Between behaviour and learning it seems possible to establish a relationship of belonging, in the common and naïve daily observation learning, actions related to learning, carried out by living beings, are part of the set of possible actions, while the set of all possible actions is often called behaviour.
A specific set of actions, distinguishable from other actions, and therefore, conceptually, part, or chapter if you like, of the great book of behaviour.
To the behaviour, and to the systemics of human behaviour, I arrived after finding what seemed to me the right door behind which to find answers to some questions, relevant to me, about learning, in short, how we learn, how humans learn... and I had come to that door looking for another one, which I knew in part could be the same, behind which I could find the answers to how we change, how do we change.
Change and learning are not the same thing, with a little effort we can outline situations, configurations of real environment, in which we could claim to have proof of change without learning, and, vice versa, of learning without change.
But more often, and for some of us it's a combination of great interest, we see the two go, so to speak, arm in arm, to become almost aphorisms, just like: if you learn then you change, if you don't change then you haven't learned.
Influencing, helping, supporting the learning process of humans is a well-known disciplinary field, there are various names of the disciplines that call for the lordship of these areas, sometimes in a complementary perspective, specialized pedagogies by stages(for example first and second childhood), andragogy (the prefix should be changed, in the most respectful anthropo... thus exhorted one of my masters, Fausto Petrella, with good reasons on his side), or more or less rivaling, psychologies vs agogies of the various degrees, sociologies against everyone.
In my opinion, not so much a subdued opinion, all of them fail sadly, the results are there to be seen.
In this depressing landscape I was born and raised, those disciplines I explored, some I can say very deeply, and also some others, to no better result.
The systemics promises more and keeps promises more, both in terms of theoretical coherence and practical results: the path is neither short nor simple, characteristics that must not and cannot discourage or encourage, I indicate them for the sole purpose of warning.
In the firs sections I present the Systemics Fundamentals, more succinctly already presented in the section on human behaviour, and presented in part in the coaching skills section: they are almost the same, with the difference that some of these "fundamentals" are developed here more extensively than they are in the other sections.
The last section, devoted to the 5 laws of human learning, would not be comprehensible without knowledge of the sections above.
For a single consultation of the entire material it is good to estimate 14 hours... I recently discovered that reading the entire Odyssey takes about the same time, I admit that I immediately identified myself in Ulysses, by golly, a not bad guy, and in Homer, like me collector of long stories, twelve hours are not few ... little funny gratifications, well knowing that I am not Ulysses at all, nor Homer.
To think that for me it was, on a small scale, a kind of Odyssey... well, it's a harmless conjecture, why not? and remember that others, before me, have repeatedly left Itaca, console a little.
*** The materials are now available in Italian, the English version is being translated... this will take time and patience.
coming sooner or later...