Learning in vivo

The three-dimensional tension of contemporary learning theory

Contemporary learning theory summarised (pp 227-239)

— notes from Illeris, K. 2002. The three dimensions of learning. Malabar, Fla: Krieger [Figures of this post replaced 6 June 2018, copied from the 2004 reprinted edition]

 

The tension triangle: the cognitive, the emotional and the social

Illeris weaves, throughout his publication, a rich tapestry of theories and perspectives, which he concludes with an overview. He reiterates the tension field that exists between the cognitive, the emotional and the social dimensions that surround learning spaces. In Figure 12, between cognition and emotion, he depicts the main contributors in developmental psychology—this side also depicts institutional learning.

 

In Figure 13, Illeris positions the main contributors of activity theory, between cognition and society. This side is further about the learning organisation and practice learning.

 

 

The main contributors to socialisation theory are illustrated, in Figure 14, between society and emotion, also reflecting collective learning.

 

 

In Figure 15, Illeris presents the socially and society orientated learning theory.

 

 

Finally, the four perspectives are collectively represented in Figure 16. This summary is regarded as a valuable contribution to understand the positioning of different theoretical perspectives.

 

Jumps in learning

Learning jumps (pp 163-5)

— notes based on Illeris, K. 2002. The three dimensions of learning. Malabar, Fla: Krieger

Learning is by nature uneven and involves qualitative breaks.

The maxim ‘change is constant’ captures the need for both individuals and society to adjust, often radically, to keep up. Frequently we are required to transcend the adaptations that were appropriate to previous conditions. However, making the transcend steps is no longer the challenge, but that there are so many far-reaching changes, hardly anybody (if any) can keep up. This necessitates the need for breaking through and learning jumps.

The classic concept catharsis, meaning cleansing or discharge—the relieving of emotional tension/anxiety achieved through recalling a repressed traumatic experience, corresponds in that there is clearly a breakthrough or a jump.

More recent parallel concepts are transformative and transitional learning.

 

Often one experience things, or read about, or trying to comprehend and then suddenly--snap--it becomes all clear. 'n Helder oomblik - a Bright moment.

Spaces of learning

Spaces of learning (pp 105-6, 175-180, 184, & 191-5)

— notes from Illeris, K. 2002. The three dimensions of learning. Malabar, Fla: Krieger

Everyday learning, tacit knowledge and informal learning

Life occurs simultaneously in several spaces, with different rationales that do not necessary have any connection — everyday consciousness (a notion that everyday life has become fragmented and impoverished as result of the dominance of economic pressures and rationality). Everyday living consists of a long succession of separated situations, each with its own purpose, with the only commonality time-structure — ruled by the clock. Parallel hereto is everyday learning, namely learning that occurs informally and by chance, within the various spaces, while occupied with getting everything to function and grasping it more-or-less. There is a continuous flood of impulses and impressions that requires various ways of navigating and relating. Michael Polanyi called it tacit learning leading to tacit knowledge.

Jean Lave and Patricia Greenfield characterised informal learning by these points:

·         embedded in the activities of daily life

·         the responsibility for acquiring the skill and knowledge rests with the learner

·         others, that one encounter, serve as appropriate teachers

·         absence of an explicit pedagogy and curriculum

·         continuity and tradition are valued

·         learning occurs through observation and imitation

·         teaching happens through demonstration

·         social engagement by novices and participation in the adult sphere serve as motivation

Practice learning in a community of practice

Practice learning refers to goal-directed learning similar to the old master-apprentice relationship; to short-term trainee arrangements as part of professional training courses; as well as to induction periods after theoretical training, when beginning a professional career. A concept legitimate peripheral participation means learning through participation in a community of practice—it is generally accepted that learners start in a peripheral position and gradually learn cognitively, emotionally and socially. This growth ultimately results in full membership of a community.

Institutional learning

A fundamental motif of capitalist society is the provision of qualified workers by the state. Commerce and industry mainly take on training activities related to their own particular needs. Society further require of new generations to substantially socialise together, which takes place under auspices of the state.

Learning at work, organisational learning and ‘the learning organisation’

The workplace, as learning space, has attracted in recent years substantial attention—this applies to the opportunities of employees to learn and gain qualifications at work or in connection with work.

Aleksei Leontjev theorised that when people labour psychological structures emerge within the persons working, this imitates the structural nature of the work. The more complex the work, the more advanced the psychological structure. The human psyche further regulates the individual’s actions. When work is freed from repressive structures it frees up personality-development opportunities.

Chris Argyris and Donald Schön organisational learning to indicate the learning in organisations, meaning it takes place in or is connected to organisations—typically large private enterprise. Learning in organisations is influenced by the nature and goals of the specific enterprise, which includes profit making, competition, developing and marketing products (or services), and providing a workplace for employees. However, rigid routines do get in the way of learning. The learning organisation is defined by Peter Senge as an organisation where people continually make bigger the capacity to create the results that they desire; a workplace where new and unrestrained thinking patterns are nurtured; where aspirations are unrestrained and people learn to learn collectively.

Afterthought and mirroring - reflexivity

Reflection and reflexivity (pp 46-47, 92-94)

— notes from Illeris, K. 2002. The three dimensions of learning. Malabar, Fla: Krieger

There are two dissimilar meanings are associated with the word ‘reflection’:

1.       Afterthought — reflecting on or giving additional though to something

2.       Mirroring — in line with the original optical meaning, an experience of something mirrored in the self. The significance thereof is in the focus and that the personal identity is used as yardstick. The term self-reflection is often used in this sense. The inclination or ability to this kind of reflection is also termed reflexivity, however, accurate vocabulary is lacking.

Afterthought and cognitive learning

The words afterthought and reflection contains an element of time lag, in that new impulses that arise from interaction often do not happen directly. Although immediate learning is possible, the time lag is a characteristic. Often a cognitive dissonance remains and when an opportune moment takes place, afterthought occurs. Jack Mezzirow equated this kind of reflection to the learning in one situation and applied in another. Karl Duncker indicated that afterthought often manifests as problem solving, stemming from the original interaction. There is accommodative learning that lags behind the trigger impulses and is elaborated on later. Mezzirow contributed critical-reflection, which contains an added element of assessment of the soundness of the presumptions.

Reflection-in-action, developed by Donald Schön, is not considered to form part of afterthought, as form of learning, because Schön advocated reflection-in-action as a process of immediate reaction to a problem.

Self-experience and reflexivity

Thomas Ziehe and Anthony Giddens postulate that reflexivity is not merely intellectual, but involves the experiential, the emotional, the self-comprehension and the identity formation. Giddens introduced the expressions reflexivity of the body (body awareness); institutional reflexivity (organisations constantly needing to legitimatise their existence and function) and reflexivity of modernity (a characteristic of the time). Ulrich Beck supported the latter with the term reflexivity of modernization, for individual and societal reflexivity as a necessity.

Reflexivity is not just principally about learning and thinking, but also linked to personality and personal qualities development. Development of the self is seen as mirroring the development of the individual in relationship to society.