Learning as knowledge creation

learning for, and from, all.

Research output: Contribution to journalArticle

Abstract

‘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.
Original languageEnglish
Article number2
Pages (from-to)21-37
Number of pages16
JournalEducation in the North
Volume21
Issue numberSpecial Edition
Publication statusPublished - 1 Oct 2014

Fingerprint

learning
knowledge acquisition
collective knowledge
phenomenology
foreignness
Teaching
learning theory
pragmatics
experience

Keywords

  • Knowledge creation
  • Voice
  • Walking
  • Drawing
  • Curriculum

Cite this

Learning as knowledge creation : learning for, and from, all. / Darling, Kirsten.

In: Education in the North, Vol. 21, No. Special Edition, 2, 01.10.2014, p. 21-37.

Research output: Contribution to journalArticle

@article{7dee060ccb3c4b549b81380b77c37559,
title = "Learning as knowledge creation: learning for, and from, all.",
abstract = "‘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.",
keywords = "Knowledge creation, Voice, Walking, Drawing, Curriculum",
author = "Kirsten Darling",
year = "2014",
month = "10",
day = "1",
language = "English",
volume = "21",
pages = "21--37",
journal = "Education in the North",
issn = "0424-5512",
number = "Special Edition",

}

TY - JOUR

T1 - Learning as knowledge creation

T2 - learning for, and from, all.

AU - Darling, Kirsten

PY - 2014/10/1

Y1 - 2014/10/1

N2 - ‘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.

AB - ‘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.

KW - Knowledge creation

KW - Voice

KW - Walking

KW - Drawing

KW - Curriculum

M3 - Article

VL - 21

SP - 21

EP - 37

JO - Education in the North

JF - Education in the North

SN - 0424-5512

IS - Special Edition

M1 - 2

ER -