Worth of experience
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Presentation in Applying Peirce, The Second International Conference on Peirce's Thought and Its Applications, Helsinki, Finland & Tallinn, Estonia, 21-23 April 2014, ...

Presentation in Applying Peirce, The Second International Conference on Peirce's Thought and Its Applications, Helsinki, Finland & Tallinn, Estonia, 21-23 April 2014, http://www.nordprag.org/ap2.html

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Worth of experience Presentation Transcript

  • 1. Merja Bauters (Aalto University) Applying Peirce The Second International Conference on Peirce's Thought and Its Applications Helsinki, Finland & Tallinn, Estonia 21-23 April 2014 Worth of Experience in Informal Learning
  • 2. Merja Bauters Post doctoral researcher Learning Environments research group (LeGroup) Media Lab Helsinki Aalto University School of Arts, Design and Architecture
  • 3. Informallearningandworkplaces
  • 4. Background • Learning Layers Scaling up Technologies for Informal Learning in SME Clusters • technologies that support informal learning in the workplace, focus (SMEs) and Scaling informal • Physical/practical work, where informal learning should be supported (scaffolded) • Hypothesis emerging form the field: (informal) learning requires sharing of experiences / physical practices and materials in situ • Investigating conceptual and abstract issues will not suffice • The need to learn should emerge while working, from the work 4/23/2014 http://learning-layers.eu/ 4
  • 5. Informallearningandworkplaces It is said to be: multi episodic, Problem oriented takes place on a just in time basis, involves sharing of experiences and knowledge 4/23/2014 (Kooken et al., 2007, Kerosuo and Toiviainen, 2011, Mørch and Skaanes 2010) , ) 5
  • 6. 4/23/2014 Laitoksen nimi 6 Harsh conditions Lack of time and space Difficult to predict the moments where the need to learn of new tools, practices, and materials arrises
  • 7. Whattodotosupportthis? 4/23/2014 Laitoksen nimi 7 Provide tools to support sharing/collaboration Make learning possible as part of the work.
  • 8. Whatisitthatfeeling thatcreatestheneed tolearnwhileworking? Wish to ask help Feeling uncertain Being in doubt – halt in the work Feeling that all went perfectly Wanting to remember 4/23/2014 8
  • 9. Habits,experiences–changinghabits= (informal)learning 4/23/2014 9
  • 10. Habits,experiences–changinghabits= (informal)learning • Pragmatism gave habit a new meaning = Habit is not only mindless routines, rather, it is a process that is open for reflection and control • “ […] that multiple reiterated behavior of the same kind, under similar combinations of percepts and fancies, produces a tendency, - the habit, - actually to behave in a similar way under similar circumstances in the future” (EP 2:413, “Pragmatism” 1907) • “Intelligent habit upon which we shall act when occasion presents itself” (EP 2:19 [1895]). • = might NOT be in the focus of our awareness but can be easily brought up into reflection to distinguish them from tacit knowledge 4/23/2014 Kilpinen 2008:3 and 2009: 102, Bergman 2009: 10). 10
  • 11. Habits,experiences–changinghabits= (informal)learning • Focus on the halt – doubt • The feeling of doubt (uncertainty), this creates a feeling of the uniqueness of the situation, it is worth minding, it is worth of meaning creation • “Yet, when we consider that logic depends on a mere struggle to escape doubt, which, as it terminates in action, must begin in emotion, and that, furthermore, the only cause of our planting ourselves on reason is that other methods of escaping doubt fail on account of the social impulse, why should we wonder to find social sentiment presupposed in reasoning?” • This moment of doubt is the core for learning at work to emerge – this should be supported and captured 4/23/2014 (CP 2.655 [1878]; cf. CP 5.357 [1868]), in Bergman 2009. 11
  • 12. 4/23/2014 Bergman 2009: 10 - 11 12 Habits • Doubt/irritation, need to question – potential for habit change • Only self-controlled habits can be ultimate logical Interpretants. • Requires agency and effort
  • 13. Habits,experiences–changinghabits= (informal)learning • Experience (Dewey): • Is an active & passive process (its trying but also undergoing) • as meaning making • is embodied and embedded in the context • is holistic – all sense are involved – conscious thinking • “Experiencing is the active interaction that the being has with environment, its the constant interaction that changes the being and the being changes the environment”. 4/23/2014 Dewey John, (LW 12 [LTI]: 73-74 LW 1 [EN]: 13-14 13
  • 14. Habits,experiences–changinghabits= (informal)learning • Dewey’s concept of qualitative immediacy: • The qualitative immediacy belongs to experiencing within time and place - it is the something that belongs to the particular experience – doubt prone • Something that we about to be aware off • “In discovery of the detailed connections of our activities and what happens in consequence, the thought implied in cut and try experience is made explicit. […] Hence the quality of the experience changes. The change is so significant that we may call this type of experience reflective – that is, reflective par excellence”. 4/23/2014 Dewey John, MW 9 [DE]: 153 LW 1 [EN]: 13-14 in Alhanen K 2013] 14
  • 15. Habits,experiences–changinghabits= (informal)learning • Set of experiences we have guide us, in good and bad, to direct our attention, being aware of this may allow to have broad attention that picks also "unusual" aspects providing new insights and more flexibility - easier changes in habits. • When in doubt, seeing the environment with more “clarity” 4/23/2014 Dewey John MW 14 [HNC]: 16-33. LW 2 [PP]: 334-338. LW 7 [E]:169-174, 185 and Alhanen K (2013). 15
  • 16. HabitChangeisNOT 4/23/2014 16
  • 17. Habits,experiences–changinghabits= (informal)learning • "It is that reconstruction or reorganisation of experience which adds to the meaning of experience, and which increases ability to direct the course of subsequent experience. • Is social – in practice it means – sharing 4/23/2014 MW 9 [DE]: 83 17
  • 18. Experiences,habits–changinghabits= (informal)learning • For Dewey the intellectuality – the so called logical/rational/reflective thinking – is fully experience dependent • Done by sharing experiences – needs communication • It needs: common ground and pointing to shared items that direct attention to the some shared experiences 4/23/2014 18
  • 19. Sharingexperiences • Common ground: “The universe must be well known and mutually known to be known and agreed to exist, in some sense, between speaker and hearer, between the mind as appealing to its own further consideration and the mind as so appealed to, or there can be no communication, or 'common ground,' at all.” 4/23/2014 (Peirce 1931-1958, 3.621; see also ibid., 6.338; 8.179) In Bergman 2002: 10) 19
  • 20. Commonground(Collateralexperience) • Common ground is needed to make communication, or sign-processes (semiosis) understandable • Collateral experience "serves a kind of double function, on the one hand showing us some limits of the semiotic domain, while on the other reminding us of the relevance of situational and contextual factors. In fact, the crucial recognition of reality is achieved through indexical and experiential means. According to Peirce, we cannot distinguish fact from fiction by any description” • Sharing experiences requires indices, signs which indicate ,call, pinpoint, direct the attention to their objects through which experiences could be shared 4/23/2014 (see Clark & Brennan 1991; Peirce 1931-1958, 3.621, See also Bergman 2002 (CP 2.337 [c. 1895]). Bergman 2002: 9). 20
  • 21. Sharingexperience–habitchange 4/23/2014 21
  • 22. Ach so! in the field 22
  • 23. Ach so! in the field 23
  • 24. Thank you! Merja Bauters Aalto University School of Arts, Design and Architecture Helsinki – Finland firstname.surname@aalto.fi The Learning Layers project is supported by the European Commission within the 7th Framework Programme under Grant Agreement #318209, under the DG Information society and Media (E3), unit of Cultural heritage and technology-enhanced learning. http://learning- layers.eu