The science and art of education. Its aims range from the full development of the human being to skills acquisition.
Problem Based Learning & Place Based Learning
Davie Philip has a background in designing and delivering education using active learning methodologies.
The needs and expectations of society, communities and citizens are changing very rapidly. Therefore formal and non-formal education providers need to create and implement innovative projects and methodologies.
The accelerated learning approachis based on the observation that a holistic learner involvement enhances learning. This means that not just the intellect but the whole person and body are envolved. More precisely, this means not just the survivalist auto-run part of the brain but also the mid part responsible for feelings, emotions and memory as well as the neocortex part, which is connected to thinking, planning and creativity are activated altogether.
“Learning is the process whereby knowledge is created through the transformation of experience.“ (David A. Kolb)
David A. Kolb states in the context of his experiential learning theory that learning is best conceived as a continuous process that is grounded in experience rather than in terms of outcomes.
Contemporary learning theories state that experience and reflection play an important role in the development of ideas and skills. Reinforcement and practice are the two ways to encourage that. Social interaction encourages learning as well. Continue reading Learning Theory→
Here some very interesting material by Aranya. Enjoy!
Training or learning? Modern principles of effective training and development
Focus on learning, not training
As a teacher, you may talk about learning, not training, thus focusing on the person (from the inside out, not the outside in), and offer relevant learning in as many ways as you can.
‘Training’ suggests putting stuff into people, when actually we should be developing people from the inside out so that they achieve their own individual potential, which is linked to what they love and enjoy, what they are most capable of, and strong at doing, rather than what we try to make them be. ‘Learning’ far better expresses this than ‘training’.
Is there such a thing as permaculture pedagogy? I’d say it’s emerging as we speak 🙂
First there was the chalk & talk – follow the master’s lead academic pedagogy of people like Bill Mollison and Geoff Lawton. They demonstrate pre-digesting permaculture knowledge and skills. The Permaculture: A Designers Manual and the classic 72-hour Permaculture Design Certificate course are the main vehicles for this approach. It is congruent with most Anglo-Saxon education practices and structures – quite repressive systems where the teacher is boss and the kids are taught by the funnel and sponge paradigm of learning (in my admittedly biased view). Continue reading Emergent Permaculture Pedagogy?→
“Pedagogy (/ˈpɛdəɡɒdʒi/ or /ˈpɛdəɡoʊdʒi/) is the science and art of education, specifically instructional theory. An instructor develops conceptual knowledge and manages the content of learning activities in pedagogical settings. (…) Students learn as they internalize the procedures, organization, and structures encountered in social contexts as their own schemata. The learner requires assistance to integrate prior knowledge with new knowledge. Children must also develop metacognition, or the ability to learn how to learn. (…)”