The thesis of this book is that change and development occur in socio-commercial systems through meaning transfer and adaptation to perceived benefit opportunities. Knowledge creation and management, leading to innovation and adaptation, derive from the realisation of significant meaning from an interaction. Thus the global-minded business manager seeks to encourage innovation and change by creating significant interaction.
Global logic is a process of purposeful engagement.
In accepting this thesis, there are direct implication for the process of learning and education. In the industrial era, education, as a reflection of socio-commercial demands of society itself, was regimented, structured, and hierarchical. A student was required to absorb and remember information, and on passing exams, pass to the next level of instruction in an orderly, almost militaristic, process toward a conclusion of academic achievement. Skills in knowledge creation and management came, for some, as a by-product of the course. It was not the regimented process of instruction, however, that produced knowledge. Knowledge came by way of the significant interaction or perceived meaning-value encounters with people, events and things.
The challenge of this book, Global Logic, is to take up the thesis of learning-by-interaction and seek to stimulate learning by creating opportunities for significant interaction. The primary question for an educator is how to use information, experience, world events, cultural norms to stimulate meaning transfer and create insight and innovation. That is, how to stimulate creative reasoning.
While information of itself changes nothing, knowledge changes everything, particularly the person who discovers and experiences it.