The four themes I found throughout
these texts were context, relationships, construction of knowledge, and the
role of groups when constructing knowledge. Context could be interpreted two
ways; whether that be the background that the learner brings that we must use
as a resource in order to bridge to new learning, or the context of the
learning experience itself. In the preface of The Culture of Education, Bruner
stated that, “you cannot understand mental activity unless you take into
account the cultural setting and its resources, the very things which give mind
its shape and scope.” Context is also important to consider when designing
instruction that includes active learning. He says, “Acquired knowledge is most
useful to a learner moreover when it is discovered through the learner’s own
cognitive efforts, for then it is related to and used in reference to what one
has known before.” Relationships are an important aspect when considering the
other three, whether that be understanding content, the classroom environment
or even yourself. As Freire states, “learning begins with taking the self as
the first -but not the last- object of knowledge.” I believe this can be so
powerful in a classroom if teachers would let it be. After all, what subject
does anyone know the most about? Themselves. A great place to start when adding
and interpreting new knowledge, and when promoting a positive environment and
relationships. Freire also says, “both participants bring knowledge to the
relationship and one of the objects of the pedagogic process is to explore what
each knows and what they can teach each other.” In this process context is
considered and valued, relationships are fostered, and knowledge is constructed
in a social manner.
I think the following quote from
the Theories of Teaching and Learning text converges the four themes succinctly.
“These two beliefs” (individuals learn by doing and learning is a social
phenomenon), “lead to the idea that knowledge and learning exist in the
interactions between individuals and the contexts in which they live, in the
activities we participate in.”
While I believe and promote the themes in these texts, I am
often faced with the reality of the absence of these ideas in teacher practice.
I was recently sitting with a group of undergrads who are doing their student
teaching this semester. They are all but done with the formal training that
should prepare them for teaching and certification. They seem excited about
being in classrooms, but mostly nervous. And as I have seen before, for some
reason that nervousness often leads to lessons that focus more on telling and
less on active learning. Perhaps it is classroom management issues (which can
certainly feel daunting in certain districts) the attitude of their cooperating
teacher, or pressure to “cover” a certain amount of material. Either way, it
seems to cause an instant reversion to lessons that are teacher focused and
devoid of inquiry or student voice. I would not despair so much though if it
were a situation exclusive to new teachers. In my constant interaction with
veteran teachers, the use of, or the shift to, incorporating student context
and active learning in to lessons is sadly absent. Again, I have my theories as
to why, and in some cases I have actually been told specific rationales. “Our
kids can’t/won’t do that”, “parental involvement has more to do with academic
achievement than what goes on in my classroom”, “lecture is how I learned and I
liked it”. But I do not accept these as excuses (especially when the teacher
down the hall is doing authentic instruction with great success). I once said “because
its on the test is not an adequate reason for learning material.” The looks of
shock and confusion I received from the group were staggering. To a few of
them, it’s the only reason.
The theme of learning
as socially attained was also interwoven throughout these readings and that reaches
in to context as well. What gaps can be filled by another person’s perspective
or outlook? What is their context? How does where someone comes from, what they
already know and their experiences inform their learning and the connections
they make? In a nutshell, mine is teenage mother, first generation college
graduate, education as a third career, six years of success in an urban secondary
classroom, and a penchant to cultivate and help others as I have been helped.
So, Matt and Jenny what is your context? And how does that
inform your ideas about education and these readings?
