Michael Oakeshott (1972) has referred to as a 'civilised inheritance of enduring traditions of thinking that may lie beyond the compass of their current life-world preoccupations'. To obtain such a whole system shift, the following model- simply the four ‘P’s model- might be useful:

- Paradigm: Instead of learning reflecting a paradigm founded on a mechanistic root metaphor and embracing reductionism, it might embrace holism which might give rise to purpose.

- Purpose: Instead of learning seen as preparation for economic life, it becomes a broader knowledge generation process for a sustainable knowledge society. This expanded sense of purpose might give rise to a shift in policy.

- Policy: Instead of learning being viewed solely in terms of product (courses/materials/qualifications) it becomes a process of developing potential and capacity through life, at individual and community levels through life-long learning. This connective view requires a change in methodology and practice…

- Practice: Instead of learning being largely confined to instruction and transmission, it becomes a much more participative and dynamic learning process based on knowledge generation, on real-world problem solving and situation betterment.

The integration of such a holistic view into the learning process implies the following shifts (based on van de Bor et al., 2000):

- Process oriented: Providing opportunities for learners to construct meaning through an engaged and participative learning environmment, reflecting different learning styles. Everyone is a learner, including the teacher.

- Balancing: Embracing cognitive and affective, personal and collective aspects of learning

- Inclusive: For all types of learners from all age groups and extending throughout their lifetimes.

- Open and inquiring: Encouraging curiosity, imagination, creativity to arise through thought-provoking conversations.

- Diverse: Allowing for variety and difference of provision and ways of knowing within a coherent framework.

- A learning community: Promoting learning through engaging learners in reflexive learning

Such a learning environment would be intrinsically transformational and might increase the number of‘learning beings in Mary Catherine Bateson’s terms.