Wednesday, 22 October 2014

The different ways to see the concept of develop.

We are a group of 6 future teachers(Nacho, Mara Paula, Pedro, Lidia y Ana), who attend the first course of Primary Education. We are going to learn many abilities related to development.

In this subject we started to create a drawing about what our thoughts about the concept of development, and we discovered that there were different ways of representing the concept of development (lineal, cyclic, continous and discontinuos and spiral). After this we compared our drawings with other groups in order to get different types drawings in terms of its structure. Finally, each group made another drawing with the new acquired perspective of development.

The following activity we did consisted of:
          First, in an objective activity in which we have to talk around the building of the faculty and               paying attencion in the structure. The activity involved exploring  our lecture room building attending to its physical structure and also to the function this structure provides. Attending to something that is outside is more objective than attending to our inner experience. This sequence of exercises is what we call an performative metaphor. It is a metaphor that you do... not just a metaphor that you read or listen from a symbolic perspective. 
          Then, we made the same activity but with a subjective point of view: what that structure (the building) suggested to us from a visual and emotional perspective.  This second part of the sequence involved attending in a more complex way: what kind of changes can we find in that structure. For example we have the different floors and the stairs that connect the floors. Or we have the thresholds that signals the change from a room to a corridor... or the change from the builiding towards outside. In this part we could also reflect on where is a structure beginning or finishing? For example the footbridge belongs to the main building of the Faculty of Education or to the colourful lecture room building? As we understand it now these were metaphors of the distinctions we worked later of transit, transfer and transformation (do you understand it know ;) ?  In addition (this was a very complex exercise) you could connect the structure with your relationship to it. I mean, if you liked or not, if you felt confortable or tired when going up through the stairs, etc... etc...and then a change in the structure implied a change in your bodies. 

Both activities led us to new three concepts: Transit, Transfer, and Transformation. 

         Transit is a continuous experiential process.
         Transfer is a discontinuous process (changes you notice but that do not change the general activity or quality of the experience. For example I celebrate my birthday every year but I have had very few special birthdays, for example when I was 18 years old, or when I was 30 years old. Every normal birthday is just a transfer in having birthdays).

         Transformation is a process with different changes.This change is different in quality: is a change that makes a change so to speak. It is not a mere quantitative change it is a qualitative change. For example going out of the building (spatial transformation) is diferent that changing of floor (quantitative transformation, you change but you are still in the same structure-building). 

To understand these concepts, we made an activity whose purpose was to compare two different ways of representing information: objective and subjectively. We made a line of our lifespan, with our negative and positive experiences. This was a way of objectifying our life experience externalizing it into a line we can watch and handle. 

Furthermore, we combined the theoric concepts with our lifespan , we went out of class, we made with a partner three walks through our timelines. A timeline is a subjective representation of our lives. In this case we embodied our memories sequencing them lineally. The space is a metaphor of time in this exercise. A change in space (a step) implies an advancement in time, for example changes of courses in School (transfer). Finally we had to pass stressing the special changes we had lived, those changes which had marked us more (transformation, quite related to the idea of turning points we would study in a following class). 

Finally, we learnt the Orthogenetic principle (among other principles such as the epigenetic principle). We studied the change from simplicity to complexity in terms of structure.  As an example we reviewed the theory of Kurt Fisher (whose brief bio we provide here)

Single element                                                                                                      Mapping

System                                                                                                     System of systems

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