Action learning reframes the basic notions of teaching, learning and curriculum by combining
- available knowledge
- reflection & inquiry, and
- activity and experience
Subjects
Thus it would be consistent with action learning to see subjects/disciplines as have three dimensions
Purpose and attention
These three dimensions can be understood as dynamic rather than fixed: the attention given to each of these three dimensions may change according the purposes of the learning involved.
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A learning undertaking a subject based course for the purposes of having his/her knowledge accredited may focus more closely on the 'subject as knowledge' dimension
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Another same learner attempting to evaluate the potential value of pursuing a career based on this knowledge may become more attentive to the 'subject as inquiry' dimension
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Yet another may value the activities and experience for their own sakes, as a hobbyist or amateur performer and would tend to focus more closely on that dimension of the subject, informed and enriched by the other dimensions
This can contrast significantly with some more traditional views derived from the existing knowledge and see teaching (and learning) largely as means of transmission of said knowledge. Such approaches tend to downplay inquiry by the learner and also the learner's experience is unlikely to receive much attention.
It is unlikely that the learner would experience the teaching or learning as 'authentic'.
Warning !!
This does not form a case for dismissing subjects from the curriculum. Rather it is intended to indicate the value of seeing subjects as potentially rich contexts for teaching and learning incorporating
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knowledge
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inquiry
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activities and experience.