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Arthur Male

Page history last edited by sceptrept 15 years ago

Experiments in knowledge creation: Experiencing the voices of evolution, revolution, and resolution in academe

Arthur Male,  Doctoral School, Institute of Education, University of London

 

Human beings are powerful learners utilising informative, formative and trans-formative exchange for artistic and scientific affect. In doctoral education, staff and student colleagues script emancipating research journeys. I initiate collaborative conversations with colleagues to enact ongoing, historical, and visionary quests for truth in education and modalities of practice. Evolution, revolution and resolution characterise our dramatic relationships to education. Documenting the performance of knowledge creators at the DoctoralSchool, Institute of Education, University of London, I open the dialogue in this area of learning by creating scenarios and experiencing my methodology. The transcript narrates research participants’ experiments transforming ontological experience.

 

During episodic events, participants explore educational ascendance achieving a meaningful life. Epistemological praxis includes creating conceptual art, cultural artefacts, and metaphorical archetypes. We author memoir stories, improvise theatrical dialogues, and encounter our alter ego, the learner, conceptualising contradictions between personal experience and academic freedom. We activate our life course processing multi-media texts and lifetime learning contexts. We focus attention on the genius we invest in peak performances and miraculous outcomes to expand awareness of our personal learning paradigms. We provide evidence of our moment-to-moment, evolving educational experience. Collaboration, evaluating emancipating experiences in educational experiments has not been documented before.

 

In my evaluation, I engage: warrants generated by iconic, educational equations and formulas; matrices constructed from collaborative conversations; and outcomes developed through colleagues’ participation in the alternative, matricised education system, conversation model of education, and collaborative education programmes. Since, the mainstream, symmetrised education system, hierarchic model of education, and competitive education programmes place all participants in a respondent relationship to authority, this leads to my focusing hypothesis: in knowledge creating experiments, individuals generate independent educational experience to validate subject, common, and self-knowledge. And inspires my research question: why do learners open conversations to conceptualise learning entanglements in academe?

 

I assess three learning paradigms: academic, activist, and personal; and explicate research participants’ informative, formative and trans-formative exchanges. The experiments increase colleagues’ awareness of themselves as unique, autonomous, knowledge creating centres utilising metamorphs and sequents to matricise symmetrised learning criteria. I provide evidence of our revolutionary interrogation, in diverse educational environments, of learners’ leornian conventions, academe’s libelis covenants, and expected educational experience. Immersed in collaborative conversations, colleagues communicate successive approximations of their evolving truth. Understanding emerges from research participants’ ability to resolve the disparities between functional conflict and universal intimacy.

 

Key words: Learner, caring, learning, working, matrix, metamorph

 

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