Argyris in his book, Reasoning, learning and action: Individual and organizational presented some foundational ideas for action research. Although this book was difficult at first to read, once I understood the basic concepts and definitions that Argyris proposed, his ideas were clear and practical in actual situations. The first concept that Argyris presented was the idea of single loop learning versus double loop learning. When a problem exists, Argyris suggested that most of the time I will look for the simple cause and try to fix that. Finding the simple cause and fixing it is an example of single loop learning applied to a single loop problem. The main problem with this type of learning is that many of the problems I encounter in a work situation or in an educational setting are not simple single loop problems. Many problems exist because of problems with the underlying philosophies or assumptions that exist within the system that need to be examined and reevaluated (Argyris, 1982).

In reading his explanation of action research I realized that action research is similar to the work that my husband does as a church health consultant. Action research is not the same as “normal science” (Argyris, 1982, p. 491). It does not have a control group because “the action scientist . . . has little or no control over the environment” (Argyris, p. 491). Unlike pure science, action science is working with a client who expects help. Another difference between “normal science” and action science is the idea of failure. When an experiment does not proceed along the lines that the experimenter expected, that experiment should be considered a “failure” (Argyris, p. 492). In action research, the actual goal of the researcher is helping the client re-examine the situation and make the necessary changes. This is more like a journey or a process and not just one experimental procedure. The action researcher and the client may have to re-examine the situation and change the response again and again until the desired result is obtained. “The action scientist is producing an experimental treatment . . . to help people become aware of their theory-in-use and the learning systems that they create . . . long complex processes . . . which are placed into action as a response to the client’s reactions” (Argyris, p. 491). Many teachers employ the process of action research when they evaluate the effectiveness of a specific method or unit of study. The goal of action science, unlike pure science, is to train the client in action methods so that the client will become an “effective interventionist” (Argyris, p. 491). In taking these actions, educators improve the effectiveness of learning process in their classrooms.