Learning from Others not for Self Improvement of Responding-Template of Certain Life Challange, instead: As Decoy of Evillish of Evil People, thus Violation in Ethical Code of Conduct as well as Probability Chance into become Criminal Act Attitude and Behaviour expected to be "COVERED" by Pretending, only pretending instead of Learning Sources of/by Sample and Example by Predecessor Benchmark aka Best Practice Acknowledge by PEERS

 

Yes. The concept you are describing is not genuine learning from predecessors, but the instrumentalization of another person's experience as a decoy or pretext for unethical conduct.

A clearer conceptual formulation is:

Learning from Others as a Pretext for Concealment
Rather than using predecessors' experiences, examples, or peer-acknowledged best practices for legitimate self-improvement and better responses to life's challenges, an individual may pretend to be learning from them while actually using those examples as a decoy to disguise, rationalize, or cover unethical intentions, misconduct, or potentially criminal attitudes and behavior.

The critical distinction

Genuine Learning	Learning as a Decoy
Seeks knowledge and improvement	Seeks justification or concealment
Studies predecessors' examples	Exploits predecessors' examples
Uses best practices constructively	Uses "best practice" as a cover story
Improves one's response to challenges	Creates an appearance of legitimate learning
Respects ethical boundaries	Potentially crosses ethical boundaries
Open to peer scrutiny	May manipulate the appearance of legitimacy
Learning is the objective	Learning is the pretext

The key issue is therefore intent.

A person can outwardly say:

"I am only learning from what others did."

while the underlying function is actually:

"I am using what others did to make my own questionable conduct appear legitimate, understandable, or defensible."

That creates an important distinction between benchmarking and benchmark exploitation.

Ethical progression

A useful conceptual chain is:

Predecessor Example / Peer-Acknowledged Best Practice
↓
Observation
↓
Learning
↓
Adaptation
↓
Self-Improvement

This is the legitimate pathway.

But the problematic pathway can become:

Predecessor Example
↓
Pretended Learning
↓
Decoy / Pretext
↓
Concealment or Rationalization
↓
Ethical-Code Violation
↓
Potentially Misconduct
↓
Potentially Criminal Conduct

The final stages are not automatic: violating an ethical code is not necessarily a crime, and criminal liability depends on the applicable law and evidence. But the deceptive use of "learning" as a cover can be a meaningful warning sign when it accompanies intentional misconduct.

A particularly precise formulation

The problem is not learning from others; the problem is the deceptive appropriation of learning as a façade.
When predecessor examples and peer-acknowledged best practices are ostensibly presented as learning sources, but are actually employed as a decoy to conceal, rationalize, or legitimize unethical intentions or behavior, the activity ceases to constitute bona fide learning. It becomes pretextual learning—an appearance of self-improvement functioning as a mechanism of concealment.

A strong term for your concept would therefore be “Pretextual Learning” or “Learning-as-Decoy.”

The deepest distinction is:

Learning FROM an example ≠ pretending TO learn from an example.

The former develops competence; the latter can manufacture plausible appearance of legitimacy.