Telic vs. Atelic Activities in Learning & Development

What can L&D learn from philosophy?

From the Greek word telos, meaning “end” or “goal,” comes the concept of a telic task, or an activity defined by its endpoint. Philosopher Kieran Setiya explores this idea in his book Midlife, noting how lives filled exclusively with telic tasks can lead to a sense of emptiness. We’re often inundated with goals, deadlines, and measurable outputs, leaving little room for fulfillment in the present. Fortunately, there’s a counterbalance. Setiya describes atelic activities or tasks we do for their own sake, like taking a walk or writing without a goal. These activities, while less structured, are often the ones that make life feel meaningful.

This distinction can have an important impact on learning and development. Most corporate learning is designed around telic activities like giving learners modules to complete or quizzes to pass. But, to foster deeper engagement and behavior change, L&D professionals should also consider atelic elements. Atelic activities promote exploration, reflection, and identity development, which are all essential for meaningful learning. When training is built solely around telic goals, it may check the box but fail to change behavior.

Why do organizations default to telic activities?

Here are two reasons why organizations may favor telic activities, and why it could be a problem

• They’re easy to measure: KPIs like completion rates and quiz scores fit neatly into dashboards, but they rarely reflect meaningful engagement. A meta-analysis of 128 studies found that extrinsic rewards tied to engagement, completion, or performance significantly reduced intrinsic motivation. While these visible metrics can signal progress, they may crowd out important drivers like curiosity, which, when high, allows information to be retained more effectively.

• They’re structured: Telic designs usually mirror corporate structures: formal, scheduled, and goal-driven. This approach, however, often ignores the informal learning that happens through experience, peer interaction, and everyday problem-solving. For example, Michael Eraut of the University of Sussex found that much of professional learning occurs informally and is embedded in daily work activities, making it vital for developing expertise and adapting to new challenges.

The case for atelic learning activities

While less measurable, atelic activities can offer some powerful benefits

• They may support deeper encoding: Atelic activities often create the cognitive conditions for reflection and abstraction by allowing the brain’s default mode network to engage. A 2001 study found that this network becomes active when individuals are not focused on goal-directed tasks, and is associated with internal processes like autobiographical memory and stimulus-independent thought. These functions help learners integrate new knowledge with existing schemas, which is an essential step for transfer and long-term retention.

• They may promote autonomy: Research also shows that autonomy and competence are central to internalizing professional goals, and this internalization is key to long-term identity development. Similarly, Self-Determination Theory shows that when employees experience higher levels of autonomy and competence at work, they not only feel more capable and self-directed but also show better performance and well‑being. Embedding atelic, self-directed learning can therefore strengthen learners’ sense of ownership and help with learning.

So, what are some atelic activities to incorporate?

Here are three:

• Unstructured Peer Dialogue: Create space for small-group conversations without specific prompts or deliverables.

• Curated Exploration Time: Offer time for learners to browse podcasts, articles, or case studies freely.

• Reflective Journaling: Invite learners to record short, ungraded reflections during or after sessions.

The distinction isn’t binary; it’s contextual

To be clear, the choice between telic and atelic activities shouldn’t be either-or. Effective learning design uses both, but strategically. For example, onboarding programs might begin with atelic elements to foster curiosity and connection. Then, core skill acquisition phases can emphasize telic structures to build technical fluency. Later, atelic activities like peer storytelling or experimentation can reinforce integration and ownership. Even something as simple as giving a new hire time to explore a knowledge base without a quiz may support their learning. Once that mental scaffolding is in place, telic tasks can reinforce performance.

Final thought

Learning environments are often dominated by metrics, deadlines, and predefined goals. But some of the most meaningful learning experiences don’t come from crossing a finish line. They come from the act of learning itself. Designing for both telic and atelic engagement isn’t just balanced, it’s essential.