Build event content of the learning process

Education as learning to interpret the events
The notorious gap between theory and practice as well as the creep of the practice, not with theory, the individual is described as “inability to apply their knowledge in practice”, which forces the learning theorists to discuss the problem of “cold” and “hot” knowledge, where the latter refers to those that are “ready to use”.

Life is filled with events and traditional system of education is characterized by event-free content and little substance events, or more precisely, it has only one type of events — exam, both in the macro and in microform (call to the Board, reference work, etc.).

The history of science is rich in events, often very dramatic, but her “fruit” is knowledge — not bear any traces of these vicissitudes. In some kind of event content can be presented with stories about these historic events. However, this does introduce an element of happening only in the context of presentation-memorization of knowledge that has very little to do with the context of remembering-usage.

Traditional learning is the answers to the questions that students are not set. In the best case — it’s brilliant answers to the questions of the teacher. At worst the answers to the questions that do not care about anyone. This is not surprising because questions are asked only about events.

Active forms (methods) of teaching is, among other things, an attempt to build event content of the learning process. External events (drawn or otherwise simulated the event) is a dummy recreating the context of remembering-usage, however, there can be found internal the events associated primarily with possible successes and failures, wins and losses. It is events of this kind create the spring razvarivaya process activity. Success, apparently, decides the success of the method of pairing of external and internal events. The so-called business games, as a rule, do not go. The analysis of the game is reduced to the invocation of the updated and advanced knowledge to inform a number of events during the game events. Here is there interpretation, but there is no identification.

In the word event there is one undercurrent values. The event is co-existence, we have a joint existence. The joint experience of what is happening is happening creates an opportunity to compare different identification and interpretation in a joint debate occurred. One thing that contributes to the expansion of the zone as perceived through the detection of an event (improvement of observation), and the explanation-understanding (the growth of resource interpretation). If you experience to understand memories of interpreted events, active forms of learning may be called a way of shaping experience. The event, of course, can be “closed” monologic interpretation (now she’s closedness to experience!). The variety of subject positions to the participants of the discussion, facilitates the clearance of interpersonal perspectives, creating an alternative ego-centric point of view, contributes to a more multilateral vision of the world. Apparently, this is what is called openness to experience.

There is another possibility of opening up the consciousness to experience the development of new languages for describing the events-taking place. A different structuring (which is guaranteed by the new language) allows to detect transitions, i.e. events, in the other, leading to increase resources for identification of events. There is something similar to that perceived when translating from one modality to another — the expansion of conscious. For example, mastering the ABC’s transactional analysis — ego States (Child-Adult-Parent), allows participants of the training group to detect a switch from one ego-state to another (identification), and then to find the causes of these transitions (interpretation of events).

The implementation of the principle of the event in socio-psychological technologies

3 thoughts on “Build event content of the learning process

  1. If technologies strictly structured type of role-based training events in some sense preprogrammed, for a “softer” technologies groupdynamics type of training is characterized by a different approach, based on attracting the attention of the participants to a specific episode in the life of the group. And this is done primarily leading. As a king, and the event is done by the coach. From behavioral chaos produced by disoriented by the lack of clearly set goals and objectives to the team coach by way of his response (not necessarily in verbal form) identifies what he thinks need, and makes the subject of a joint analysis. “He made the whole event” — so spoke about the way of working well-known English trainer. Indeed, the slightest progress of the animal to the planned sample was accompanied in this procedure, the irrepressible enthusiasm of the teacher. Something similar can be seen in the behavior of the trainer sensitive group. In the power lead away from what is happening-happening in the group only what are suitable as material for group meditations. Series of events in this case not so much is programmed, how many are selected from the ranks of the spontaneous activity of group members.

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  2. One of such methods may be prompt, organized by the world’s leading. Monotonous failure is replaced, after receiving the tip, a number of successes and the hero of the event becomes the prompt itself, the contents of which will be included in the subject of interpretation. Not necessarily to failure, and luck, were personified. As “meaningless patterns” may be a period of time, during which the group as a whole in deciding, for example, a corporate task, not moving forward to the goal. Getting tips allows you to move, which again puts the tip in the focus of attention in the interpretation. The disadvantage of this technique is that the clue is leading, so he becomes the co-hero of the episode, and it works to strengthen and hold one of the most widespread group myths — the myth of the omniscient and wise Coach.

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  3. The build event
    We have already mentioned that technology training includes the organization or the identification of a number of events and the interpretation of these events. The idea of the event as something “out of the ordinary” allows a new look on used in the training procedure. So, a set of exercises for role-based training must be carried out so that the majority of participants have failed and few have had success. Then the behavior of most participants is what Yu. M. Lotman called plotless structure, approving a classification boundary (Lotman, 1970, p. 288); the successful minority as it crosses these boundaries, and that is the event worthy of discussion in the group. In principle, it is possible to build procedures, in which suffers failure the minority, then their failure will be that event which needs interpretation. Here, however, there are questions of ethical conduct, but they can be solved in each case separately, which is in the competence of the leader. In any case, it is obvious that selection of exercises so that about half were successful, while the other half have failed, does not create favourable framework for building event, if you do not use any special techniques.

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