Education is in a state of flux – transitioning from traditional architectures and practices to new ecologies of teaching and learning influenced by the tremendous social and technological changes of our times. What changes are afoot today in workplaces, civic life and everyday community life? What are their implications for education? What are the possible impacts of contemporary social transformations on teaching and learning - including in the areas of technology, media, globalization, diversity, changing forms of work in the “knowledge society”, and, in these contexts, changing learner needs and sensibilities? This course explores three pedagogical paradigms: “didactic”, “authentic” and “transformative” learning. It takes an historical perspective in order to define the contemporary dimensions of what we term “new learning”. It prepares participants to make purposeful choices and link particular theories/instructional approaches to individual and group learning goals.
Analyzing Transformative Pedagogy Part 3
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Из курса от партнера University of Illinois at Urbana-Champaign
New Learning: Principles and Patterns of Pedagogy
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University of Illinois at Urbana-Champaign
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Module 4: Transformative Education - New Learning
In the final module of this course, we will be considering prospects for the future of education, imaging a "new learning" based on a repertoire of moves drawn from the didactic and authentic pedagogies. What does transformative education mean, in theory as well as in practice?
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Dr William CopeProfessor
Department of Education Policy, Organization & Leadership, College of Education
Dr Mary KalantzisDean
College of Education
Our fifth event mentions something that we call proprietary.
So firstly, the traditional classroom,
whether it's didactic or authentic,
is a very enclosed space.
It's one teacher with four walls and 20/30 students,
whatever the number happens to be.
It's a private kind of space.
And also, very much about individual knowledge.
It's what I can remember in didactic pedagogy or it's
what I can figure out for myself in authentic pedagogy.
But what we want to do in these spaces is open them out, instead of,
there might be small groups working,
larger groups working, groups that involve the whole school,
groups that also engage the community.
And they work in collaborative knowledge ecologies where it's not
just individual thinking but it's giving feedback to other people.
It's writing things in collaboration with other people,
doing work of all sorts in collaboration with the people.
So it's a highly engaging social environment.
And what we have also is a shift from the teacher being a kind
of a person who's in a private ephemeral relationship to the kids in the classroom.
And when I say private, the door is closed.
Ephemeral means that everything spoken disappears into the air.
But in fact, what we have is teachers building
documented learning designs which might be shared well beyond
the classroom which facilitate different learning paths.
So in other words, there's a big shift in
the social and collaborative nature of teachers work as well.
Sixth is epistemological.
So, didactic pedagogy told
you the answer and you remembered or it'll told you the procedure,
told you some facts,
told you the theorem and you were able to apply it.
But, in some senses,
a narrow version of constructivism is second-guessing the right answer.
So you've come to the answer yourself and to get there,
you had to second-guess it and you figured out the workings that get you there.
So, rather than just remember something you've been told,
you've internalized those processes yourself, right?
But in a sense, this is not a totally open-ended form of knowledge.
Constructivism is not a completely open-ended form of knowledge.
So, what we have with what we call the new learning or
reflexive pedagogy is a move from facts and calculations.
You might have facts and calculation equally in didactic pedagogy and authentic pedagogy
to information arrays where I make claims based on evidence,
where I make arguments,
I do reasoning, active reasoning,
where I write narratives which bring things together in a coherent kind of way.
So in other words, what we're doing is expecting that
students build these things that we call complex epistemic performance.
So just simply, constructivism internalizing a procedure.
Sure, that's not the same as memorizing a procedure but just internalizing
it means that you've simply replicated something you've been told to do.
What we're proposing here
a much more active forms of knowledge making this even possible in constructivism.
What we're assuming, too,
is that learners will be reflexive knowledge producers, right?
So, instead of being knowledge consumers,
stuff that been given, there will be knowledge produces but always checking the facts,
rethinking things themselves, building
our rule interpretive frameworks that tie things together,
actively building knowledge themselves.
And also, we're expecting not
only students to be designers of knowledge but also co-designers in their own learning.
They are actively involved in making
navigation paths through their learning
and taking responsibility that learning as co-designed.
Our seventh point is pedagogical.
And here, I'm going to return to a diagram that we have,
a little mapping of pedagogy that we've used several times
through these various video series.
And this is, if you like a series
of knowledge processes in which we might become involved,
if you like, it's a kind of a scheme or a checklist of the kinds of knowledge processes.
And, what didactic pedagogy typically did was conceptualizing,
name things in the world.
Volcanoes, for example, could put them together into theories which is
the theory of volcanic activity
because there are a number of components that go on there.
And these are things that you learned.
The French Revolution and the causes they're over.
Algebra and how it works. This is stuff.
So primarily, that was the kind of focus.
If we go to the other axis here though,
progressivism pushes in the direction of
experiential learning which is bringing in bits of your own life,
make sure that learning is authentic and true to your own life,
in order to do things which are slightly outside that frame of reference,
which is experiencing the new,
which is again experiential inquiry learning.
All these words were important part of the progress repertoire.
What we might do in progressivism,
we might do some application as well.
Apply things to the real world.
And not very often,
we might do some analyzing.
Certainly, functional analyzing in didactic pedagogy which is,
how does this formula work kind of thing.
So what we have here is a number of things that we call
knowledge processes and each nature these pedagogy has had a kind of a bias.
There were some things that were more characteristically part of didactic pedagogy,
more characteristically part of authentic pedagogy than not.
So what we kind of arguing is a kind of recovery of some of the ideas in
didactic and authentic pedagogy into a more holistic pedagogy where
we employ a wider range of knowledge processes.
And in a sense, what we're interested in is not the facts that you can
know or the processes that you can reproduce.
We were interested in building you as knowing persons.
These forms of knowing are things that you can apply in your life,
in your workplace, in your community,
in encountering a new domain of knowledge.
So in a sense, what we're interested in is not what you know,
but the kind of knowing person you can become using this range of knowledge processes.
Finally, we have this notion of a moral perspective.
What's the underlying set of ethical principles,
social and political agendas that underlie this form of education?
What kind of person is this kind of education designed to produce?
What we know with didactic pedagogy come out in plans.
It's people who were disciplined to do as they were told,
who would accept authority and undertake whatever they were told to do.
So what kinds of persons do we want now?
The answer is, a different kind of person.
So, people who take responsibility in
their knowing and their learning but also people who,
when they leave school, when they're out there in their other world outside of school,
actively participating workers, citizens, community members.
Just to round this off now and to
round off the three paradigms that we've been talking about,
for the sake of the heuristic,
for the sake of building models,
for the sake of being clear,
we've made these distinctions between didactic,
authentic, and reflexive or transformative pedagogy.
But history isn't a straight line.
We find instances of all of this stuff happening all the time.
For instance, with a learning,
there's a lot of didactic pedagogy in the learning environments.
What we've done is we've retooled the technologies to
reproduce those old-fashioned ideas of what learning involves.
So, it's complicated. It's messy.
But also, the other aspects of
learning that I've been discussing in didactic pedagogy and authentic pedagogy,
there are a lot of interesting insights in there and what we really want to have
is a repertoire of pedagogical move.
So, with the knowledge process idea,
it's actually building a balanced repertoire where moves are complementary to each other.
I was not saying, we had didactic, we had authentic,
now we got new learning, we're going to throw everything away in the previous traditions.
It's about how we rebuild an integrated way,
and a complementary kind of way,
the experiences of each of these traditions.
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