the embodied learnerdasta.uoi.gr/fedora/images/stories/16_06_ws_dstanbury.pdfdevelopment of self...
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© University of Reading 2006www.reading.ac.uk/cc
ms
The embodied Learner
EAIE – FEDORA
Summer University of
Ioannina
16 June 2011
Dave Stanbury
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© University of Reading 2006www.reading.ac.uk/cc
ms
What is the embodied learner?
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Image ©Elliot Minor Image ©Elliot Minor Image ©Matt Dinnery
Image ©MCatt Dinnery Image ©Matt Dinnery
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Oliver Sacks
• „One is not an immaterial
soul, floating around in a
machine. I do not feel alive,
psychologically alive, except
in so far as a stream of feeling
– perceiving, imagining,
remembering, reflecting,
revising, recategorizing runs
through me. I am that stream,
that stream is me.‟
4
Oliver Sacks (1990) quoted in Eakin, P. J. (1999) How
Our Lives Become Stories: Making Selves, Ithaca:
Cornell University Press, pp. 17-18. Image©ODRangel
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Whole people
Embodied learner
Feelings
Physicality
IdeasRoles
Past
Present
Future
5
Stanbury, D. (2010) „The kindness of strangers:
how careers educators and the wider academic
community can help each other‟, Vol 52, Issue
No 2, 2010 Edition, Journal of Education and
Training. pp. 100-116
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© University of Reading 2006www.reading.ac.uk/cc
ms
The Research base
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The self matures...
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Development of self
From To
Simplicity & compartmentalisation Differentiation and integration
Dualistic (right/wrong) thinking Contextual conceptions of
knowledge
Passive learning from authorities Active construction of learning
Non-responsibility Personal responsibility
Dependence Autonomy and then interdependence
Impulsiveness Self-control
External controls Internal locus of control
Self-interest Fairness and responsibility
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Pascarella, E. N., & Terenzini, P. T. (2005).
How College Affects Students: Volume 2,
A Third Decade of Research, San
Francisco: Jossey-Bass. p. 48
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Disequilibrium...
Old New
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Pascarella, E. N., & Terenzini, P. T. (2005). How College
Affects Students: Volume 2, A Third Decade of
Research, San Francisco: Jossey-Bass. p. 49
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Engagement is promoted by
1. Constructivist
pedagogies
2. Integrative learning
3. Volunteering and
placements
10
Pascarella, E. N., & Terenzini, P. T. (2005).
How College Affects Students: Volume 2,
A Third Decade of Research, San
Francisco: Jossey-Bass. p. 608-611 © PhilCambell Creative Commons Attribution 2.0
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© University of Reading 2006www.reading.ac.uk/cc
ms
Resources for Embodied Learners
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Holistic approaches
• Learning requires personal commitment and courage
– It proceeds from „being‟, Barnett (2007)
• Learning is emotionally charged
– Feelings can be the subject matter of learning and can also
condition learning, Moon (2004)
• Learning is holistic
– „...learning is holistic rather than segmented... multiple forces
operate in multiple settings...cross[ing] the “cognitive-
affective” divide... the product of ... Multiple influences each
making a distinct, if small, contribution...‟ (Pascarella, &
Terenzini, 2005)
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http://www.reading.ac.uk/
careers/careertools/
• Diagnostic Teaching
& Learning resource:
1. Control philosophy
2. Self-confidence
3. Transitions
4. Living in the present
5. Uncertainty
• For PDP / careers
sessions
Gro: a free resource
developed by Tania Lyden
http://www.reading.ac.uk/ccms/
www.reading.ac.uk/careers/careertools
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T. O’Brien:
“Stories are for
joining the past to the
future. Stories are for
those late hours in
the night when you
can‟t remember how
you got from where
you are.” (Berger &
Quinney, 2005)
14© D.Stanbury
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Student Stories
• 60+ audio interviews
• From 12 UK HEIs
• Honest accounts
– Identity
– Learning
– Living
• Blogs and articles
• Curriculum materials
http://www.studentstories.co.uk/
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© University of Reading 2006www.reading.ac.uk/cc
ms
Engaging embodied learners in the curriculum
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© University of Reading 2006www.reading.ac.uk/cc
ms
Engagement ModuleAn example of a module that
addresses the embodied learner
Leeds Metropolitan University
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• School of Applied Global Ethics PDP programme
• 60 students p.a.
• Sponsored by Engage Mutual Assurance
• Brings together value based reflective practice on:– ethics – enterprise – volunteering – careers – citizenship & global responsibility
• Paul Dowson & Prof Simon Robinson
Responsible Engagement
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Progression of Responsibility
3rd yr - global engagement with leadership skills & volunteering work placement
2nd yr - community engagement with professional skills
1st yr - engagement as individuals / students, plus learning skills
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• The University Story: – the purpose of the student
– the purpose of HE
– the responsibility of the student
• Higher Ways of Operating– reflection & reflective practice
– employability & skills
– the virtues
• LifePlan HE– self-awareness
– life balance
– personal development planning
– self-presentation
First Yr - Student Engagement
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Student Engagement:
Assessment
• 2000 word essay
– „What are my reasons for coming to University and what in my
view is the purpose and justification for HE‟
• 2000 word Personal Development Plan
– Accompanied by a rationale
• Class test (covers study skills)
– Proofreading
– Referencing
– Summarising
– Looking for meaning in texts
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• Developing
– cross-cultural capability
– professional skills
– Citizenship
• Values definition & differentiation
• Worldview articulation & mapping
• Working with others & across boundaries
• Diversity awareness & dialogue
• Conflict resolution
Second Yr.
Community Engagement
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Community Engagement:
assessment
• Personal Development Plan, reviewed and updated
– At least one aim must related to career
– Plus CV
• 1500 words Volunteering Guide
– Group project
– „Produce a guide aimed at fellow students to help prepare
them for their placement
• 1500 word Personal Credo statement
– How your practice reflects your values and relates to your life
project
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• Using Living as a Global Citizen and Working as a
Global Citizen as development platform
• Including globalisation and global issues
– global citizenship
– sustainability
– climate change and environmental issues.
Third Yr. Global Engagement
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Global Engagement: assessment
• Group presentation
– What it means to be a responsible individual
– What this means for an individual
• Personal Development Portfolio
1. Organisational matching
– 3 organisations and jobs ranked in preference with reflective
commentary
2. Storying the self, Powerpoint
– Presentation for employment interview
3. My role as manager / leader
– Write your own reference – in what ways do you see
yourself as a leader?
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Volunteering placement (3rd Yr)
• Aim = reflective practitioner
• Placement of 150 hours
– Equivalent to 3 weeks) can be:
• Block (summer term between 2nd and 3rd year)
• Regular longer term commitment
• Assessment:
– Around 3000 words
• Reflective and critical evaluation
• Annotated scrap book
– Ten minute presentation to class
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© University of Reading 2006www.reading.ac.uk/cc
ms
The Philosophy of Education
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What is HE for?
Ancient
16th C
Civic60s
1992
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The „space‟
Pre-HE
HEPost-HE
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‘The moving present’ - Dewey
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• Who am I?
• Why am I here?
• Where am I going?
• How can I build on my HE experience?
• How can we help our students move into the future?
Image: Marco Bellucci CC
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Self
HEFuture
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Conceptual connections
© Zoutedrop Creative Commons Attribution
• Identity
• Narrative
• Social and cultural capital
• Agency and structure
• Space / privacy
• Ethics
• Globalisation• Uses of knowledge
• Professionalism
• Physicality / body
image
• Time
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Bildung Tradition
• Meaning „To Cultivate‟
– Originally Christian concept – Imago Dei
• Leibniz
– Unfolding potential and Liberation through learning
• Herder
– Totality of experiences that provide a coherent identity
(personal and political)
– Philosophy has practical application, to promote personal
transformation
– The proper study for humans is humanity
• Dewey
33
Jim Goodman, (2007):
http://www.philosophy.uncc.edu/mleldri
d/SAAP/USC/pbt1.html
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The purpose of HE is....?
• '... [to] strengthen the capacity of
individuals to reflect upon their own
learning and achievement
• and to plan for their own personal,
educational and career development...
• and encourage a positive attitude to
learning throughout life. '
34
QAA, Guidelines for HE Progress Files,
section 9 and section 29
©Geeks in the Garden
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A. N. Whitehead
“There is only one
subject-matter
for education,
and that is Life in
all its
manifestations...”Whitehead, A. N. (1929)
Image: Library Kv Pattom CC
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Characteristic of
Embodied pedagogy
• Exploration of fundamental
human experiences
• Multi-disciplinarity (arts &
sciences)
• Acceptance of complexity
• Use of personal experience
• Private reflection and dialogue
• Theory to practice
• Space for silence and talk
• Wonder, reverence and respectImage©Ed.ward_CC_ASA
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Career Studies
• Modules that create
space for students to
reflect on the meaning
of:
– „Career‟ in the context of
their discipline
– Their HE experience in
the context of their life
– Discipline, career &
identity
37
http://www.reading.ac.uk/ccms/research/ccms-publications.aspx
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Alfred North Whitehead (1929)
“… Each individual embodies an
adventure of existence.
The art of life is the guidance of this
adventure.”
©ByFlequie_CC
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Further info
39
Stanbury, D. (2010) ‘The kindness of
strangers: how careers educators and
the wider academic community can help
each other’, Vol 52, Issue No 2, 2010,
Journal of Education and Training
Dave will be based at the University
of Essex from July, promoting
employability and internationalisation
– please keep in touch!
Image©Goosta CC-ASA