This chapter challenges dominant paradigms related to learning theory in HRD that separates work and leisure. A (re)-conceptualized approach to theorizing learning that includes, and is inclusive of, leisure-related learning is presented. Critique is directed at traditional representations of differentiated values associated with learning in non-work contexts compared to workplace learning within organizations. Applying critical perspectives, the chapter examines definitions, conceptualizations, and core theories related to leisure before consideration of the complex interaction between work and leisure. Focus then shifts to learning in work and learning in leisure with advocacy for a broader view of learning in work and leisure for HRD theorizing and practice. Such an approach would recognize the complex relationships between work and leisure. A broader view, reflective of boundary-spanning learning experiences in work and leisure, would offer HRD scholars and professionals a more inclusive, representative, and expansive recognition of learning across multiple life domains.
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- False dichotomies
- Learning and HRD
- Learning and leisure
- Leisure and HRD
- Life domains
- Recontextualizing of learning
- Work and leisure