Reflecting on the Fuzzy process of Self-organized Learning

This paper presents the findings of two action research projects involving learning and self-organization by two distinct groups of learners. They include English-speaking primary school children and Farsi-speaking university students. Focusing on recordings of process information it discusses the generally fuzzy nature of the selforganized learning. The findings seem to support a multi-valence - as opposed to the traditional bi-valence approach to the study of learning. The analysis of the process information also depicts a non-linear – as opposed to linear - character for the way learning and self-organization develops. The study of the process of learning also shows a simple causal model to be ineffective in evaluating the influence of different factors in development of learning and stresses the need for alternative and more ‘fuzzy’ approaches such as ‘coherence’ or ‘synchronicity’ to confront the challenges in this field. Fuzzy Cognitive Maps may also be useful in mapping the complex relationship between different modalities of learning.