Triple Loop Teaching Methodology: A Doctoral Learner’s Experience

As an example of applying triple loop teaching methodology learning to doctoral praxis,

doctoral students might take a journey through single, double, and triple loop teaching

methodology during course work, or while preparing their dissertation research study. This

exposure to triple loop teaching methodology might be a life-altering event for students.

This article depicts understanding and praxis of a single, double, and triple loop teaching

methodology learning experience for doctoral students. Triple loop teaching methodology learning is the term this article uses to describe learning with paradigm adjustment as asserted by Peschl (2007). The extension of the concept in this article stresses triple loop teaching methodology learning with embedded single, double, and triple loop teaching methodology scenarios.


Doctoral level learning and praxis requires an understanding and ability to review, generate, and

apply scholarship in a triple loop teaching methodology fashion. Creation of new knowledge,

theory, and models for practice evolve from the ability to think critically. Application of triple

loop teaching methodology learning is an integral component of doctoral level and advanced

studies. Triple loop teaching methodology includes feedback, reflection, and paradigm

adjustment. Single loop learning addresses an issue with a yes or no response. Double loop

learning enhances single loop learning with the addition of assumption, and triple loop learning

builds upon double loop learning, and could be an element explaining the transformation of

empirical knowledge to wisdom and the creation of new realities. The triple loop teaching

methodology model serves as a guide to assist the doctoral student in the transformation to a

triple loop methodology of thinking and practice. This article describes a teaching methodology

model and includes a model for triple loop learning methodology. Understanding and

application of triple loop teaching methodology thinking will allow students to apply the

concepts toward their dissertation research project and function more fully as doctoral prepared

leaders in their future roles and endeavors.


This publication has been peer reviewed.
Publication Type: 
Conference Paper
Eugene Frazier, DM, Kathleen M. Guindon, DM, Johnny L. Morris, PhD
Year of Publication: 
Journal, Book, Magazine or Other Publication Title: 
The Academic Forum
Date Published: 
Saturday, December 21, 2013
Publication Language: 

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