Today was another informative session where we learned about more important words that can be used to describe the resistance to change, and how change can happen
Autopoesis- Self Creating. As a living entity we are no different than any other living thing.We are ecological beings. We are connected as long as we are alive.We can’t live outside the environment.
Structural Coupling – The ways we connect to the environment.The ways we connect to the environment which go on continuously. Human existence depend on culture. We feel connected to each other through cultural expressions like dance or music.
Linguistic Cognitive Domain – How the connections happen. Bring those connections to life through language.
Linguistic cognitive domain goes beyond verbal language and also includes body language and tone of voice.
I think this is a very good point to discuss with teachers who we work with who are resistant to including technology into their class and fear that technology is going to take over real teachers, and learning in a social setting. I have had questions about this myself, even though I do support integrating useful technology into my teaching. We simply cannot remove teachers from the school. Humans need these personal, face to face interactions to connect to life. Schools are responsible for cultural exploration. If students are not connected to each other than their is no culture. Resistant teachers can rest assured that complete on-line learning, would be a disaster. There may be experimental situations where this is done but they will not be successful because of the nature of humans and the linguistic cognitive domain.
This was my third day working on my inquiry project. I am still loving the freedom! Each day I feel like I am narrowing my searches and finding extremely valuable information. I am being completely open to allowing the research take me in new directions. I have been reading more articles about community service learning projects. This has caused me to ask more questions about how to effectively use service learning in schools. I still would like to find some examples where they have used technology to deliver these projects. I am now wondering if maybe I shouldn’t just focus on environment service projects, but just service learning projects in general. I guess I will wait and see where my research takes me tomorrow!
I am thinking of your idea of environmental learning as community service learning from the point of view of linguistic cognitive domains. When students learning contributes to community service there is a communicative link that has to be formed and sustained between the community and the school. This communicative link is a form of structural coupling using linguistic cognitive domains. We use language, and talk about topics, that relate to our interlocutor, the person we are communicating with. Once we have established a shared interest, we can broaden our discussions and deepen our shared understandings. That is how we change our minds. We give ourselves more to think about.