In order to consider the mechanism of continuous innovation of organizations, research on Learning Organization in adult education is examined in this paper. Learning Organization theory is first outlined from the standpoints of organizational cultures and external ideological factors that inhibit Learning Organization practices in corporate society. Learning Organization is regarded as a popular organizational strategy in knowledge society, reflecting a dominant ideology (rational myth). Meanwhile, the notion of critical reflection and empowerment in Learning Organization is limited not only by organizational cultures, but also by external ideological factors. To resolve this circumstance, “a tradition-focused dialogical approach” is adopted, producing “creative tension,” which transforms into the energy of learning and action in order to change organizational traditions. The “creative tension” that occurs between organizational traditions and a plurality of local interpretative practices gives birth to radical learning and new action. Consequently, “protected civic space” and “civil liberties,” which generate a foundation for trust in Learning Organization, are necessary in organizations. Here, such effort is called “open governance”. Finally, the possibility that a nonprofit organization may become a representative Learning Organization is considered from the viewpoint of organizational features and “open governance”.
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