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The purpose of this paper is to investigate Chris Argyris's ideas from an Islamic perspective.

The main approach is a literature review combined with an analysis based on Islamic principles. At the end, there is a short case study that demonstrates the possible application for practitioners.

Chris Argyris's work touches on a fundamental point: the lack of congruence between espoused values and theories‐in‐use. Such incongruence is amplified by the existence of organizational defense routines. From an Islamic perspective, such an incongruence is very problematic. The paper discusses two mechanisms in the Islamic tradition – sincerity to others and mutual consultation – to overcome this problem. The case study also suggests that more modern techniques can be useful as well. The implications for management education are discussed.

It is proposed that the points raised by Chris Argyris should be taken very seriously by all researchers. Generally, it is proposed that management education should concern itself more with the congruence between values and behaviour.

The case study demonstrates that there are techniques that can be used to overcome organizational defence routines.

This is the first time Argyris's ideas have been examined from an Islamic perspective.

This essay examines the broad thesis of organizational learning theorist Chris Argyris in terms of communicative action, and finds his critical understanding of Model I and the emancipatory potential embedded in double‐loop learning consistent with prominent themes in critical organization study.

Aims first, to develop an instrument for a holistic analysis of learning organizations; and second, to test the validity and reliability of this instrument. The framework developed was mainly influenced by the work of Mike Pedler, Tom Boydell and John Burgoyne, Peter M. Senge as well as Chris Argyris and Donald A. Schön. Analyses eight existing diagnosis tools. The Learning Organization Diamond Tool was based on a concept of a learning organization regarded as a structure of related elements. Data consisting of 691 answers were gathered from 25 Finnish organizations in 1998. After analysis the reliability of the instrument was measured with Cronbach’s alpha. Cronbach’s alphas for the elements of the tool varied between 0.5141 and 0.8617. Validity of the tool was established by presenting the process as a chain of phases from theory to statements. Comparison between the tool developed and other tools presented in this article yields somewhat contradictory findings, because the purposes of the instruments differ. The tool developed here aims to create a holistic picture for further analysis and discussions and to serve as an internal tool for development. More tailored instruments should be developed for more specific purposes. The article is aimed at an audience involved in learning organizations and their development.

The purpose of this paper is to explore the significance of recursive processes in the evolution of learning in both individuals and organisations, beginning with a clarification of the distinction between recursion and other types of feedback, drawing on insights from Humberto Maturana and George Richardson.

Further work informing this inquiry includes Gregory Bateson on learning levels, Chris Argyris and Donald Schon on double loop learning, Peter Senge on organizational learning, and James G. Miller on the processing of matter/energy and information in living systems, at different levels of organization.

The paper provides an original synthesis of insights from Miller's living systems theory, in exploring the implications of Bateson's learning levels, as well as further insights from the work of Argyris, Schon and Senge, at cellular, individual, organisational, and global levels, to reinforce the need for a higher order, global level of learning.

Value in findings outlined above.

Discusses the works of Chris Argyris and Donald Schon and, in particular, single‐ and double‐loop learning. Contends that it is the brightest people who find it most difficult to learn, as they have never developed a tolerance for feelings of failure — because they have not had much experience of such feelings. Posits learning to reason productively requires courage because home truths may well emerge — but experience shows it is worth persisting with.

The task of intervening to increase leadership effectiveness is to help learners become aware of counterproductive reasoning (defensive reasoning occasioned by threat, as opposed to productive reasoning) and to educate them in additional methods of reasoning and action. Two cases which have been utilised worldwide illustrate how focusing on generic competences can aid leaders in solving complex and threatening issues. The end result is to increase organisations' capacity to learn how to learn, so that intentions can be successfully implemented and individual or organisational capacity controlled.