Michael Polanyi and tacit knowledge Contents: introduction · tacit knowledge · conclusion · bibliography · how to cite this article Michael Polanyi (1891-1976) made a profound contribution both to the philosophy of science and social science. Born in Budapest into a upper class Jewish family, he studied at the University there (gaining doctoral degrees both in medicine and physical science) and at Karlsruhe. His initial work was as a physical chemist – undertaking significant work at the University of Berlin (and other universities) on crystal structure and reaction kinetics. Tacit knowledge Central to Michael Polanyi’s thinking was the belief that creative acts (especially acts of discovery) are shot-through or charged with strong personal feelings and commitments (hence the title of his most famous work Personal Knowledge). Polanyi’s argument was that the informed guesses, hunches and imaginings that are part of exploratory acts are motivated by what he describes as ‘passions’. Conclusion Further reading and bibliography
Interesting Chart Outlining the Differences between Pedagogy, Andragogy, and Heutagogy Preparing our kids and students for a global knowledge economy necessitates a new teaching approach; one that will equip them with the skills and competencies needed to thrive in such an economy. It is widely believed that pedagogy as an educational method per see is no longer enough; teachers and educators need to embrace new methodologies that are more relevant to the exigencies of today's learning. Andragogy and Heutagogy are probably the answer. Andragogy Andragogy is a teaching strategy developed for adult learners. 1. Check out this page to learn more about Andragogy: Related : Pedagogy Vs Andragogy Heutagogy Heutagogy is the study of self-directed learning and self- determined learning. There are some key differences between the three approaches : pedagogy, andragogy, and heutagogy. the chart below compiled by Lindy Mckeown captures some of these nuances, check it out and share with us what you think of them.
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Chapter 5: Activities - Facilitating Reflection: A Manual for Higher Education Although the Reflection Circle is a basic structure for reflection, not all groups or group members are comfortable or interested in speaking up in this environment right away. Being creative and using a variety of activities helps to gain the participants' interest and can foster comfort and familiarity in the group. A mixture of approaches can also address a range of learning and communication styles. Some activities break the group into smaller units, allowing participants to become comfortable speaking in a less intimidating environment. Reflection Starters: Basic Discussions A single question is often the simplest way to start a group talking. What? This structure for reflection questions is perhaps the most widely known and used. What? descriptive facts, what happened, with whom substance of group interaction So what? shift from descriptive to interpretive meaning of experience for each participant feelings involved, lessons learned why? Now what? Example: "Today I hope..."
what is praxis? contents: · theory and practice · practical reasoning · praxis - informed, committed action · further reading · how to cite this piece Man must prove the truth, i.e. the reality and power, the this-sideness of his thinking in practice.... All social life is essentially practical. All mysteries which lead theory to mystics, find their rational solution in human practice and in the comprehension of this practice.... The philosophers have only interpreted the world, in various ways; the point is to change it. (Marx 1845 Theses on Feurbach: II, VII, XI) Many educators are involved with praxis - acts which shape and change the world - but it often isn't part of their vocabulary. Theory and practice Practice is often depicted as the act of doing something. The purpose of a theoretical discipline is the pursuit of truth through contemplation; its telos is the attainment of knowledge for its own sake. Practical reasoning The practical - making judgements Praxis: informed, committed action
David A. Kolb on experiential learning. Contents: introduction · david a. kolb · david kolb on experiential learning · david kolb on learning styles · issues · developments – jarvis on learning · a guide to reading · links · how to cite this piece As Stephen Brookfield (1983: 16) has commented, writers in the field of experiential learning have tended to use the term in two contrasting senses. On the one hand the term is used to describe the sort of learning undertaken by students who are given a chance to acquire and apply knowledge, skills and feelings in an immediate and relevant setting. The second type of experiential learning is ‘education that occurs as a direct participation in the events of life’ (Houle 1980: 221). Much of the literature on experiential learning, as Peter Jarvis comments (1995: 75), ‘is actually about learning from primary experience, that is learning through sense experiences’. Village One is concerned particularly with assessing and accrediting learning from life and work experience…. Issues
Tip 114 - Audio QR Codes Imagine students’ artwork hanging in your school’s hallway and beside each masterpiece is a QR code. When parents, students, and other teachers scan the code using a mobile device, they hear the student telling about themselves and the relevance of their art... Or what about a QR code in the back of a library book that allows you to hear a student’s review of the book? Or a QR code sent home to parents that allows them to listen to their 1st grader reading or telling a story? Sounds difficult, doesn’t it? Not familiar with QR codes? 2 Options for Recording the audio file and generating a URL: Option 1: 1. Note - The first time you use this site, you will need to click a couple of buttons to set it up. 2. 3. 4. Option 2: 1. 2. 3. 4. 5. Creating the QR Code: Use an online QR Creator 1. - QR Hacker - Kaywa - QuickQR 2. 3. 4. Batch-Generating Codes in a Google Spreadsheet 1. (For instructions, see Tip 111 ) Suggested fields: - First Name
Welcome to the NSD Site Group meetings that are reflective and generative | Probe—Create Change—Reflect Meetings in person or by conference call, as short as 30 minutes or as long as an hour, can make space for reflection and be generative of new work, even without a conventional agenda. The format to follow evolved first in a weekly writing support group, was adapted for monthly conference call meetings to continue interactions initiated in an annual workshop, and continue to be refined with a weekly group of students writing their final Masters papers. 1. Freewriting to: a. get present (clearing away distracting concerns form our busy lives), and b. begin to consider the topic of the day (if there is one, e.g., in the Masters course). 2. 3. 4. 5. Feel free to adopt or adapt this, and to report back on variants that work for your group. Like this: Like Loading...
Introduction to reflection, Brookfield's lenses, multimedia and further resources The perspective which underpins this lens is based on the premise that our own experiences as learners can influence our behaviour as teachers. This may have a positive or negative impact but the important point is that an ability to use our autobiographical lens will enable us to identify these personal drivers and therefore review our practices. In the following video Jenny Mackness presents her experience of blogging for reflective practice as an activity to facilitate the autobiographical lens. In the video we learn how Jenny has used the medium of blogging to examine her own personal pedagogies as an outcome of being an active participant within massive open online courses (MOOCs) Transcript of autobiograhical lens video "Blogging is a wonderful tool for reflective learning. "Stephen Brookfield has written that autobiographical self-reflection is fraught with dangers. "For me perhaps the best thing about blogging is that it is my own personal space.