Skip to main content

Module 2 Knowledge and Learning, where I am at

Our Sunday MAPP meeting on Sep the 26th gave us space to discuss on Knowledge, Information and Learning.

One of the points that stood up for me concerned the definition of knowledge which, unless shared with others, it remains just a personal opinion. This made me think of the definition of performance I heard long time ago, by which it has to involve the presence of public in order to be classed as performance. So in a way, knowledge can be identified in relation to others e.g. students and teachers.

This led to expand Dewey's view on 'transactional learning' and the un-learning needed sometimes in planning or delivering dance classes. A few terms that were mentioned to describe teachers are vessels, channels, means, which I associate to the general idea of a flexible container that alternatively becomes content according to the time of and the role in the conversation.

Starting Module 2, I am deepening my understanding about positivist and non-positivist standpoints. As a somatic movement practitioner, I have noticed there are times in which I need to disembody myself due to the context I am operating in. For example, there are times when my working schedule is so tight that I can not take more thoughtful decisions and I tend to act out of habit. 

Browsing Kant's writings on the representation of truth, my thought is we may create a sort of representation of knowledge, a model that serves our agenda. However, if this is a phenomenological representation, then it is easier to un-learn a teaching model I have in mind to instruct my students. Then, it is easier to understand what I decide to facilitate is optional, open, shareable, interchangeable and it can only be grasped, but not reiterated in full. 

In my opinion, learning has to do with individual time and space, the amount and the quality of learning depends on if and to which extent a learner is available to break down his/her walls of assumptions to learn, and malleable enough to be able to delve into the process rather focusing on the goal.

Based on Kant's conclusions, my teaching agenda goes out through the window, while I am refining my professional instruments, so that I can create a more flexible and reflective learning environment. 

Therefore, my research inquiry will help me develop the amazement of dwelling in the uncertainty of not knowing, and learning as I deliver data to my students. 

In fact, another point that struck me was arriving unprepared to teaching a class, as this can open new possibilities and leave my structured teaching strategies behind, which do not always match with my students' learning preferences. 

One point which seems to strengthen our learning is carrying out reflective practices, eg. writing, peer groups, etc. because once something is communicated verbally becomes tangible and accessible.

Starting Module 2 is a transition for further reflection about my practice and learning, which I am looking forward to progressing.

 

Comments

Post a Comment

Popular posts from this blog

FAST FORWARD

Last week we had a really great conversation over Skype. I was introduce to so many new concepts about research methodologies. As I am trying to find a new rhythm between daily life and studying, I am attracted by different resources available but feeling disorientated at the same time. During our discussion, something that resonated with my learning experience was the term ‘’kinesthetic empathy’’. This reminded me of kinesphere, used by R. Laban to refer to the Space surrounding an individual and used to map human movement through observing how the Body moves through Scales of Movement. I found, according to Theodor Lipps’ theory of ‘Einfühlung’ (Lipps, 1851-1914) ’kinesthetic empathy’’ occurs ‘‘When observing a body in motion, such as an acrobat, spectators could experience an ‘inner mimesis’, where they felt as if they were enacting the actions they were observing*. ’’ This concept made me question about the functionality of the Greek theatre catharsis. Catharsis was first c...
3 comments
Read more

Chaos as fundamental tool for learning processes

I felt lost in the flow of concepts and abstract thought exchange at our last Sunday's discussion.  This confusion was relevant for my process of learning. Ongoing uncertainty and lack of solid answers are giving me the chance to ask questions and find their intrinsic value in the context of my whole experience as a learner, as the book 'Knowing knowledge' suggests. I had already made a conclusion and firm point to myself of what information, knowledge, learning and doing represent for me, I thought. The conversation took me to unchartered waters where I reiterated my tendency to like structures and organized content delivery. Knowledge can be a trap if you codify your language and you manage to interact with others truly by means of that code.  Knowledge without empathy leads you to intellectual elitism and intellectual elitism is the antithesis of culture dissemination.  The process of learning is taking me to sharpen my tools of communication, whereas the empathic abil...
2 comments
Read more

WorDs in progress

  Getting used to selecting the right hashtags on social media to catch the right audience, has possibly helped me locate a few subjects for my AOLs today.  It may take a multi-perspective analysis to ponder over and select the right words or labels that define your practice. At least for me it takes time, reflection and learning. During our first Zoom call yesterday, we talked about our practice.  As a visual learner, and not a fun of public speaking, I tend to simplify my thoughts by jotting bullet points before it's my turn to speak. Thanks to time constriction, I quickly managed to summarize key concepts depicting my current practice and future areas of focus.  What is my practice? This is probably the reason why I am taking the MAPP. Since I have welcomed the opportunity to gain new insights on experiential learning , I have been trying to absorb every single notion about this subject, learning from self-reflection, re-evaluate reflective conclusions based on ne...
1 comment
Read more