After listening and reading the responses from my previous post this is my response:
Is the current effort to shift teacher practice in the 21st century informed by the realities of the life-world of teachers?
My own sense of reality I believe is called Metaphysical, because of this I would not think it appropriate to work from the traditional scientific method. I think that the way I sit in the world shapes the kinds of questions I put upon it. Like constructivists I believe we construct our own reality based on how we live, act and move in the world. However I also believe there is a reality that is unseen and unlived by me. I believe in more than I can see. Whether you call it God or not does not matter to me. My perspective stems from a Christian tradition. Reality is big and the world I live in has edges that I cannot get at. There is so much going on in our lives that we cannot attend to everything until something makes us look. So when I say that I want to awaken the reality of a teacher’s life-world, it means I want to help them see what they may or may not be paying attention to in their classrooms, and I believe this can be done through dialogue. I wish to engage in a conversation with teachers about how they see 21st Century learning happening in their classrooms. Perhaps through dialogue, we can then come to a share understanding of reality.
I believe I must also define what I mean by dialogue. My notion of dialogue is both hermeneutic and practical. Dialogue is something that happens when we share words. It is an event for understanding. It is a form of play. Bohm, Factor, and Garrett state, “Dialogue is concerned with providing a space within which such attention can be given. It allows a display of thought and meaning that makes possible a kind of collective proprioception or immediate mirroring back of both the content of thought and the less apparent, dynamic structures that govern it” (1991 ¶ 12).
Creating a Landscape
It is my thinking that I will approach the network of teachers that I currently know to see if anyone would be willing to dialogue with me over a school year at their convenience. I would also ask them if they knew of others. I wish to speak with teachers that feel they are giving 21st century learning a go. I do not feel I need test their practice with a criterion. It is enough for me that they see themselves as trying to teach this way. The knowledge gained from this is a ‘picture’ of knowledge. My point of viewing is not so much about the ‘picture’ that represents this phenomenon but also the philosophical frame I choose to place it in.
Bohm, D., Factor, D., & Garrett, P. (1991). Dialogue - a proposal. Retrieved August 4, 2006, from http://www.david-bohm.net/dialogue/dialogue_proposal.html