Learning as Transformation

TLDR

The paper builds on the concept of transforming the experiential field as the basis for learning, using multimodality to frame this field in both didactic and empirical terms and introducing the Sensitive Threshold as an instructional and research tool. The authors aim to develop a didactic approach that incorporates tacit dimensions of teaching and learning, presenting a sound installation that foregrounds multimodal perception and experience. The approach draws on philosophical pragmatism, praxeology, bodily phenomenology, and multimodality, operationalized through the Sensitive Threshold to facilitate experiential learning. The sound installation enables pupils to actively structure learning topics, demonstrating that the transformation process can be empirically observed.

Abstract

In this contribution a didactical approach is developed that especially aims at taking tacit dimensions of teaching and learning into account. Regarding these tacit dimensions the notion of the transformation of the so called experiental field as the ground for learning processes is picked up. To cipher out the interpretation of learning as a process of experiencing, firstly the traditions of philosophical pragmatism and, deriving herefrom, the praxeological approach are taken into account. In a second step concepts that are based in bodily phenomenology (e.g. Meyer-Drawe 2008) are brought up. In this field the term multimodality turns out as a possibility to outline the term “experiental field” in didactical as well as in empirical regards.In the second part a means of instruction that at the same time serves as a means of research is explicated, the “Sensitive Threshold”. This sound installation should make multimodal forms of perceiving and experiencing an issue in didactical regards. Furthermore it makes it possible for pupils actively to structure a topic for learning. The process of a transformation is, so to say, at hand and therefore it can be grasped empirically.