Social Learning from the Inside Out knowledge beneficiary. An example is a university research program in the social sciences involving action learning (of a team, group or community), where the research itself becomes part of the process of implementing research results (Bennet and Bennet, 2007). Lee and Garvin contend that to be effective, knowledge exchange depends on multi-directional, participatory communication among all participants (Lee and Garvin, 2003). The collaborative entanglement model moves beyond knowledge exchange to the creation of shared understanding resulting in collaborative advantage and value creation (Bennet and Ben- net, 2007b, 2008a). Collaborative entanglement as a social phe- nomenon can be analogous to the natural activi- ties of the brain, with the brain representing the researcher (in our example) and the stakeholder community representing the knowledge benefi- ciary. All the living and learning of the host human is recorded in the brain, stored among some hun- dred billion neurons that are continuously moving between firing and idling, creating and re-creating patterns. Information is coming into the individual through the senses which, assuming for the sake of our analogy, resonates with internal patterns that have strong synaptic connections. When resonance occurs, the incoming information is consistent with the individual's frame of reference and belief systems. As this incoming information is complexed (the associative patterning process) it may connect with (and to some degree may bring into conscious awareness) deep knowledge. The unconscious continues this process (24/7), with new knowledge stored in the unconscious and perhaps emerging at the conscious level. In the collaborative entanglement model, in- dividuals and groups are continuously interacting as new information becomes available through their sensors; for example, if (1) they recognize a problem or issue and/or solution, (2) they see new indicators that bode well or poorly for the community, or (3) new events occur that affect an on-going project or community effort. From these interactions--often connected to strong emotional feelings which increase the importance and strength of their meaning--new knowledge emerges. When individuals or groups are engaged in this interactive, emergent process with other stakeholders, the new knowledge that emerges is informed by their learned expertise. As new knowledge is applied and this iterative loop of collective learning continues, a large amount of tacit knowledge (embodied, affective and intui- tive) is created beyond that which visibly affects the community (Bennet and Bennet, 2008a). This new tacit knowledge then forms the grounding (best thinking) for future incoming information that will be associated with these patterns. In other words, the process of collaborative entanglement among individuals not only helps provide a specific solution to a current issue, but seeds the ground for continuous community self improvement, collaboration, and sustainability. AN EXTRAPOLATION With the new century emerged new ideas on every front, one of which was expansion of the global brain concept. The term originally emerged in print in 1983 with the publication of Peter Rus- sell's book by that name. Grounding his work on historic observations of new levels of organization occurring based on the tight-but-flexible coupling of 10 billion units in a system, Russell described an interconnected network of humans as becoming a Global Brain (Russell, 1982). In 1995 Gottfried Mayer-Kress and Cathleen Barczys proposed that "a globally and tightly connected network of computer workstations such as the Internet can lead to the emergence of a globally self-organized structure that could be called the Global Brain" (Mayer-Kress and Barczys, 1995, p.1). In 2000 Howard Bloom's treatment described the network of life on Earth as a complex adaptive system. He shows how animals and plants have evolved together as components of a worldwide learning 16