptions about organisational learning and to offer new perspectives on the subject. The belief is that Bateson's thinking implies, for example, that communication is multi‐layered and paradoxical; that learning is always political; that organisational learning is emergent and transient; and that stories can provide more effective encapsulations of the complexities of organisational learning than rational analyses.
The paper offers fresh views on the conceptualisation of organisational learning that may assist practitioners to “think outside the box”, together with some practical insights and good stories.
