Learning as Change: Rethinking What It Means to Learn
This email explores the idea that true learning is not just about acquiring knowledge but about fostering adaptation and change within individuals and systems, emphasizing the importance of creating environments that encourage curiosity, openness, and continuous evolution.
Learning as Change: Rethinking What It Means to Learn
In September, we invited a diverse group of professionals to come to Basel who are all deeply engaged in the art and science of learning—facilitators, community managers, learning partners, and organisational development experts. Each brought unique insights into how learning unfolds, both individually and collectively. The purpose of our two-day event was to create a space for generous reflection to explore the evolving role of learning within the foundation’s work. Our goal was to rethink how we might weave an evolving, interconnected learning network that includes our grant partners, relevant other organisations, and ourselves as funders.
This space was, admittedly, something of a luxury—a rare opportunity to slow down and immerse ourselves in reflective conversations. Spending two days with such an experienced, curious, and generous group of human beings was truly a privilege. Our facilitator, brilliantly guided us through a rich exploration.
Divergence and Convergence: The Flow of the Two Days
The structure of the two days reflected the dynamic nature of learning itself. Day 1 was intentionally divergent, though we started by grounding the conversation in the foundation’s specific needs and aspirations. Yet the focus quickly expanded to a broader exploration of what learning could—and should—mean in our contexts. We began by sharing our professional experiences, each participant offering a unique perspective on learning and how it manifests in their work. From these initial discussions, new topics emerged—ideas we wanted to explore more deeply in the afternoon sessions.
Day 2 shifted gears into a more convergent mode. Working in groups, we developed concrete plans for creating learning spaces and networks, both within the foundation and beyond. Interestingly, while many of the participants were not deeply familiar with our foundation’s work, the scenarios and proposals they developed were directly relevant and immediately useful. The creative tension between the outside perspectives and our internal realities definitely generated new possibilities.
What Does Learning Even Mean?
As we neared the end of the two days, an interesting consensus emerged: the word "learning" itself had started to lose its meaning. After hours of conversation, debate, and reflection, we found ourselves asking, "What does learning even mean?" We all agreed that learning was not simply about documenting experiences or producing case studies—valuable though those might be. Learning, in its most profound sense, is about change.
But this raised an even deeper question: Can we truly separate learning from adaptation? Or are they, in fact, the same process? By the end of the event, a new understanding emerged for me: learning is adaptation—although, is this understanding really all that new or just a reminder of earlier ruminations? Be this as it may, learning is not just about acquiring knowledge or information; it is about evolving in response to that knowledge. Without change, learning is incomplete.
If learning is truly about adaptation, then every learning initiative must be evaluated not by how much knowledge is produced, but by how much change it sparks. Can we, as individuals and institutions, evolve in response to new insights? This is the real measure of whether learning has occurred. And, it is much harder than it sounds.
The Human Element: Curiosity, Vulnerability, and Generosity
Beyond the intellectual content of the workshop, what struck me most was the way the group gelled and worked together. Despite the fact that many participants had never met before, the space was infused with curiosity, openness, and generosity. There was no sense of competition or posturing—everyone shared freely, without holding back.
Personal stories, emotions, and personal vulnerabilities flowed into the discussions, creating a space where professional boundaries softened, and genuine connections formed. This blending of the personal with the professional was not only refreshing but also profoundly enriching. The conversations became more real, more grounded, and more generative as a result.
What I realised during those two days is that I thrive in such environments. Spaces where curiosity, openness, and trust are the foundation for collaboration. These are the environments where learning, in its truest sense, can occur—where people feel safe enough to challenge their assumptions, question their practices, and adapt in real-time. It is in these moments that learning ceases to be an abstract concept and becomes a lived experience. In this sense, the learning event about learning managed to embody the very thing it was about—what else could one wish for?
Looking Ahead
This experience has left me with a deeper understanding of what learning means—and a renewed sense of in what direction I want our efforts to go. Learning is not about collecting insights or producing reports. It is about creating the conditions for adaptation and transformation, both for ourselves and the systems we are part of.
As we move forward, I want to foster learning environments that encourage continuous evolution—spaces where curiosity can flourish, where trust allows for vulnerability, and where the goal is not just to know more, but to be more adaptive and resilient in the face of complexity.
In a world that is constantly shifting, learning is not a luxury—it is a necessity. And more than ever, we must recognise that learning is not a static outcome, but an ongoing process of change.