International journal of lifelong education vol:10 issue:2 pages:151-158
In this paper two complementary approaches towards the organization of the learning process are distinguished. The first approach deals with learning in regular, stable contexts and therefore has a mechanistic character. The second approach is concerned with learning as a process of adaptation to a variable context. Cybernetic principles govern this orientation. It is argued that both approaches may lack an ethical or political dimension. Therefore the importance of responsibility as a result of a dialogical process is emphasized.