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Basic Exploratory Practice principles

Quality of life, working for understanding and integrating research pratice with your current activities...

Sabine Mendes Moura's insight:

1. Try to understand first, before you try to change anything, in case you discover that change is not necessary, or perhaps not desirable (or perhaps not actually possible). 

2. Don't let your work for understanding get in the way of your main purpose, and try to find ways of working for understanding that actually contribute to achieving your main purpose (for example: teaching or learning). 

3. Make sure you're working to understand something you really care about, that is really relevant to your own interests and concerns. This won't be a problem if you're a teacher and deciding for yourself what you want to understand, but if you want your learners to help, then find something it is reasonable to expect they will care about too. 

4. Make sure you don't 'burn yourself out'. Instead, try to make sure that your work for understanding is so well integrated into your working life, so much a part of what you normally do anyway, that you can carry on doing it forever. 

5. Try to ensure that your work for understanding makes friends rather than enemies. In other words, let other people share in the fun, but don't take their cooperation for granted, and try to make sure they get as much out of it as you do. 

6. Try to ensure that everybody's understanding is developed, not just your own.

Dick Allwright, Lancaster, March 2001 .

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The Art School as Artwork | Createquity. | the school of impermanence - creativity & learning

The Art School as Artwork | Createquity. | the school of impermanence - creativity & learning | Working for understanding instead of solving... | Scoop.it

However, what differentiates these new exploratory educational practices from their historical predecessors is that the schools themselves are also the art, framed as participatory, collaborative community projects.

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7 Essential Principles of Innovative Learning | MindShift

7 Essential Principles of Innovative Learning | MindShift | Working for understanding instead of solving... | Scoop.it

By Katrina Schwartz

 

"Researchers at the Organization for Economic Cooperation and Development (OECD) launched the Innovative Learning Environments project to turn an academic lens on the project of identifying concrete traits that mark innovative learning environments. They sifted through and categorized the research on learning science, documented case studies, and compiled policy recommendations they hope will transform the current system.

 

"Their book, The Nature of Learning: Using Research to Inspire Practice and the accompanying practitioner’s guide, lay out the key principles for designing learning environments that will help students build skills useful in a world where jobs are increasingly information and knowledge-based. The principles are not job-specific – no one knows what the future economy will demand. Instead, the main goal is to develop self-directed learners, students with “adaptive expertise.”


Via Jim Lerman
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Jim Lerman's curator insight, February 2, 2013 7:33 PM

This is very important work. OECD has been in the forefront of research and development for numerous leading edge educational policies and practices.

Sabine Mendes Moura's comment, March 14, 2013 10:59 PM
Hello, Jim! I really appreciate your scoop... Have you ever heard of Exploratory Practice? It's the kind of research my group is working with in Brazil... I think it's in tune...
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An overview on Exploratory Practice

Sabine Mendes Moura's insight:

Searching for new ways of practitioner research in the classroom and in other professional contexts

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New puzzle: Why do we still divide academic knowledge and common sense knowledge?

New puzzle based on Exploratory Practice principles... Do you see the great divide too?

Sabine Mendes Moura's insight:

I am currently working on a PhD thesis on how we organize our Exploratory Practice meetings, workshops and academic papers. I have always had a feeling that what we usually call common sense knowledge - or, at least, knowledge that is brought to light by people who have not reached a higher level in the academic community - is not different in terms of propositional content from what we call scientific knowledge. It is only different in terms of genre. How do you feel about that?

In Exploratory Practice, we try to involve all of the participants in a given interactional context in the act of research (each accordingly to their own puzzles). We see all of the participants as practitioner researchers - instead of the common definition which sees practitioner research as something done to/with others by a researcher who is also a member of the group. We try to (somehow) review the hierarchy in which we always have a researcher analysing someone else's production.

Do you know about any other project in tune with this concept?

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Prática Exploratória - Exploratory Practice - Rio de Janeiro, Brazil - Education | Facebook

Prática Exploratória - Exploratory Practice - Rio de Janeiro, Brazil - Education | Facebook | Working for understanding instead of solving... | Scoop.it
Prática Exploratória - Exploratory Practice, Rio de Janeiro, Brazil.

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RSA Animate - Changing Education Paradigms

This RSA Animate was adapted from a talk given at the RSA by Sir Ken Robinson, world-renowned education and creativity expert and recipient of the RSA's Benj...
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Sabine Mendes Moura's comment, March 14, 2013 11:00 PM
I love this video!!!