Ways of Knowing CD Single
Learning can appear to happen in fits and starts or it may be experienced as a more even paced development of knowledge, skills, attitudes, values and understanding. Sometimes learners get 'stuck'. Occasionally seismic shifts happen. These shifts tend to involve 'quantum' leaps in understanding, a re-appraisal of previously held attitudes and values - the 'a-ha' or 'light bulb' moments. It is as if the learner encounters some kind of hurdle of understanding, which, with will and commitment, is surmounted, whilst in other contexts, at other times the hurdle is too high, the challenge too great. Mezirow (1991) and Moon (1999) develop definitions of 'transformative learning', the common elements including reference to taking such concepts as 'reflection', 'deep learning' and 'working with meaning' to a further, higher or deeper level in some way, until there is a permanent change in the learner's view of their world. These 'a-ha' moments therefore occur when a significant shift occurs in the learner's frames of reference - the values and 'paradigms' that provide a context or starting point from which to explore a new issue or situation. We develop these perspectives unconsciously during early childhood, where family values, culture and class provide the paradigm 'bedrock'. During adolescence we may begin to explore, question and seek out consciously to review and perhaps replace our hereditary values and beliefs with new ones (Marcia, 1988). In adulthood we may settle into a comfortable position, only to be shaken by life events or through conscious exploration within new learning situations. These values and paradigms become entwined with our identity and self concept. Hence when we question our beliefs, we question who we are; when others question us, they in effect say "are you sure you are who you think you are?" Sometimes this process can be uncomfortable or psychologically painful. Sometimes there is the relief of "oh, now I understand!" Sometimes there are feelings of 'stuckness' - and frustration and anger. Sometimes the moments stack up, during a period of incubation, until a 'critical mass' is reached and a shift or point of new insights occurs, accompanied by a release of emotional energy. Hawkins' (1997) develops Kolb's (1984) learning cycle by referring to a 'double loop' which is used to explain the \'paradigm shift\' in learning - the \'a-ha\' moments when previous constructs break down and the learner undergoes a re-alignment of the conceptual belief system or frame of reference. In exploring this relationship between emotion and learning, in terms of changes in attitudes and values, the group are particularly interested in the dynamic between facilitator (or 'animateur') and learner at the shift point: how to be more transparent and effective as facilitators of transformative learning - how to fire the emotional booster rockets to shift our world orbits. Was it learning, or coincidence? These three songs are dedicated to Rich Haines, Tim Turan and Kate Garrett - we love you. Ways of Knowing - the umbilical chords connecting dads and daughters Chase Away the Moon - the moon goes round the earth, the earth goes round the sun Disappointed - from l'amour to la mancha.