Theoretical Learning Issue
One of the major theoretical learning issues many educators have in mind is concerned with the purpose of learning. Some believe it is the transfer of a set of skills and knowledge while others stress that developing life-long learners is more important. However, there are people who believe that the purpose is manifold, and it also includes another aspect, which is “becoming a member of a sustained community of practice” (Lave 65).
The three visits shed light on the way this theoretical issue can be addressed. The visits to the museums and dance training show that learning outside of schools is characterized by diversity, communication, and interaction. Interaction and communication can take different forms.
For instance, dancers move together, communicate through dancing. In museums, there is little communication and collaboration between people as learners communicate and interact with artifacts of cultures. In all three cases, the purpose of becoming a member of the community is achieved as learners become a part of an aspect of a certain culture (through dancing or through seeing some works of art).
Teaching and Learning Patterns
Scholars and practitioners, as well as other stakeholders, start claiming that school education is too formal and “divorced from experience” (Resnick 18). It is believed that school education does not have the necessary tools to equip students with the necessary skills and knowledge. The three visits show that activities outside the school can reveal new facets of teaching and learning tools. The role of the leader in the classroom is mainly taken by the teacher. When observing the dancing activity, the use of this concept was apparent. There was one leader, and the group followed all the instructions without questioning them.
Dancers did exactly what they were told to changing movements and even facial expressions when the trainer mentioned. In the museums, self-learning occurred, or there was a leader (the guide) and the group. In the former case, the conventional pattern leader-group was not used as learners had complete control over the learning process. The way communication took place is quite remarkable as it still shares a lot in common with formal education.
Resnick states that teachers in the school setting use a set of codes when communicating with learners (14). It is evident that symbols and codes are also used in non-school settings. In the dancing activity, the trainer used some codes (words, claps, gestures) while there were plenty of symbols in the museums that also communicated some messages to learners. However, the major difference between formal and field learning settings is that the latter is closer to people’s daily activity experiences. These experiences can be of a greater value for learners.
Works Cited
Lave, Jean. “Chapter 4: Situating Learning in Communities of Practice.” Perspectives on Socially Shared Cognition, edited by Lauren B. Resnick, John M. Levine, M. John, Stephanie D. Teasley, American Psychological Association, 1991, pp. 63-82.
Resnick, Lauren B. “The 1987 Presidential Address: Learning in School and out.” Educational Researchers, vol. 16, no. 9, 1987, pp. 13-20.