Just a moment...

The most interesting part of this sort of research is, for me, the meaning that participants make, the stories they tell as a result of experience. These stories are evidence in themselves. It is through embodied experience, reflection and explanation that cultural knowledge systems are determined. Our ‘participation’ in and through these knowledge... See more

The learning cannot be isolated within a script. As Piaget says, ‘it touches everything’ (Gardner, 1982:352).

The experience alone is not enough for the learning to be valued. An understanding of the ways in which the learning is arrived at is integral. This does not mean that learning is predetermined, rather that t hose observing and/or evaluating the process need to be aware of and open to the variety of meanings that can be placed upon experience. It m... See more

On the workshop: The low teacher-student ratio (4:16), the deliberate cultivation of community, the concentration on fun, the valuing of personal experience, the adaptability of staff and the open acceptance of differences among and between students contributed to an inclusive and diverse learning environment — an ideal teaching environment, one wi... See more

Participant interview: I felt like my life was very directed in one way, but when I came here and communicated with everyone else and heard their ideas and their ways of thinking, I found there was more that I could offer. In a way, I have different paths going off my tree, with more branches and that kind of thing.

It is important that the embodied experience be understood as available to the many different participants in the communication process. It can be that of the actor or speaker or writer just as it can be that of audience or listener or reader. Such experience demands reflection. This calls up creativity and herein lie opportunities for even greater... See more

Constructivism invites us to approach the object in a radical spirit of openness to its potential for new and richer meaning. It is an invitation to reinterpretation. This is a powerful challenge to traditions of learning that have long focussed on the effective mastery of prior knowledge. This could be pertinent for Startupy's re-curation features... See more

The constructivist paradigm has as its central focus is not abstraction (reduction) or approximation (modelling) of a single reality, but presentation of multiple, holistic, competing and often conflictual realities (including the inquirer's).

When we recognise our ongoing participation in the sort of interaction that drama models, we are drawn to look at the process from an ethical perspective. A key issue here may be, ‘How do I sustain myself within the intricately balanced network of relationships (that makes up the drama, in life)?’