For several years now, the learning organization has been a popular concept in both business management and public administration. The science of education has shown early interest in this concept, but it has not been widely applied in education. It has been pointed out that the transfer of the concept to the educational field has been accompanied by considerable ambiguity. One aspect of this problem is that the concept is not placed and understood sufficiently within its conceptual framework in order to be perceived and applied in its various linkages. Our purpose in the present paper is to focus on basic concepts framing the learning organization in order to clarify the “ecology” of the concept, or, in other words, the environment that is suitable for it to thrive.
KONSTANTINOS et al. (Tue,) studied this question.