Knowledge – Information – Learning
To me knowledge is a very portentous word. It is not for nothing that epistemology, the study of knowledge, is a main area of philosophy.
According to a German dictionary of psychology I found on my bookshelf, knowledge is described as available and retrievable information, comprehension and experience that allow an individual to understand their environment and actively participate in it as well as form a requirement for further learning and thinking processes.
In Jennifer Moon`s Handbook for reflective and experiential learning, learning is defined as the action of a learner and the processing of information both deriving from the learner`s external and internal experiences.
But how can we apply these definitions to ourselves, our situation as a teacher, performer or somatic practitioner?
I guess we can all agree on the fact that we are carrying a rucksack packed with all kinds of information on how to do what we are doing but it´s the personal experiences, the little moments, dealing with the unexpected (i.e., a worldwide pandemic) that are shaping us and increase our individual knowledge. We can use newly acquired knowledge derived from experience to help us find an identity. Who were we, who are we and who will we be?
Thus, learning is a life-long experience which allows constant personal growth and also to re-invent yourself all over again.
I´d like to share a quote from Nossrat Peseschikan, founder of positive psychotherapy, with you.
It´s never too early or too late to learn;
it`s always high time.
Looking forward to hearing from you
Hello Maria,
ReplyDeleteVery interesting. After the group discussion and thinking of the application of these terms, it does make me wonder what have I learned from teachers and other, how I have learned it and why?
I like your analogy of the rucksack of information we carry. But now I'm wondering what is in that rucksack!
Hello Jacob,
ReplyDeletethank you very much for your comment.
I carry a lot of basic information in my rucksack. Let's take the simple example of knowing how to do a pirouette and a demi-plie´. I once learned how to do a pirouette as well as a demi-plie´ (information in my rucksack) and so then I go out in the world, metaphorical for a ballet studio or a stage and I am being asked to perform a pirouette ending in a demi-plié (random example). By combining these two exercises I had learned before, a process of accommodation takes place (see Jennifer Moon`s Handbook for reflective and experiential learning).
Perhaps this little example will help you to identify the contents of your rucksack more easily ;-)
Great thought and example!
DeleteAlthough I would question the methodology of your pirouette and demi-plié. There are so many ways to perform a pirouette such as arm position, leg position, retire height, where to spot the head, preparation with/without straight back leg etc.
I'm wondering about my own methodology of these things and why I use them. None of them are wrong, but why do I use one method and not the other? (perhaps I mix and match my methodologies?) Maybe I need a bigger rucksack!
I think the choice of methods underlies multiple factors. I would say it's a combination of what you have been introduced to first and what reflects your dancer`s personality. Probably we also choose according to what makes us feel comfortable, makes us look good as a performer or teacher.
DeleteJust a thought.
By the way, I mix and mach methodologies as well so I guess I need a bigger rucksack too ;-)
Hi Maria, thank you for sharing the analogy of the rucksack. I think of it as a heavy weight to drag, which some times is a good things, others not, in the sense that we are constantly informed, but also biased, by our own past learning. My reference frame to check if I am biased or not, is to observe and question the person, the student, other critical thinkers, perhaps. As you said, the effectiveness of the method chosen has a context, which is important too when checking at which point of the learning cycle we got stuck, somehow. And acknowledging the fact we are stuck, it's the unlocking moment for me.
ReplyDeleteHi Maria,
ReplyDeleteThis conversation and analogy for the rucksack, or backpack as call it in Canada, is fantastic.
I would add that based on the students level and background, we consider the destination or goal. This will change what we pack. Along with the mentioned need for reflection on context and content, I would also include an "emergency kit" for times when we need more tools to change directions and/or address what is in front of us in a new way and build upon or adjust our plans. I love this way of working. It allows for thoughtful preparation and use of methodologies, adds confidence for me in having a plan, and room for spontaneity to be flexible and creative.
Great conversation. Thank you for sharing.
Hi Sheahan,
ReplyDeletethat's a fantastic addition. Very inspiring thought.
Thank you so much for sharing :-)