for a Planet in Crisis
volunteering knowledge exchange and creating development
1. intended or serving to educate or enlighten; educational
educational, instructive, instructional, informative, informational, illuminating, pedagogic, doctrinal, preceptive, enlightening, edifying, improving, didactic, heuristic; pedantic, moralistic, homiletic
to educate: give intellectual, moral, and social instruction to (someone), typically at a school or university provide or pay for instruction for (one’s child), especially at a school give (someone) training in or information on a particular subject
teach, school, tutor, instruct, coach, train, upskill, drill, prime, prepare, guide, inform, enlighten, edify, cultivate
develop, inculcate, indoctrinate, improve, better, uplift, elevate
1. not relating to or concerned with the process of educating, informinng or the field of education as a whole
impractical, unhelpful, unusable, useless
unenlightening, unilluminating, uninformative, uninstructive
unenlightened, uneducated, unknowledgeable, untaught, unlearned, unread, ignorant
2. ignorant lacking knowledge or awareness in general; uneducated or unsophisticated lacking knowledge, information, or awareness about a particular thing
uneducated, unknowledgeable, untaught, unschooled, untutored, untrained, illiterate, unlettered, unlearned, unread, uninformed, unenlightened, unscholarly, unqualified, benighted, backward
inexperienced, unworldly, unsophisticated; unintelligent, stupid, simple, empty- headed, mindless
through which means does learning take place?
Pedagogy of the Oppressed
This book emphasizes the necessity of human freedom by inspecting the role of pedagogy in the world of systematic poverty. Freire encourages the development of a critical consciousness, particularly relevant in the context of global warming.
“Knowledge emerges only through invention and re-invention, through the restless, impatient, continuing, hopeful inquiry human beings pursue in the world, with the world, and with each other.”
- Paulo Freire
Bloom's taxonomy of learning
This diagram consists of three hierarchical models that break down learning objectives into complexity and specificity. The three learning objectives are covering cognitive, affective and sensory areas. The primary focus of most traditional education is the cognitive domain list and is frequently used to structure curriculum learning objectives, assessments and activities. The models were named after Benjamin Bloom.
...as a hierarchical structure learning
This theory, developed in 1922 by Walter Gropius, presents an ideal scheme for the architectural training at the Bauhaus. In the educational model, "construction" was at the center at all activities, supplemented by experimentation in color, shape and material.
…as the inter-relation of cross-disciplinary thinking and production
Technical vs cognitive dimensions of learning
The book is suggesting values for practicing art and design research by using participatory strategies. It showcases 6 key methods; intervention, play, performative mapping, modelling in dialog, curating
…as tangible and non-tangible forms of learning
how can the traditional models of education adapt to contemporary contexts?
Brian Eno video on his work process
This video shows Spencer Kelly from BBC Click interviewing Brian Eno to learn about the history behind the well-known Oblique Strategies cards, which are used by artists to cure creative block.
…by stimulating creativity through random instructions
This concept encourages to actively experience and get inspired by artworks.
…as research and understanding through production and iteration
This book is a compilation of writings examining the role of art in the field of education and questioning what should be taught in practice. Inter alia Allen discusses the idea of ‘indiscipline’, the pedagogy as medium and the function of art school in future and past.
“Art education's regulatory systems often run counter to one's motivation to learn about and practise art; to the fact that an intellectual subject can be explored through personal, emotional and tactile behaviours and that, intrinsically, it involves the frustrations and pleasures of fumbling in the dark.”
- Felicity Allen
Playgrounds • Aldo van Eyck • Amsterdam, Netherlands • between 1947 and 1978
This project consists of public playgrounds designed all over the city of Amsterdam after WWII. The tools provided for play and the possible ‘affordances’, or possible actions, make them particularly interesting and innovative.
…by the research and understanding of the interrelation between play
Ice Watch • Olafur Eliasson and Minik Rosing • Tate Modern, London, UK • 2014, 2018
This project allows people in the city of London, in front of the Tate Modern, to directly come into contact with melting arctic ice. Newly formed icebergs were fished and transported to the City centre, for each block the same amount of energy was used as the amount required for one person to travel to the Arctic circle and back to witness the melting ice.
…by offering a tangible, sensorial experience of normally intangible or incomprehensive data
R. Buckminster Fuller on education
University of Massachusetts Press
This book is a collection of lectures and essays in which Buckminster Fuller shows his concern that the education system is not fully utilising the potential of the educated.
“If I ran a school, I’d give the average grade to the ones who gave me all the right answers, for being good parrots. I’d give the top grades to those who made a lot of mistakes and told me about them, and then told me what they learned from them.”
- Buckminster Fuller
where do tensions lie between education and the institution?
Marion Boyars Publishers
This book questions the establishment of school as a public service and points out the flaws of institutionalising values. It creates a direct link between transforming non material needs into commodities and physical pollution.
“Deschooling society can heighten the opportunity for each one to transform each moment of his living into one of learning, sharing and caring.”
- Ivan Illich
Tacit vs explicit knowledge
This concept follows the idea that tacit knowledge includes insights, intuitions whilst explicit knowledge includes knowledge codified and digitized in books, reports, documents. Consequently, explicit knowledge is already codified and tacit knowledge is embedded in the mind.
…as a dichotomy between knowledge of facts and intuition
Black Mountain College • John Andrew Rice, Theodore Dreier • North Carolina, USA • 1933-57
This project, Black Mountain College, is a school that experimented and tested alternative ways of living, connecting and living with each other and ourselves. Their aim being to question and push its own boundaries and helping design to evolve.
…by the implementation of art-based learning and experimentation through intuition
Unlearning Exercises: Art Organizations as Sites for Unlearning
Binna Choi, Annette Krauss, Yolande van der Heide
This book searches for a process of unlearning and relearning skills and habits which can be a useful tool to stimulate knowledge gain and can be adopted in many contexts (e.g. institutional). It tries to confront issues of collective authorship, cooperation and equality.
“[...] find ways of questioning and reworking one’s assumptions, prejudices, and histories in order to tackle injustices in a globalised world. In other words, unlearning is less about acquiring new skills and knowledge and more about taking on an active critical investigation or normative structures and practices in order to become aware and get rid of taken-for-granted “truths” of theory and practice with the aim to think and work inequalities in everyday life. This notion of unlearning, hence, directs our attention to habits again.”
- Binna Choi and
Yolande van der Heide
what role does uncertainty have in the process of learning?