Learning as Transformation

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.