Consider these classroom examples. In an architecture class, students are invited to spend time examining natural materials they have found and to use their forms as the basis for a structural design. In a module on the philosophy of mind and how it interacts with the body, tables are pushed back and undergraduates engage in body awareness exercises. Mathematics students experience a peaceful workshop on origami to explore theoretical principles of geometry. Outside on campus, students in a botany class are asked to peg out a square foot of ground and do nothing for the first ten minutes but look more and more closely at it, so as to overcome engrained \u2018plant blindness\u2019. Politics students are cutting up Marx\u2019s \u2018Communist Manifesto\u2019 and using extracts to make their own \u2018found\u2019 poems. Students training to be lawyers are engaged in an activity to increase awareness of their own automatic thoughts and the way these strengthen snap judgements and biased perceptions. Trainee economists discuss the relative rationality of their own desires and wants to interrogate the notion of \u2018rational choice\u2019 in the market. On an afternoon visit to an art gallery, fine art students are asked to spend time with only 3 pictures. Novice food chemists are asked to defamiliarise themselves from everyday tastes and flavours by using colours and analogies to describe them.<\/p>\n
These pedagogical approaches were discussed during a weekend workshop I attended on the subject of deepening reflective inquiry in HE. A popular metaphor used to describe the approach was that of \u2018slow food\u2019. That is, learning which is deep and reflective is like eating a meal which has been lovingly prepared for hours using nutritious ingredients and sharing it in a convivial atmosphere.\u00a0 By contrast, many students will have received a \u2018fast food\u2019 experience at school in which the culture of high-stakes testing has informed much of their learning. The idea of learning as purely instrumental and outcome-oriented has rarely been challenged. In my view, universities should (at least be free to) offer a richer and more sustaining dietary regime and teaching for deep reflection can help disrupt this engrained assumption.<\/p>\n
PBL and \u2018active learning\u2019 of all kinds, especially where it makes use of learners\u2019 own experience, is already known to bring about more secure and meaningful understanding than traditional didactic methods.\u00a0 The \u2018extra ingredient\u2019 in the practices described above is the facilitation of deep reflection, often involving the \u2018non-rational\u2019 (but not irrational) language of imagery and feeling. The purpose of all of them is three-fold. The first intention is to make full use of the students\u2019 learning resources. The popular idea of intelligence (endorsed by shows such as Mastermind) is based on factual knowledge combined with speed of recall. Yet, as successful innovation and entrepreneurship show us, original insight seems to involve something more. The educational psychologist Guy Claxton contrasts the \u2018hare brain\u2019 of the outcome-driven, Mastermind intelligence with the \u2018tortoise mind\u2019 involved in rumination and reflection.\u00a0 Where space and time are allowed for the latter, creative responses and novel interconnections emerge. The unconscious is no longer seen as some kind of Freudian dungeon but as a useful assistant in effective learning.<\/p>\n
The second purpose is to produce graduates who are not just knowledgeable but, having disturbed their own assumptions, are more confident in being able to justify what they know. The chemist Michael Polanyi famously argued that what we can explicitly claim to know in propositional terms is the tip of the iceberg, supported by accumulated \u2018tacit knowledge\u2019 held in our unconscious, feelings and bodies. Drawing upon and articulating this tacit knowledge in relation to new fields of study at university can help students \u2018know that they know\u2019 the material being presented to them and render their understanding more secure.<\/p>\n
The third purpose is to deepen and focus attention in the face of mounting technological distractions. In order to solve a complex problem or devote time to honing a skill, one has to have the capacity to delay gratification, to ignore what is irrelevant or extraneous. One also has to acknowledge that what happened in the previous <\/em>lab session or archaeological dig may not simply be reproduced in this one. Whether it is an engineer faced with a non-functioning machine, a lawyer with a fresh brief or an artist faced with a potential subject,\u00a0 skilled and knowledgeable professionals do not begrudge the time spent simply looking at \u2013\u2018beholding\u2019 \u2013 the challenge that confronts them since they know that, whilst they are well-prepared for it, this particular<\/em> challenge may have something new to teach them. Attention has a delicate quality to it therefore: we know something of our field but in order to be open to learning and\/or professional development, we need to put this discursive, formal knowledge \u2018on hold\u2019 and allow time for the precise circumstances or features of the new material to reveal themselves to us.<\/p>\n I\u2019m interested whether colleagues may already be experimenting with deepening reflection or may be interested themselves in doing so. In my own work at the IoE, one of my favourite activities for those who want to work in pre-schools is to give each student a basket of stones and ask them to tell me a story with them. The silent, absorbed and reflective atmosphere which follows, as they lay their stones out on the carpet, teaches them the value and meaning of play in children\u2019s learning far more effectively than a lecture on the subject. We all had these learning experiences as children and some of our most transformative and memorable ones were characterised by these same qualities of sustained attention, beholding, rumination and openness to figurative, metaphorical forms of explanation. Even nowadays we often revert to this approach, such as when buying a new and unfamiliar mobile phone: why don\u2019t we, as adults, instinctively start by working our way through the manual? The answer is because we know that learning flows when it attentive, embodied, playful and deeply reflective. This is not a capacity we need to lose on entering university.<\/p>\n","protected":false},"excerpt":{"rendered":" Consider these classroom examples. In an architecture class, students are invited to spend time examining natural materials they have found and to use their forms as the basis for a structural design. In a module on the philosophy of mind and how it interacts with the body, tables are pushed back and undergraduates engage in […]<\/p>\n","protected":false},"author":124,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"om_disable_all_campaigns":false,"_exactmetrics_skip_tracking":false,"_exactmetrics_sitenote_active":false,"_exactmetrics_sitenote_note":"","_exactmetrics_sitenote_category":0},"categories":[204],"tags":[16,558,561,478],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/1308"}],"collection":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/users\/124"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/comments?post=1308"}],"version-history":[{"count":0,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/posts\/1308\/revisions"}],"wp:attachment":[{"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/media?parent=1308"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/categories?post=1308"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/sites.reading.ac.uk\/t-and-l-exchange\/wp-json\/wp\/v2\/tags?post=1308"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}