New Knowledge

 

Where does knowledge fit in our journey towards understanding?

Knowledge has been at the forefront of modern educational debate for some time now. In in increasingly technological age there are more and more questions surfacing as to what the role that 'teaching knowledge' Plays in the information rich age that we find our-self living through. Even now reading this blog (if there is anyone out there) you have probably stumbled across it, driven mainly by your own curiosity and the availability of access to information on your phone or Computer.

But does this mean that we don't need to be 'taught' Knowledge anymore?

Lets begin by examining the language here.

The Etymology of the word Knowledge comes from the early 12c., word cnawlece "acknowledgment of a superior, honor, worship;" (https://www.etymonline.com/word/knowledge) which rings true with the phrase 'Knowledge is power'. Its seems to be the popular rationale for directly instructing a curriculum rich in 'knowledge'. To combat social inequality and to open up opportunities for higher levels of learning such as further education, university and training.

But, Why knowledge in its self, what information is salient, what is cruicial to 'know' and what is not as important? Who is to decide? Why at that specific point in time. Is the question not knowledge but, why now and how much?

"..acquiring knowledge in school has to be a voluntary act of a learner. You can't actually teach anybody anything; they have to learn it. You can help them, but they've got to have that desire to know" Lev Vygotsky

(Vygotsky, 1978)

This tiny quote opens up a cerebral Pandora's box. That an educator (in our case teachers/coaches) in a learning environment, needs to be not only in possession of Subject Knowledge. But also aware of when, and how much to give to illicit this mythical learning in the recipient of that Knowledge.

The first answer to 'How Much' Knowledge might be....

'Just enough', after all creating heuristic individuals that strive to "learn". 'Just Enough' Knowledge, Timely delivered as the learner embarks on their journey can define the learners search space, It gives them the first section of the landscape to navigate. But as any traveler exploring a journey having 'Just Enough' Knowledge of the landscape ahead is helpful. 'Just Enough' Knowledge may afford new, complex and creative ways of interacting with our reality; or destabilize any assumptions the learner may already have. It is through this de-stabilization or creation of a new affordance (invitation) for enquiry and exploration that place the learner at the forefront, the main navigator of their learning journey.

When as educators we allow learners to initiate and direct a their learning journey with support of Skilled adults. When Adults are consulted and may
advise in decision making in the form of 'Just enough' knowledge to guide attention of the learners search, or destabilize an assumption. Yet all decisions are ultimately taken by young people. We can co-create create a learning process that supports student Agency.

This re-positioning of the educator as a guide (we like skilled guide) rather than a teacher or instructor of knowledge, allows learners to become wayfarers along their learning journey. Utilizing support from more 'Knowledgeable' adults, and peers to attune to 'specifying information' as they navigate towards a deeper understanding. By finding their own way, its allows for the emergence of opportunities to present knowledge when the contextual information is there to give significant meaning to that knowledge for the learner, Therefore 'Just in time'.

The second answer to the Timing of Knowledge might be...'Just in Time'

As a learners search for knowledge is organized by the emergence of an affordance for its use along a journey towards understanding. For both learner and Skilled guide, paying attention to what knowledge can be used and implemented to develop and attune to new understanding of the subject landscape is key. Designing the introduction of that knowledge into the landscape 'Just in time' to guide attention of the learner or to inform the next step in the direction of travel, allows that 'knowledge' to be perceived right when it is needed. Therefore, In terms of complex systems of learning, ‘knowledge’ and ‘reality’ should not be understood as separate systems which somehow have to be brought into alignment with each other, by the learner within their mind, but rather that they are part of the same emerging complex system which is never fully ‘present’ in any discrete moment in time (Olsberg., 2008) but is specifying for the learner in the moment they are at in learning. Thus 'Just on time'.

This means that the learner only focuses on the knowledge applicable for a current challenge or opportunity to support attunement and organization of understanding. This shift in Focus of Knowledge from something that is separate from reality to something that creates new ways of thinking and interacting with our current reality. Therefore calling for a switch in focus for curricular thinking on knowledge, away from questions about Knowledge rich and powerful knowledge and towards questions about engagement and response. An engaged learner is one that has agency. They can direct their own search for Knowledge, making decisions in partnership with skilled adults, Thus meaning that no longer is the debate centered around, If Knowledge is important. I think we can all agree that it is. Neither is it as dogmatic as; How much Knowledge or What Knowledge to include. But rather we can discuss the knowledge in relation to the Journey of the learner as they find their way. making sure they Have 'Just enough' Knowledge, Presented in the learning landscape 'Just on Time', when its is imbedded in context and rich in meaning.