Modern societies are the society of learning. Here, learning indicates a certain process of the alive organism that leads the perpetual change in its capability - not simply the spontaneous evolution that occurs by maturation or ageing (Illeris, 2007:3). Particularly, in recent years, both the requirement and the effort are continuously increasing to examine learning from a communal viewpoint - beyond the individual aspect, such as, an organization for learning, a school, a corporate, and so on - compared to the previous viewpoint on learning, which limits the boundary of an organism to individuals (Hyung-min Park, 2010). This is also relevant with the increased attempt to survive from the crisis that occurs due to the circumstantial change, that is, the change into a new outlook, which can be made by the creation and the utilization of knowledge through organizational learning; or, the increased attempt to move to an explored market, which has neither oppression of competitor, nor competitor itself, through new knowledge. Here are the following crucial points - what should be regarded as organizational learning?; what is the contextual circumstance that affects organizational learning?; and, which moment of organizational learning can we gain the creative result of a new learning? More specifically, the crucial point of learning in successful organizations is how much a particular internal operation can be transformed well in a subjective way. This point is associated with the learning theory that was pursued and clarified by Bateson. In this regard, with the theory of learning that is based on Bateson’s psychological science, this paper aims to research about the theoretical model that is to explore a process of solving a contradictory problem and of learning by oneself through the operation of the mechanism of continuous learning within an organization. 

The questions for the research can be listed as the following three questions.

First, what is Bateson’s theory of learning?

Second, how can the theory of organizational learning be developed based on Bateson’s theory of learning?

Third, how can the validity of the developed theory of organizational learning be verified, and what is the result of its application in practical cases?

Agyris, G., & Schone, D. L. (1978). Organizational learning: A theory if action perspective. MA: Addison-Wesley. Argote, L. (1999). Organizational learning:Creating, retaining, and transferring knowledge. Norwell, MA: Kluwer. Bateson, G. (1972). Steps to an Ecology of Mind.. New York : Ballantine Books. Bateson, G. (2007). Mind and Nature . HamptonPr. Bourdieu, P. & Wacquant, L. J. D. (1992). An invitation to reflective sociology. Chicago, IL: University of Chicago Press. Bourdieu, P. (2002). Questions de Sociologie. Minuit. Dilthey, W. (2008). Erleben, ausdruck und verstehen (HanWoo, Lee). Seoul : Bookworld. Engestrӧm, Y. (1987). Learning by expanding. from http://1chc.edu/MCA/Paper/Engestrӧm/expanding/toc.htm. Illeris, K. (2007). How we learn: Learning and non-learning in school and beyond. London/New York: Routledge. Illeris, K. (2013). Contemporary theories of learning: learning theorists--in their own words. Routledge. Levinthal, D. A. (1997). Adaptation on rugged landscapes. Management Science, 43(7): 934-950. March, J. G. & Olsen., J. P. (1975). The uncertainty df the past: Organizational learning under ambiguity. European Journal of Political Research, 3: 147-171. March, J. G. & Simon, H. A. (1958). Organizations. New York: John Wiley. Mollenhauer, K. (2005). Vergessene Zusammenhänge: Über Kultur und Erziehung (ChangHo, Jung). Seoul : Samwooban. Ocasio, W. (2011). Attention to attention. Organization Science. 22(5): 1286-1296. Park, H. M. (2010). Exploring the migrant experiences of Myanmarese male social activists in South Korea : A cultural historical activity theory analysis. The Pennstate University. Schein, E. H. (1993). On Dialogue, culture, and organizational learning. Organizational Dynamics, 22(2), 40-51. Scott, W. R. (2004). Reflections on a half-century of organizational sociology. Annual Review of Sociology, 30: 1-21. Scott, W. R. & Davis, G. F. 2007. Organizations and organizing: Rational, natural, and open systems perspectives. Upper Saddle 2001. Vygotsky, L, S. (1978). Mind in society. Cambridge, MA: Harvard University Press. Wulf, Ch. (2013). Anthropology, Chicago: The University of Chicago Press. Zuckerman, E. W. (1999). The categorical imperative: Securities analysis and the illegitimacy discount. American Journal of Sociology, 104(5): 1398-1438.