Reading Jennifer Moon, ‘Short Courses and Workshops’. Really fascinating about surface and deep learning. This reading is for the purposes of preparing workshops with with Coventry Carers, but it resonates, err, deeply?! with my own position – what sort of learning are we asked to engage with, or is even possible in an academic framework? I have my opinion!
“An overarching element in the learner’s orientation to the course is her purpose for learning. Perhaps it is one of the main characteristics of adult learning that the issue of purpose becomes important. Pedagogy, on the whole, assume purpose as preparation for adulthood or work and in fact, its purpose is often subsumed in the notion of a relevant adult ‘knowing best’. For adults, the purpose is more complex.”
My purpose for doing what is my SECOND degree is, on some level, to ‘complete the journey’. What I have learned in life is an immensity of experience that demands respect. It seems to have a life of it’s own, one which needs a point of application/realisation and the conversation I have in my work is located at that junction. It is not something that can be ‘cured’ or removed by any process of exploration. It is something that is integrated, eternally revisited. In a therapeutic parlance, trauma is being endlessly touched upon and reached for; you learn to live with it.
The challenge this presents in an academic framework that is intended as ‘preparation for adulthood’ is that the formulation of my purpose has already taken place over a long term. The framework cannot accommodate an already known/learned thing. There is no ‘trust’ in that, because the framework has not been built for that purpose. The framework is always seeking ‘proof’ of learning and that is a flaw, as if learning is not possible unless it is taught by the academic framework. It is self-perpetuating immaturity really. It’s so absurd it’s hilarious.