Week 1 Everything is Relative

                                                                    

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?