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Motion learn: in regards to the advancements in Norway within the Nineteen Eighties.

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This form of "international benchmarking" represents the third metho­ dological tool in evaluating the strategic objectives of the Programme. Within the changed practical and theoretical frame of reference, such an approach enables us to identify LOM's main strengths and any possible weaknesses at the programmatic level. An approach of this type must take explicit account of two methodological problems. Firstly, given the substantial differences in social structure between the four countries, functionally comparable "units of analysis" must be determined in order to avoid the problem of "comparing apples and pears".

Within the framework of such a discourse an AR approach would have to submit its claim to validity. 33). The "actual process of science", the "logic in use" as opposed to the "reconstructed logic" of the theory of science (Kaplan 1964), has progressively become the point of reference for scientific work. It is precisely against this background that the methodological debate within the AR movement threatens to turn attention from these develop­ ments in the theory of science, blinding social scientists to new and interes­ ting developments within the real sciences and in research, particularly in continental Europe and, increasingly, the Pacific Basin.

Limited linquistic complexity Thinking in terms of means and ends. g. fication of the system's parameters. Organisational learning through collectiveconflictual strategiesmodification of norms (double-loop learning) Co=unicative action: coordination of action through speech acts. 'communicalive-linguistic infrastructure' at a high level of co=unicative-linguistic competence as a precondition for 'learning organisations' Co=unicativelreflexive interactive functions, including cognitive-normative functions.

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