Thursday, August 17, 2006
Some Music
The Wheel: Spinners and Observers
Inside and outside knowledge. Traditional. Traditions. History. What has traditionally stood as inside knowledge in education? Im not sure if a have a firm grasp on the context of the question, but i will answer as best i can. Inside knowledge is convention. The values and traditions that have underpinned education since its modern conception. Imagine what you assumed we would be teaching when we started this course. I guess in this sense inside knowledge was relevant to the world when its seeds were planted, today, one can even argue that inside knowledge is completely contextless, that outside the classroom it has no place.Outside knowledge, is the knowledge that isnt taught in a classroom (traditionally). Its the knowledge one acquires from simply existing and interacting with others, be that their peer group, or parents and teachers. Outside knowledge, traditionally, has had no place in the classroom. The teacher doesnt care if you can answer every question ever asked about Def Jux Record Label. I believe the conflict between inside and outside knowledges have been at the heart of a lot of disengagement issues. I dont doubt that every teacher dreams of intergrating student interest and passion into their classroom, but the problem lies in the execution.
It is up to the teacher to bridge the gap between the traditional concept of inside knowledge and the students real interest in outside knowledge. Lets face it, these students have found their own meaning in these pursuits, be that music, graf, myspace, or drugs, who can blame them for resisting an older person feeding them nonsensical rubbish that they percieve as having no weight in their real world. Not that inside knowledge isnt valuble, however, as teachers we must realise that many of the elements that we have learnt by pursuing inside knowledge exist in beautiful and colourful forms in outside knowledge. The challenge lies in bridging the gap.
Urban Burnout
Learning takes place at all times. The lessons that we learn walking down the street are as valid as the lessons that we learn while we sit in classrooms. The difference is, while both are real, the classroom removes you from relevance. Being thrown in the midst of lifes lessons is something that all young people have to cope with, they learn the beautiful lessons, and the terrible lessons faster than they learn algebra, because their world relies on it. It is because of this that i feel there couldnt be a better setting for Curriculum and assessment than an urban setting. At worse we have learnt you can "pad" out a double period or half a day, by taking students to the city, but at best, we learn that learning has no boundries. If we look at knowledge and learning as a spacial metaphor, then there are no boundries. You only need to look at different peoples opposing opinions, to realise that they learnt these opinions. If they are unfounded or unjustified, or plain wrong, it doesn't matter. My point is that there is nothing stopping the human mind seeking any knowledge it wants. What does stop it is outside influences.
Therefore, while in theory, knowledge, can be considered a salt lake, or the prairies in canada, flat, fenceless, limitless, a blank canvas, knowledge or learning has constraints and influences, it ebbs and flows like the pedestrians on the street, and the traffic after peak hour. The same can be said about curriculum and assessment, it is a historic and political affair. Therefore it comes with baggage, it comes with stories, some good, some terrible, it is not a freak of nature, nor is it beyond hope, or flawless, it is a construction of circumstance and oppurtunity and can be interpreted and utilised to achieve both damaging and amazing things.
The Urban Wheel
The past three weeks of teacher education have been the hardest of the year. I've always lived by the saying, the more you know, the more you realise you dont know. Standing outside the rhombus isnt as liberating as it sounds. Mental exploration can be a lonely pursuit, but i was reminded last tute that i have a team of good people who are watching my back. As a human being, I feel comfortable with the pack mentality. That said I guess we need each other to stay positive, and focused, so we dont get distracted by damaging influences.As for my experiences the past three weeks... Its a really good question. I feel like new ideas are harder to digest, because I (and im sure this ring trues with all of you) am beginning to develop my own identity as a teacher. What i believe i have accessed, read, assessed, and analysed. If I can use it, ive made it fit, if i can't, ive let it slide, but used it to strengthen my own point of view.
The main thing i have learned, which is also my main cause for concern, is the amount of hard work it takes to be good at anything. Perhaps natural born anythings dont exist. Everything takes work. As for Teaching, i feel honoured to be working with the people ive met during the course, and im exited to be part of a unified front.
