DescriptionIn this keynote I will shortly address learning as a mainly psychological process in which knowledge emerges (e.g. from action), not as a separate ‘object’. Learning is conceptualized as an emergent property of agents, and builds on interactions with the world as an active in-the-world actor. Learning is students’ understanding, originating from situated, constitutive (qualifying, conditioning and founding) practice. Knowledge positioning is calibrated in social interaction with others (recipient-designed), who monitor, actively test and respond to the stance taken. These mechanisms do not relate to reductionist, mechanistic if-then statements, but contemporary complex and dynamic mechanisms, focused on development and construction in a brain/body-in-the-world ecology.
Such a view does mean reconceptualizing cognition not as an internal information-processing process but as being embedded in, extended to, enacted in the world and embodied in biology. As we see this reflected in the burgeoning 4E cognition approach (4E = embodied, extended, embedded, enacted). 4E Cognition concerns the fact that cognition doesn’t just happen in your head; it emerges in in-ter-action with and through your body and your environment.
With regard to knowledge development, a more hermeneutic approach is appropriate, one that examines intersubjective dialogue cycles in the teaching-learning process. In the second part I will focus on how some linguistic and semantic analysis by using Natural Language Possessing and semantic social network analysis maybe can help us to get a better understanding of how existing ‘cold’ knowledge come into play in such a process and becomes ‘warm’ knowledge in the students concepts they build. This may give insight on what kind of activities are important in students’ knowledge building process and how to support it.
|Period||7 Jun 2021|
|Held at||Swiss Federal Institute for Vocational Education and Training (SFIVET), Switzerland|
|Degree of Recognition||International|