Vedaaranya Heritage Arts and Healing Festival 2016

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Arthur Male



Doctoral School, Institute of Education, University of London,
20 Bedford Way, London, UK, WC1H 0AL

Experiments in knowledge creation:Learning encounters with new forms of educational experience

The focus is the doctoral school experience of making an original contribution to knowledge at the Doctoral School, Institute of Education, University of London during the period January 2000 through the present. Staff and student colleagues interact and work together linking collaborative conversations, supervisory relationships, community participation, courses, seminars and conferences, warranted understandings, empirical data collection and self-evident proofs to craft feedback and associations into a doctoral thesis. Research journeys are individually scripted scenarios screening personal quests for originality. The aim of the experiments is to enable staff and student participants to view their experiences in doctoral school in a new way by means of various ac! tivities and media.

This leads to the focusing hypothesis: in knowledge creating experiments, individuals triangulate new forms of educational experience to investigate self-common-subject knowledge. And inspires the research question: why do learners open conversations to conceptualise educational entanglements? Learning encounters generate collaborative learning relationships. Experience, process and form converge with content and context in conversations. The cosmic, world body, lab stage is the classroom. Learners' research journeys are recorded in multi-media, multi-modal, docu-study memoir stories. Learning emerges when staff and student colleagues share ownership of research activities. Reciprocal understandings successively approximate individual and collective contributions to knowledge.

The research project engages humanistic pedagogy that grounds and foregrounds the doctoral school experience, not in order to make colleagues agree but to enable communication with each other. Spontaneous interactions produce subsequent frames and framings of time and space, one nested within the other. Learners practice freedom when they make original contributions to knowledge. The experience comes into conflict with perceived understandings of mainstream educational practice as a reified mode. The error is to treat controlling situations as the real thing. Over investing in competitive environments because that is what is occurring in the classroom. The research outcomes are based on strategies utilised in doctoral education and accessible to learners of all ages, backgrounds and conditions: memoir stories, spontaneous events and experience experiments.