Learning together!

The point of teacher-student relationships is to enhance learning for both

In a true relationship, both sides learn and develop.  Historically, education was built around the sorts of relationships where only the students were expected to learn (yes, teachers initially had to learn how to manage their classroom environment but that did not change the nature of the relationship, and once learned often remained static).

This is no longer adequate.

Perspectival knowing, by definition, involves self-reflective changes in response to what is happening in the world around us, a major component of that world being the actions and responses of other people.

We modify our behaviour – we learn – so that the procedural and propositional knowing that we are supporting as teachers is acquired more effectively by our students. We are learning from the responses of our students, and we are modelling this practice.

By the very fact of modelling perspectival knowing we are helping students acquire this form of knowing themselves.  With perspectival knowing they can put other forms of knowing into their proper context or challenge the context that is being imposed - critical thinking.

When we know things in context, we can apply this knowledge more easily and we can more readily transfer this knowledge to a new context.

John Corrigan is an expert in helping individuals to bring their whole of mind to their daily life and increase their effectiveness and the effectiveness of those around them. This expertise scales from the individual to the team to the organisation. At the core of this work is the practice of encounter.  Earlier blogs can be found here.

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