Learning as problem-driven or learning in the face of mystery?

The phrase 'learning in the face of mystery' is borrowed - in homage - from Barry Turner, who coined it in contrast to 'learning in the face of problems', which assumes learning to be voluntaristic, always functional to the organization, synonymous with change. The shift from the one to the other resides in an aesthetic choice between rationality and relationality. In fact, in spite of the huge amount of literature on organizational learning, there is still very little understanding about organizing as a practice based on a distributed knowledge system. At the same time, the normative/prescriptive discourse on Organizational Learning and the Learning Organization is mobilized as a further means of organizational control. The aim of this paper is to explore, from the perspective of the sociology of knowledge, the implicit assumptions underlying the Organizational Learning literature, and to look for alternative ways of conceptualizing learning-working-innovating as non-distinct activities. The term 'learning-in-organizing' is proposed as a replacement for 'organizational learning', so that its distributed and provisional nature can be considered when interpreted as a practical accomplishment.