As an orientation to their work we include below some extracts from reviews to the first and last of their books.
“SELF-ORGANISED LEARNING – Foundations of a Conversational Science for Psychology.”
Routledge and Kegan Paul, 1985
” – However the book is much more than a technical manual, in that it introduces quite powerful theoretical ideas on learning, teaching, perception and some very well-grounded and hard observations about the practice of the teaching/learning/counselling industry…” – “The arrival of this book is most welcome. It should bring broader vision and practical tools to both psychologists and those in the learning professions, and also provide a meeting ground between them. It is to be hoped that the price will not cut it off from the broad audience it deserves.”
John Burgoyne, Journal of Occupational Psychology, Vol 59, No. 2 1986
“But where Thomas and Harri-Augstein break particularly new ground is in the way they have enlisted the use of the computer to help individuals construct their own grids, and to use the experience to assist what the authors call ‘self-organised learning’. Out goes the notion of an instructor-based learning act, and in comes that of an act largely initiated by the learner himself, and one which allows him to explore and extend his own understanding, probing for himself something of the extent of his own potential, holding in effect a ‘learning conversation’ with himself which parallels and goes way beyond that of instructor and student…”
“This book carries a bold challenge to psychologists. Some will love it, others will find its claims for the repertory grid technique too bold, others will be outraged by it. Most definitely, it should not be ignored.”
David Fontana, Times Higher Educational Supplement, 1st November 1985
“In my opinion, this is a book that should be required reading for all those involved in education, whether they be lecturers, infants’ teachers or students. It pinpoints some of the most serious faults which remain at the heart of much contemporary practice, despite the best intentions of its practitioners…
“The whole book makes me think of a quotation (to which I have never been able to find the source) which I have long pinned on my wall. It goes: ‘If a man learns to make pots he learns askill; if a man is educated he learns something that transforms his outlook; learning a skill does not transform a man’. “This, I think, is precisely what the authors are talking about. It is or should be, the difference between youth training schemes and education. What the authors emphasise is a similar qualitative difference between learning that is impersonal and that which has personalsignificance. Only the latter has the potential to transform.”
“Rosalind Osborne,” School Psychology International (1987),8,64-68.
“Learning Conversations- The Self-Organised way to Personal and Organisational Growth”
Routledge, 1991
“We often mistakenly regard the identification of our learning needs as the responsibility of our teacher, trainer or manager. Self-Organised Learning not only offers each of us the opportunity of recognising and structuring such needs but enables us to adaptively construct strategies for fulfilling these effectively. The S-O-L system has enabled individuals and teams to improve their skills and competencies, and to approach the changing nature of jobs and tasks with great confidence and motivation. It has already produced very encouraging results in the Post Office, assisting in progress towards higher productivity.”
Sir Bryan Nicholson, Chairman, Post Office and Chairman, CBI Educational Training Affairs Committee.
“Learning Conversations is a significant contribution to the theory and practice of Human Learning as this is being conversationally reconstructed within the new psychology which is now clearly emerging in various forms in many different parts of the world.”
Professor Rom Harre.
“I regard Laurie and Sheila’s work at the Centre for the Study of Human Learning as the most important endeavour of its kind in the UK. They have bought the study of ‘Human Learning’ a freshness, a scholarship, and a breadth of sensitivity and understanding which bears few comparisons. Their work is actually about people. I find it practical, inventive, iconoclastic, and above all realistic… I believe that Learning Conversations is a book no psychologist or teacher should be without.”
Dr. David Fontana, Reader in Educational Psychology.
PUBLICATIONS
The following is a list of the publications of C.S.H.L. for the period under review.
BOOKS
‘Self-Organised Learning: Foundations for a Conversational Science of Psychology.’
(L F Thomas and E S Harri-Augstein) Routledge and Kegan Paul, 1985
‘Experimenting with Personal Construct Psychology.’
(Ed. Laurie Thomas and Fay Fransella) Routledge and Kegan Paul, 1988
‘Reading-to-Learn’
(E S Harri-Augstein, L F Thomas and M Smith.)
(Translated into Spanish by M.L Figueroa. Universidad Autonoma Metropolitana, Mexico 1989) Methuen
‘Learning Conversations: The Self-organised Learning Way to Personal and Organisational Growth’
(L F Thomas and E S Harri-Augstein) Routledge, 1991
MONOGRAPHS
‘Reading-to-Learn’. A package for developing reading skills in schools. C.S.H.L. Monograph
(E S Harri-Augstein and L F Thomas) 1988.
PAMPHLETS
‘Manual for the ‘CSHL-ILS-CHAT’ Software for Learning-to-Learn’.
A CSHL Technical Paper, Micro – Electronics Project for Schools (L F Thomas and E S Harri-Augstein) 1986
‘The Implications of Self-Organised Learning for an Intelligent Support System’.
A CSHL Technical Paper, (L F Thomas and E S Harri-Augstein) 1986
‘The Design of a Robust Evaluation System for the CSHL – Post Office Self-Organised Learning Project’.
for the National Steering Group on Supervisory Effectiveness, Post Office Headquarters, London,
(L F Thomas and E S Harri-Augstein) March 1986
‘Implications of Self-Organised Learning’. Appraisal and Feedback for Learning,
A CSHL Technical Paper, (L F Thomas and E S Harri-Augstein) 1986
CHAPTERS IN BOOKS
‘Reflection and the Self-Organised Learner: A Model of Learning Conversations’.
(L F Thomas, P Candy and E S Harri-Augstein)
In – ‘Reflection: Turning Experience into Learning’ D Boud (Ed.), Kegan Page, 1984
‘Nothing more Theoretical than Good Practice’. L F Thomas.
In ‘New Issues and Approaches in Personal Construct Theory’, Don Bannister (Ed.), Academic Press, 1985
‘Teaching and Learning as the Negotiation of Personal Meaning’. (L F Thomas and E S. Harri-Augstein)
In ‘Repertory Grid Technique and Personal Constructs’, Nigel Beail (Ed.), Croam Helm, 1985
‘Exploring Learning with the Grid’. (L F Thomas and E S Harri-Augstein)
In ‘Repertory Grid Technique and Personal Constructs’,
Nigel Beail (Ed.), Croam Helm, 1985
‘The Technology of Learning Conversations: A Constructive Alternative to the Mythology of Learning Styles’
L. F.Thomas.
In Monograph on Adult Learning (Ed) P Riley & H Holec
University of Nancy Press, France 1986
‘On Constructing a Learning Conversation’ L F Thomas.
In Learning Styles (Ed) R DUDA & P Riley
European Cultural Association and University of Nancy Press. 1987
‘Kelly – Thirty Years On: Learning and Information Technology’. L F Thomas.
In ‘Experimenting with Personal Construct Psychology.’, (Ed.), (L F Thomas and F Fransella),
Routledge and Kegan Paul, 1988
‘Developing a Learning Culture in a Bank’. L F Thomas and M Randall
In ‘Experimenting with Personal Construct Psychology.’ (Ed.) (Laurie Thomas and Fay Fransella),
Routledge and Kegan Paul, 1988
‘The Management of Learning in a Junior School’. (L F Thomas, G Crosby and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ (Ed.) (L F Thomas and Fay Fransella),
Routledge and Kegan Paul, 1988
‘A Qualitative Approach to the Study of Students’ Learning’. (L F Thomas, M L Figueroa and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas, Fay Fransella),
Routledge and Kegan Paul, 1988
‘Constructing environments that enable S-O-L: The principles of Intelligent Support’.
(L F Thomas and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas, Fay Fransella),
Routledge and Kegan Paul, 1988
‘Software for use in S-O-L environments: The practice of Intelligent Support’ (L F Thomas and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas, Fay Fransella),
Routledge and Kegan Paul,1988
‘Learning Conversations: the S-O-L Way to Personal and Organisational Growth’ (L F Thomas, E S Harri-Augstein)
In ‘Action Research and Process Management’. Ed. O Zuber-Skerritt, Kagan Page 1992 in press
ARTICLES IN JOURNALS
‘Education and the Negotiation of Personal Meaning’ ( E S Harri-Augstein and L F Thomas.)
In The Journal of the Education Division of the British Psychological Society, Vol.8 No1 pages 7 – 37,1984
‘Personal Constructs in the Context of INSET’. (L F Thomas and R Beard)
In British Journal of In-Service Education, Vol. 11, No.2 pages 112-119, Spring 1985
‘Self-Organised Learning (S-O-L) in the Royal Mail Letters Business: Enabling managers to learn from experience on-the-job”
In Personnel Management Nov 1991 in press
PUBLISHED CONFERENCE PROCEEDINGS
Published as part of the Handbook of Conference Proceedings; or as shown under ‘Chapters in Books’.
‘Simulators which invite Users into Learning Conversations’.
(L F Thomas and E S Harri-Augstein)
First IFIP Conference on Human-Computer Interaction, 1984 pages 785-793 Ed. B Shackel
In Proceedings of Interact ’84, North Holland
‘Developing a Learning Culture in a Bank’. (L F Thomas, M Randall)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas, Fay Fransella),
Routledge and Kegan Paul, 1985
‘The Management of Learning in a Junior School’. (L F Thomas, G Crosby and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas, Fay Fransella),
Routledge and Kegan Paul, 1985
‘A Qualitative Approach to the Study of Students’ Learning’.
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas, Fay Fransella), (L F Thomas and M L Figueroa and E S Harri-Augstein)
Routledge and Kegan Paul, 1985
‘Constructing environments that enable S-O-L: The principles of Intelligent Support’. (L F Thomas and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (Laurie Thomas and Fay Fransella),
Routledge and Kegan Paul, 1985
‘Software for use in S-O-L environments: The practice of Intelligent Support’ (L F Thomas and E S Harri-Augstein)
In ‘Experimenting with Personal Construct Psychology.’ Ed. (L F Thomas and Fay Fransella),
Routledge and Kegan Paul, 1985
see CSHL Publications list for other CSHL papers at this conference
‘On Constructing a Learning Conversation’ (L F Thomas.)
In Learning Styles (Ed) R Duda & P Riley
European Cultural Association and University of Nancy Press, 1987
‘Self-Organising Learning Environments for Skill, Competence and Creativity’.(L F Thomas and E S Harri- Augstein)
Proceedings of the18th Annual World Conference on Learning for Living. Barbicon, London 1989
ITD Press 1989
‘Learning Conversations: the S-O-L Way for Personal and Organisational Growth’. (L F Thomas, E S Harri-Augstein)
Proceedings of the 1st World Congress on Action Research, Brisbane, Australia 1990
In Press
CONFERENCE PAPERS
(Some of these are available as C.S.H.L technical publications. See C.S.H.L publications list attached). Where a paper appears to repeat one shown above it is because the original version and the final published version differ significantly)
‘Simulators which invite Users into Learning Conversations’. (L F Thomas and E S Harri-Augstein)
In Proceedings of Interact ’84,
(First IFIP Conference on Human-Computer Interaction, 1984 )
‘The Self-Organised Learner: A Conversational Science for Teaching and Learning’
SCEDSIP/COPOL Conference Kingston Polytechnic 1984 (L F Thomas and E S Harri-Augstein)
‘Cognitive Styles and Learning-to-learn Languages’
International Conference on Learning Styles
(L F Thomas and E S Harri-Augstein) University of Nancy 1987
‘The Psychology of Self-Organised Learning’ Dartington conference on Imagination, Discipline and Education.
(L F Thomas and E S Harri-Augstein)
Dartington 1989
‘Self-Organising Learning Environments for Skill, Competence and Creativity’.
(L F Thomas and E S Harri-Augstein)
Invited paper to 18th Annual World Conference on Learning for Living. Barbicon, London 1989
‘The Metamorphosis of ‘Man as scientist’ into ‘Man as modeller’: MAR(4)S as a Conversational Amplifier’
(L F Thomas and E S Harri-Augstein) Invited paper
to a plenary session at 8th International Congress on Personal Construct Psychology. Assisi, Italy 1989
‘The Change-Grid for Conversational Evaluation’
(L F Thomas, M L Figueroa and E S Harri-Augstein)
North America PCP Conference, San Antonio,Texas 1990
‘Learning Conversations: the S-O-L Way for Personal and Organisational Growth’. (L F Thomas & E S Harri-Augstein)
Keynote address at 1st World Congress on Action Research, Brisbane, Australia 1990
SELECTED RESEARCH REPORTS
(L F Thomas and E S Harri-Augstein)
‘A Reading-to-Learn Guide and Software Package for Schools.’
Prepared for the Department of Education and Science – Micro-Electronics Project for Schools,
September 1985
‘A Learning-to-Learn Guide and Software Package for Schools..
Prepared for the Department of Education and Science – Micro-Electronics Project for Schools,
September 1985
‘The Implications of Self-Organised Learning for an Intelligent Support System’
Final Report for AMTE/APU MOD Project, Contract No. 2066/34, February 1986
The Design of a Robust Evaluation System for the CSHL – Post Office Self-Organised Learning Project.
Paper prepared for and presented to the National Steering Committee on Supervisory Effectiveness,
Post Office Headquarters, London, March 1986
Implications of Self-Organised Learning:
An Appraisal and Feedback for Learning Package for Post Office Supervisors and Managers. May 1986
Implementing a System of Learning Conversations for Promoting Self-Organised Learning among
Postal Supervisors Final Report on Project One.
The Post Office, London, 1987
Maintaining and Developing a System of Learning Conversations for Promoting Self-Organised Learning among Post Office Managers Final Report on Project Two.
The Post Office, London, 1989
On Becoming a Learning Organisation. Interim report on Winnersh project.
Royal Mail Parcels Force 1990