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Concluding Remarks

  • Andrew Mitchell
Chapter

Abstract

Projects deployed to respond to complex and wicked problems (e.g., sustainability and international development) are not well equipped to respond adaptively and innovatively to the significant challenges they face. While the developmental evaluation approach offers a welcome addition to the field of evaluation in that it supports project practitioners to optimise the use of their experiential learning, this approach has yet to articulate an epistemological framework that accounts for complexity or for learning under complex conditions. Drawing on empirical research and concepts from enactive cognitive science, Mitchell advances a framework for interacting orthogonally with practitioners to induce ruptures in the habituated patterns of observation to trigger fresh action options, and to participate actively in the generation of their own learning.

Keywords

Developmental evaluation Orthogonal interactions Double description Distinctions Second-order learning Cognition 

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Copyright information

© The Author(s) 2019

Authors and Affiliations

  1. 1.ADAPT ManagementLeicesterUK

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