Nurturing an adaptive disposition in the context of security training through the approach of Disciplinary Intuitions

This paper describes a study-in-progress conducted by a team of researchers and a training school within the security organisation of a country in Asia. The collaboration started in October 2015, as part of a larger review of training curricula within the organisation. One of the primary objectives of the study is to investigate how the disposition of adaptivity (in: Hung et al., Adaptivity as a transformative disposition for learning in the 21st century, Springer, Dordrecht, 2014) might be fostered among members of the organisation. The work reported in this paper describes the initial phase of the study, in which a particular component of the curriculum—the Protection of Critical Localities through scenario-based learning—was observed and dialogued about between the research team, instructors, and trainees, with a view to enhancing Professional Learning in the training curriculum. Specifically, the study was commissioned to investigate the feasibility of incorporating the theory of learning known as Disciplinary Intuitions (in: Lim, Disciplinary Intuitions and the design of learning environments, Springer, Singapore, 2015) into what might eventually be a technologically mediated curriculum design, which leverages the affordances of immersive environments with regard nurturing the disposition of adaptivity among the security personnel.