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Learning phenomena are a growing concern for strategic foresight, especially with respect to the question of integration of reflection and action. Although an agreement seems to emerge between practitioners and theorists about strong ties linking strategic foresight and learning (in particular organizational learning), the true nature of this link remains ambiguous. This article seeks to shed light on this link and to analyze the cognitive dimensions of foresight through a critical survey. The investigation follows the original ambivalence between foresight attitude and activity thus underscoring not only the virtues of foresight in learning phenomena, but also the limits of the usual literature.  相似文献
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