Todays evening Skype discussion was really interesting, with the focus on communicating ideas.
We have been talking about the process of finding your own voice, either your academic voice or as a teacher.
During the conversation I noticed, that to me there are three aspects that can be considered in communicating ideas: the idea itself, the "audience"or who we are communicating to, and then the "I", who is communicating. All three are embedded in a context. This can be an academic, or any other context.
Another topic has been the question of the "I" in the research process. That is also a question I have been thinking about a lot in relation to the analysis of data. How much of our selves do we put into the research or in an academic essay. As this course is based on learning from experience, I think the "I" is a big part of the research. That is where our embodied knowledge comes from, our source in a way. I think we can not take our selves out of the process, or look at something or analyse something from a completely neutral point of view, but I feel its maybe through becoming aware and being more conscious of your own frame, during the process of analysis, that allows us to listen to and discover and explore other perspectives emerging from the data. So maybe its not so much about being neutral, but about the awareness that there are many ways to look at something.
But all of this is still theory right now in Module Two and I am very curious to see how it will all translate into actually carrying out the research process in Module three. For this reason it was really great to listen to all the people from Module three talking about their inquiry process.
embodied research
Todays evening Skype session was very interesting to me, I feel like it helped me put more clarity into my thoughts and the things I was mulling over in my head lately, in relation with my inquiry.
What struck me, was the connection or parallels between non-positivist research and an embodied approach to learning in a dance class.
While in a positivist based inquiry, the goal is usually to find "the" answer or one truth, in a non-positivist inquiry, it is the process itself where the learning happens, it allows more insight into a theme, opens up another point of view and hopefully leads to more questions, rather than a defined answer (thats how I feel about it at least).
I have never thought about it, but I can see similarities in the approach one takes in a dance class: you can either focus on working toward one ideal, which implies the notion of wrong and right, being "correct", having a very specific (mostly) aesthetic (physical) goal to work towards.
Or you can look at a class, in a non positivist way, as a way of "embodied research", where you learn by trying out and exploring different approaches how to connect to your body, giving you more options, to express yourself as a dancer/artist, process based. As, I think it was Jane and Adesola who gave that input: providing more than one way to look at something and therefore giving you options, allowing choices.
So rather than working towards an "ideal" body or way of dancing, that then can be presented.
It could be about developing tools and ways to communicate with your body as an embodied being/dancer. Communicating with the audience, or fellow dancers, rather than "presenting" yourself...?
The Skype discussion also made me reflect, on how through engagement with the learning material and environment of this course, I can draw more and more connections between theory and practice. I start to grasp or experience, how theory can become embodied, as embodied knowledge and how I can link my practice to theory. So the two things are no longer separate, they become more like different ways of meaning making, or as written above different approaches or ways to look at something, or approach something.
Looking forward to reading all of your blog posts about todays Skype session!
What struck me, was the connection or parallels between non-positivist research and an embodied approach to learning in a dance class.
While in a positivist based inquiry, the goal is usually to find "the" answer or one truth, in a non-positivist inquiry, it is the process itself where the learning happens, it allows more insight into a theme, opens up another point of view and hopefully leads to more questions, rather than a defined answer (thats how I feel about it at least).
I have never thought about it, but I can see similarities in the approach one takes in a dance class: you can either focus on working toward one ideal, which implies the notion of wrong and right, being "correct", having a very specific (mostly) aesthetic (physical) goal to work towards.
Or you can look at a class, in a non positivist way, as a way of "embodied research", where you learn by trying out and exploring different approaches how to connect to your body, giving you more options, to express yourself as a dancer/artist, process based. As, I think it was Jane and Adesola who gave that input: providing more than one way to look at something and therefore giving you options, allowing choices.
So rather than working towards an "ideal" body or way of dancing, that then can be presented.
It could be about developing tools and ways to communicate with your body as an embodied being/dancer. Communicating with the audience, or fellow dancers, rather than "presenting" yourself...?
The Skype discussion also made me reflect, on how through engagement with the learning material and environment of this course, I can draw more and more connections between theory and practice. I start to grasp or experience, how theory can become embodied, as embodied knowledge and how I can link my practice to theory. So the two things are no longer separate, they become more like different ways of meaning making, or as written above different approaches or ways to look at something, or approach something.
Looking forward to reading all of your blog posts about todays Skype session!
rewriting experience
Thoughts around todays am Skype discussion, have accompanied me through out the day.
We have talked about knowledge being something ongoing and fluid, not something static. We have also talked about revisiting situations with a new perspective, or as Mella put it rewriting experience. Which I found also very interesting during the process of writing my AOLs, depending on where I would put my focus, the "story" of my learning would be written differently. And Adesola said, she was interested in the "in-between bits". All of this has once again (it seems to happen quite often while engaging with this MA ;-), added another layer on my perception of what knowledge is to me.
What struck me most is, how MANY things knowledge can be and how many individual ways of constructing ones knowledge, there are. It seems to me like each person is weaving together his or her own fabric of knowledge, through out their lives. Each string connected and interweaved with another. Influenced by how we see the world, what our goals are, what society wants us to see or seek, what experiences we have had on our own learning journey and how we have dealt with it on an emotional, cognitive or physical level and the list could go on and on. But also the timing of when we are exposed to a certain experience or learning material can make a huge difference, of what we can "take" from it and some experiences don't make sense until much later, when they can be linked to something else, or when we are "ready" to take them in.
Thinking about what knowledge is, makes me feel at awe, its absolutely fascinating, but also overwhelming and intimidating at times. I also feel my whole concept of how I perceive, what teaching means, is shifting and transforming influenced by my perception of what knowledge is.
The student teacher relationship becomes much more intertwined. As two learning processes, that of teacher and student are happening and inspiring each other at the same time.
We have talked about knowledge being something ongoing and fluid, not something static. We have also talked about revisiting situations with a new perspective, or as Mella put it rewriting experience. Which I found also very interesting during the process of writing my AOLs, depending on where I would put my focus, the "story" of my learning would be written differently. And Adesola said, she was interested in the "in-between bits". All of this has once again (it seems to happen quite often while engaging with this MA ;-), added another layer on my perception of what knowledge is to me.
What struck me most is, how MANY things knowledge can be and how many individual ways of constructing ones knowledge, there are. It seems to me like each person is weaving together his or her own fabric of knowledge, through out their lives. Each string connected and interweaved with another. Influenced by how we see the world, what our goals are, what society wants us to see or seek, what experiences we have had on our own learning journey and how we have dealt with it on an emotional, cognitive or physical level and the list could go on and on. But also the timing of when we are exposed to a certain experience or learning material can make a huge difference, of what we can "take" from it and some experiences don't make sense until much later, when they can be linked to something else, or when we are "ready" to take them in.
Thinking about what knowledge is, makes me feel at awe, its absolutely fascinating, but also overwhelming and intimidating at times. I also feel my whole concept of how I perceive, what teaching means, is shifting and transforming influenced by my perception of what knowledge is.
The student teacher relationship becomes much more intertwined. As two learning processes, that of teacher and student are happening and inspiring each other at the same time.
too many roads to take...
It was great in todays welcome Skype, to get a "walk" through myUnihub and all the important links, I feel like things are much clearer now on the organisational side. Especially the suggestion to add the "Follow by E-mail" gadget to peoples blogs and also the blogadresses being on the myUnihub web site now, looks like it will make blogging much easier. I also appreciated Adesola reminding us, that blogging is about having a conversation, not about presentation. I often found myself overthinking my comments and some times ended up not commenting at all, as it took me too long, to figure out what to write. Will try to work on that ;-).
Its good to be back after the break and dive into Module 2. Thoughts about the M2 inquiry have accompanied me all summer. I feel that there are research questions jumping out at me on every corner, after inspiring conversations, interesting reads or during class. While when starting Module 1 I was overwhelmed by all the information, I now feel kind of overwhelmed by all the possibilities. Possibilities to choose an inquiry question from. Some times I feel like standing at a cross roads; there are so many paths I want to explore, each one more intriguing and interesting than the other and I just can't choose which one to take.
I find it quite a challenge to narrow down my questions and am very interested to hear about other peoples experience with the process of finding their inquiry question.
Looking forward to reading your blogs and comments!
Its good to be back after the break and dive into Module 2. Thoughts about the M2 inquiry have accompanied me all summer. I feel that there are research questions jumping out at me on every corner, after inspiring conversations, interesting reads or during class. While when starting Module 1 I was overwhelmed by all the information, I now feel kind of overwhelmed by all the possibilities. Possibilities to choose an inquiry question from. Some times I feel like standing at a cross roads; there are so many paths I want to explore, each one more intriguing and interesting than the other and I just can't choose which one to take.
I find it quite a challenge to narrow down my questions and am very interested to hear about other peoples experience with the process of finding their inquiry question.
Looking forward to reading your blogs and comments!
the place of not knowing
Even though there were only 4 of us, in this mornings Skype session, I feel, it was a very thought triggering discussion and it has opened up a thousand new questions to explore and think about.
We have talked about Inclusivity, the artefact and about the relationship between theory and practice. We have also talked about the process of learning, and how the way we position and situate our selves in this process, our active involvement in it and our perception of it, can influence and shape our learning. Considering "the self" in the process.
We have also talked about "not Knowing". Allowing ourselves not to know. I have never thought about it consciously before, but our relationship to not knowing can also play an important role in our learning. How comfortable do I feel not knowing the answer straight away? How comfortable do I feel, when there is no clearly defined answer or no answer at all, only more questions? How long can I stay in this state of suspense, in this place of not knowing. Helen referred to it as the suspense of reference point. I am coming to think, that not knowing, is not such a bad place after all, as it holds so many possibilities. Which we might not even be aware of, if we rush through and try to fill the void, as fast as we can.
I feel it is similar to the moments of silence in a conversation. How comfortable do I feel with a moment of silence in a conversation. Do I allow myself to appreciate those moments, as I feel this are often the moments, that allow for something new to grow and develop, to digest, what was said.
It made me want to explore that place of not knowing a little further, have a wander around next time, before rushing to the next answer.
I am interested to read your thoughts on not knowing. What not knowing means to you? How it relates to your learning.
We have talked about Inclusivity, the artefact and about the relationship between theory and practice. We have also talked about the process of learning, and how the way we position and situate our selves in this process, our active involvement in it and our perception of it, can influence and shape our learning. Considering "the self" in the process.
We have also talked about "not Knowing". Allowing ourselves not to know. I have never thought about it consciously before, but our relationship to not knowing can also play an important role in our learning. How comfortable do I feel not knowing the answer straight away? How comfortable do I feel, when there is no clearly defined answer or no answer at all, only more questions? How long can I stay in this state of suspense, in this place of not knowing. Helen referred to it as the suspense of reference point. I am coming to think, that not knowing, is not such a bad place after all, as it holds so many possibilities. Which we might not even be aware of, if we rush through and try to fill the void, as fast as we can.
I feel it is similar to the moments of silence in a conversation. How comfortable do I feel with a moment of silence in a conversation. Do I allow myself to appreciate those moments, as I feel this are often the moments, that allow for something new to grow and develop, to digest, what was said.
It made me want to explore that place of not knowing a little further, have a wander around next time, before rushing to the next answer.
I am interested to read your thoughts on not knowing. What not knowing means to you? How it relates to your learning.
perception
In the Skype call on Sunday morning we have discussed finding freedom within the structure of a dance technique class and how it is linked to the way we perceive our body.
How do I perceive my body in a ballet class. How in a release based class? Limon, Jazz, Hip Hop? How do stereotypes of those different techniques influence the way I perceive my body?
What is "a ballet body" for me? What is it for my students? And how does they way my students experience their own body influence their approach to taking ballet class? What impact does it have on the amount of freedom they will allow themselves to explore in class? And on how they approach learning?
But I feel not only the perception of ones body has an influence on how much freedom we can find within a structure, but also the way we perceive the structure itself.
Do I see a structure (this can be any technique class or research) as a rigid, set form, where I have to try to squeeze or mould myself into, a structure where the notion of being right vs. wrong, of looking for the correct answer predominates. Or do I perceive the structure as a tool, that allows me to explore and listen to my body through and within that certain frame. Just as one way, among many others of looking at things, not "THE" way.
Lots and lots of questions ;-).... I feel my thoughts are still "under construction".
Looking forward to reading your comments and thoughts.
How do I perceive my body in a ballet class. How in a release based class? Limon, Jazz, Hip Hop? How do stereotypes of those different techniques influence the way I perceive my body?
What is "a ballet body" for me? What is it for my students? And how does they way my students experience their own body influence their approach to taking ballet class? What impact does it have on the amount of freedom they will allow themselves to explore in class? And on how they approach learning?
But I feel not only the perception of ones body has an influence on how much freedom we can find within a structure, but also the way we perceive the structure itself.
Do I see a structure (this can be any technique class or research) as a rigid, set form, where I have to try to squeeze or mould myself into, a structure where the notion of being right vs. wrong, of looking for the correct answer predominates. Or do I perceive the structure as a tool, that allows me to explore and listen to my body through and within that certain frame. Just as one way, among many others of looking at things, not "THE" way.
Lots and lots of questions ;-).... I feel my thoughts are still "under construction".
Looking forward to reading your comments and thoughts.
translating
In today Skype session, we talked about our Review of Prior Learning. When Adesola explained that a big part of Module One and the Review of Prior Learning is about translating our Practice or our Experience into academic language, it made me reflect on the role that the act of translating plays in learning, but also in our every day teaching practice.
Translation is not only a one to one conversion of something to another form or language, according to Temple and Young (Temple and Young 2014) with each act of translation there is inevitably also an act of interpretation. (So the translator is an active part of the process of translating.)
Working on the AOLs and trying to translate some of my learning from experience into words, I realise how many interpretational possibilities there are and how they shift, with each new piece of information. Reading, talking or listening to some body, or watching some body dance, all opens a new way of looking at things, a new frame of reference, which will then influence upon the translation. So the act of translating itself can be a useful tool to stimulate learning.
I often feel, when I have attended a great workshop or lecture, or have been part of an inspiring discussion, that I learn something from that experience, but then when I have to "translate" it into practice, implementing it in class, making it accessible to my students, there is actually even more learning happening, or more depth added to my learning experience and understanding, through going through the process of translating it. Especially, when you want to share it with different groups of people (adult learners vs. children or professionals).
Starting this MAPPjourney, I was struggling with the relationship between theory and practice, in my mind they were two separate things, todays Skype Session made me realise, that through the process of translation I can weave them together, making them feed into each other. It offers you the possibility to learn by translating your practice into academic language, but also by translating academic knowledge back into your practice.
Translation is not only a one to one conversion of something to another form or language, according to Temple and Young (Temple and Young 2014) with each act of translation there is inevitably also an act of interpretation. (So the translator is an active part of the process of translating.)
Working on the AOLs and trying to translate some of my learning from experience into words, I realise how many interpretational possibilities there are and how they shift, with each new piece of information. Reading, talking or listening to some body, or watching some body dance, all opens a new way of looking at things, a new frame of reference, which will then influence upon the translation. So the act of translating itself can be a useful tool to stimulate learning.
I often feel, when I have attended a great workshop or lecture, or have been part of an inspiring discussion, that I learn something from that experience, but then when I have to "translate" it into practice, implementing it in class, making it accessible to my students, there is actually even more learning happening, or more depth added to my learning experience and understanding, through going through the process of translating it. Especially, when you want to share it with different groups of people (adult learners vs. children or professionals).
Starting this MAPPjourney, I was struggling with the relationship between theory and practice, in my mind they were two separate things, todays Skype Session made me realise, that through the process of translation I can weave them together, making them feed into each other. It offers you the possibility to learn by translating your practice into academic language, but also by translating academic knowledge back into your practice.
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being in a process
The Sunday discussion yesterday, focussed on refection and learning processes, but also on making connections, between modules and between l...
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It was nice to meet the new "Mappers" and hear back from others that continue their MAPP journey, in todays Skype session. We have...
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It was great discussion this morning, we have talked about how we define framework and how frameworks are related to theories, how does theo...