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Referat Gesellschaft The importance of the individual mind for learning processes in general – as well as for teachers’ tr...
Learning (by an individual) <ul><li>is an autonomous individual psychological process activity </li></ul><ul><li>is follow...
Motivation <ul><li>Motivating another person does not work. </li></ul><ul><li>Motives are built by the person himself / he...
Personal Sense <ul><li>Sustainable Learning processes need a constant feeling of personal sense. </li></ul><ul><li>Persona...
Personal Sense and Societal Meaning <ul><li>Any object has societal meaning(s) – built by cultural- historical processes o...
And now? <ul><li>We cannot motivate the students. </li></ul><ul><li>We also cannot give the sense to the students. </li></...
What we can do – we have to do <ul><li>give the object </li></ul><ul><li>give the cause (or the provocation) </li></ul><ul...
Learning is a social activity <ul><li>communicating </li></ul><ul><li>collaborating  </li></ul><ul><li>The challenge is to...
Triple Loop Learning  in Learning Projects <ul><li>Learning of the Learning of the Learning </li></ul><ul><li>the object (...
Structuring learning processes in Learning Projects <ul><li>Give </li></ul><ul><li>procedures </li></ul><ul><li>instrument...
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The importance of the individual mind for learning processes

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The importance of the individual mind for learning processes in general –
as well as for teachers’ training courses in particular

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Transcript of "The importance of the individual mind for learning processes"

  1. 1. Referat Gesellschaft The importance of the individual mind for learning processes in general – as well as for teachers’ training courses in the project in particular
  2. 2. Learning (by an individual) <ul><li>is an autonomous individual psychological process activity </li></ul><ul><li>is following its own rules </li></ul><ul><li>depends on the activities by the others </li></ul><ul><li>depends on the cultural-historical circumstances </li></ul><ul><li>depends on the actually given context </li></ul><ul><li>depends on a lot of contingencies </li></ul><ul><li>but it is not (and cannot be) determinated </li></ul>
  3. 3. Motivation <ul><li>Motivating another person does not work. </li></ul><ul><li>Motives are built by the person himself / herself. </li></ul><ul><li>Motives are object-oriented. </li></ul><ul><li>Motives are usually often unconcious. </li></ul><ul><li>Motives easily change. </li></ul><ul><li>Motives are diversified and personal. </li></ul>
  4. 4. Personal Sense <ul><li>Sustainable Learning processes need a constant feeling of personal sense. </li></ul><ul><li>Personal sense is grounded in the relationship between the individual and the object. </li></ul><ul><li>Personal sense cannot be given or donated extranously. </li></ul><ul><li>Personal sense can only be found / built by the individual. </li></ul><ul><li>Finding personal sense can be triggered by the question: </li></ul><ul><ul><li>&quot;What has this object got to do with me?&quot; </li></ul></ul>
  5. 5. Personal Sense and Societal Meaning <ul><li>Any object has societal meaning(s) – built by cultural- historical processes of the human activity. </li></ul><ul><li>Personal sense is not identical with these meanings. </li></ul><ul><li>Personal sense is not the concretization of these meanings. </li></ul><ul><li>Personal Sense is built in the actual living processes of an individual. </li></ul><ul><li>Personal Sense concretizes itself within the specific bunch of several sociatal meanings which are important to the individual. </li></ul>
  6. 6. And now? <ul><li>We cannot motivate the students. </li></ul><ul><li>We also cannot give the sense to the students. </li></ul><ul><li>So what CAN we do? </li></ul>
  7. 7. What we can do – we have to do <ul><li>give the object </li></ul><ul><li>give the cause (or the provocation) </li></ul><ul><li>to encounter the object </li></ul><ul><li>give the time and the space </li></ul><ul><li>give the information and the instruments </li></ul><ul><li>that are needed for building motives and personal sense by every single student of his / her own </li></ul>
  8. 8. Learning is a social activity <ul><li>communicating </li></ul><ul><li>collaborating </li></ul><ul><li>The challenge is to shape learning environments, in which the single motives and personal sense can be built within a communicative and collaborative context. </li></ul><ul><li>The mainly functioning form: (Learning) Project </li></ul>
  9. 9. Triple Loop Learning in Learning Projects <ul><li>Learning of the Learning of the Learning </li></ul><ul><li>the object (stuff, content) itself = L </li></ul><ul><li>the How to learn the object (method) = LL </li></ul><ul><li>the Why to learn the object (sense) = LLL </li></ul>
  10. 10. Structuring learning processes in Learning Projects <ul><li>Give </li></ul><ul><li>procedures </li></ul><ul><li>instruments </li></ul><ul><li>large amount of information and communication possibilities </li></ul><ul><li>Don‘t give </li></ul><ul><li>stuff, content </li></ul><ul><li>goals, </li></ul><ul><li>outcome, results </li></ul>
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