The system theory, as explained by various authors, aims at being a general science whose underpinning would be valid for all disciplines. The approach of this article, i.e. studying the field of learning with a systemic approach, exemplifies itself the rationale of the theory. The interest of our article is to combine a perspective on learning that would be both complementary and integrated. The complementarity aspect is based on the link between individual learning and organisational learning, widely developed in many writings, whereas the integrated outlook ensues from two closely-related aspects of our analysis. On the one hand, the systemic approach considers the organization as a whole, puts the individual in context, sets the individual learning in the organization and takes into account multiple existing interactions : interaction with its environment, interrelationships between the individuals. On the other hand, the study is undertaken on the individual and organisational levels, both levels that appeared isomorphic. Indeed, the information inflow in the organization system, through an interaction with its environment, leads to a reaction from the system which integrates this information and then converts it into individual or organizational learning, depending on the studied level. This reaction is both enabled and intensified by emergence or micro-emergence : the ability to learn.
