‘Learning as knowledge creation’ is a notion of learning that deeply contrasts traditional models of learning and teaching that centre on the idea that knowledge can be acquired. The shift in thinking underpinning this movement from knowledge acquisition to creation can have a profound impact on the everyday learning experiences of all children. Through this paper, it is therefore my objective to illustrate the possibilities that can be harnessed when children are given the opportunity to create knowledge together. To achieve this goal, the limitations of a ‘learning as knowledge acquisition’ model and associated assessment practices are first deconstructed and critiqued. Drawing upon theoretical insights from the arena of complexity theory, learning as an on-going process of collective knowledge creation is presented. Complexity theory opens up a dynamic space in which to explore the notion of otherness as well as further theoretical insights from the field of phenomenology. Walking and drawing are suggested as pedagogical approaches that smoothly bridge theory and practice, offering a pragmatic approach that gives children’s perceptions and reflections an active voice in the complex process of learning as children engage with the world and each other. Finally, a reflection on an alternative curricular design is offered that may support a more inclusive approach to learning and teaching.
|Number of pages||16|
|Journal||Education in the North|
|Issue number||Special Edition|
|Publication status||Published - 1 Oct 2014|
- Knowledge creation