Sensemaking processes and Weickarious learning

Abstract

The processes by which people learn to make sense and make sense to learn is of both theoretical and practical importance. In a world suffuse with dynamic complexity in which unusual, unexpected and unprecedented events occur on a persistent basis, this challenges the relevance of the sensemaking perspective. We put forward a rebalanced model of sensemaking to make the sensable once again sensible, and open up the sensemaking perspective to understand learning as a process that is more than mere interpretation and attends to embodied sensemaking through adopting a thorough-going process approach. This way, we extend both the grasp and the reach of the sensemaking perspective to make sense of learning and to learn to make sense.