The Labyrinth Learning Framework: Orientation, Tacit Knowledge and the Limits of Standardisation

This concept note introduces the Labyrinth Learning Framework, an orientation-based methodological approach for learning and knowledge transmission in contexts where judgment, tacit knowledge, and situated decision-making are central. It addresses the epistemological limits of standardised, modular, and outcome–oriented learning models, particularly where knowledge cannot be fully stabilised into explicit procedures or credentials without loss of meaning. Drawing on craft learning as a diagnostic case, the framework conceptualises learning as navigation within a structured but non–linear space rather than as linear transmission or mastery. It foregrounds orientation as a core learning function that precedes and complements standardisation, and understands learning as an ongoing, revisitable process rather than a closed sequence. The Labyrinth Learning Framework is presented as a delivery logic rather than a curriculum or assessment model, offering an authored methodological reference for educators, researchers, trainers, and practitioners working in contexts of complexity, uncertainty, and competing constraints.