The learning and knowledge creating school : case of the Finnish National Defence College
Mäkinen, Juha (2006)
Mäkinen, Juha
Koulutustaidon laitos (-2008)
Johtaminen
Maanpuolustuskorkeakoulu
2006
Julkinen
Julkaisun pysyvä osoite on
https://urn.fi/URN:NBN:fi-fe201709298812
https://urn.fi/URN:NBN:fi-fe201709298812
Tiivistelmä
This research focuses on the Finnish National Defence College at the times
when the claimed “learning organization-likeness” appeared in the social
landscape of the Finnish knowledge society. Being managed by the methods
of management by objectives and total quality management and being
involved in continuous educational planning and “transformation” processes,
the Finnish National Defence College has to be introduced to the synthetized
instructional-pedagogical perspective in these issues.
In the Finnish Defence Forces it is currently stressed how the development
of the training and education system forms the basis for competence
development. This kind of statement leads us to ask what kinds of facts and
principles form the basis for the development of the training and education
system of the internationalizing Finnish Defence Forces.
The progressive inquiry learning process starts from the social scientific
knowledge base of the Finnish National Defence College. When the main
theories and theoretical interpretations are analyzed, some of them are
destabilized while the knowledge base of the Finnish Defence Forces is
expanded.
The knowledge-creating theories of Ikujiro Nonaka introduce the readers
to the evolving field of knowledge management and innovation studies. A
synthetized framework for organizational learners and knowledge creators is
presented in this study. It has been made by analyzing chosen research
programmes and the emerging cognitive trails made by them.
The meaningfulness of systemic thinking becomes apparent in the study,
and the social system is conceptualized in the form of the activity system. The
key principles of the cultural-historical activity theory are critically analyzed
and put into practice in Development Laboratory meetings and in thematic
interviews of the managers of the Finnish National Defence College.
The results show that an instructional-pedagogical perspective is needed in
the Finnish Defence Forces and Finnish National Defence College when aiming
at aligned transformations and increase of the “learning organization likeness”
in the Finnish Defence Forces and in the Armed Forces in general.
when the claimed “learning organization-likeness” appeared in the social
landscape of the Finnish knowledge society. Being managed by the methods
of management by objectives and total quality management and being
involved in continuous educational planning and “transformation” processes,
the Finnish National Defence College has to be introduced to the synthetized
instructional-pedagogical perspective in these issues.
In the Finnish Defence Forces it is currently stressed how the development
of the training and education system forms the basis for competence
development. This kind of statement leads us to ask what kinds of facts and
principles form the basis for the development of the training and education
system of the internationalizing Finnish Defence Forces.
The progressive inquiry learning process starts from the social scientific
knowledge base of the Finnish National Defence College. When the main
theories and theoretical interpretations are analyzed, some of them are
destabilized while the knowledge base of the Finnish Defence Forces is
expanded.
The knowledge-creating theories of Ikujiro Nonaka introduce the readers
to the evolving field of knowledge management and innovation studies. A
synthetized framework for organizational learners and knowledge creators is
presented in this study. It has been made by analyzing chosen research
programmes and the emerging cognitive trails made by them.
The meaningfulness of systemic thinking becomes apparent in the study,
and the social system is conceptualized in the form of the activity system. The
key principles of the cultural-historical activity theory are critically analyzed
and put into practice in Development Laboratory meetings and in thematic
interviews of the managers of the Finnish National Defence College.
The results show that an instructional-pedagogical perspective is needed in
the Finnish Defence Forces and Finnish National Defence College when aiming
at aligned transformations and increase of the “learning organization likeness”
in the Finnish Defence Forces and in the Armed Forces in general.
Kokoelmat
- Julkaisut [500]