Learning & Teaching Philosophy & Practice Part 4a

Revising my Learning & Teaching Philosophy Statement

Layer 1a: Revisiting and rearticulating my approach to Learning & Teaching practice

Continuing on from my previous circa 2015 blogs in this series, I have reflected upon, and revised my Learning & Teaching Philosophy. This development emerged from an ongoing professional development commitment; specifically from my application process to the Advanced HE organisation – formerly Higher Education Academy (2020) for International HE Learning & Teaching accreditation.

As I have indicated in prior blogs “I have been fortunate in my educational practice career to have taught across different eras, across a diverse number of fields and disciplines, across different environments and situations, for different desired outcomes, and to vastly different sets of learners. I therefore, have had the privilege to develop a diverse range of educational practice, across many different learning theories” (Page 2004).

Millwood’s (2013) project Holistic Approach to Technology Enhanced Learning  (HoTEL) visually highlights the many different approaches an educator or facilitator may approach a specific learning environment and group of learners. All are potentially useful depending upon the context, the desired outcomes, and the learners. As I stated previously, it “would be foolish, and I believe the voice of inexperience for anyone to suggest one discipline and learning paradigm as being superior to another. They are different, and have developed as a result of different needs in different situations with different practitioners for different learners” (Page 2004). Though with time and conscious development, I have developed my personal philosophical approach to not only life, but also to my educational practice.  Fundamentally,

“my educational practice, how I engage within the site, and with my learners, and in fact how I approach all aspects of my life – my practice, and my self – is within a Learning Organisation paradigm” (Page 2004).

A Learning Organisation paradigm fits appropriately along side of the andragogical movement of adult educational practice (Knowles et al 2012). The andragogical movement differentiates itself from a pedagogical perspective of practice primarily around the age and dependence of the learner. Pedagogy, based on the greek word for child assumes the learner is a dependent, reliant upon the educator in the learning environment. In contrast, the andragogical movement defined as “the art and science of helping adults learn”, assumes the learner is self-directed, and responsible for their own learning (Knowles in Merriam 2001, 5).

The Benefit of a Higher Degree Research study

However, since 2015 I have engaged in Post Doctoral studies in Creative Industries. My auto-ethnographical study has involved an in depth look at my Creative Practice: how I engage within that practice, how I derive meaning, and how that informs Self (Page 2020a; Page 2019).

Emerging from this study, I accepted the extent of my multi-disciplinarian approach to all practice given my extensive experience (and studies) across Business Management,Creative Practice,Learning & Teaching, Leadership and Stewardship, and Community Projects (Page 2020b). As a result, I revisited my Educational Philosophy and Practice, examining it through a more rigorous academic lens.

The result is a series of blogs with the extended title of Learning & Teaching Philosophy – aptly named Part 4 – which builds upon the previous 3 Part series. I trust though, with considerably more crystallisation and refinement reflecting my developed Higher Degree Research skills and voice.

            This blog series continues with Learning & Teaching Philosophy & Practice Part 4b.

References

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Knowles, Malcolm S, Elwood F Holton III and Richard A Swanson. 2012. The adult learner: the definitive classic in adult education and human resource development. 7 ed. New York: Routledge.

Light, Greg, Susanna Calkins and Roy Cox. 2009. Learning and teaching in higher education: the reflective professional. London: Sage.

Merriam, Sharan B. 2001. “Andragogy and self‐directed learning: Pillars of adult learning theory.” New directions for adult and continuing education 2001 (89): 3-14.

Millwood, Richard. 2013. Learning Theory v6_Millwood.D2.2.1.20130430  Accessed 28th March 2015

Onion image courtesy of: Onion Layers Accessed 28th March 2015

Page, David L. 2020b. About David L Page  Accessed 12th April 2020

Page, David L. 2020a. “Music & soundscapes of our everyday lives: music & sound-making, meaning-making, Self-making.” Personal and Ubiquitous Computing (1403): 1-17. doi: 10.1007/s00779-020-01403-5.

Page, David L. 2015. Educational Philosophy Part 3c  Accessed 12th April 2020

Page, David L. 2019. “Music & sound-tracks of our everyday lives: music & sound-making, meaning-making, Self-making.” Paper presented at the ACM 14th International Audio Mostly Conference: A Journey in Sound (AM’19), Nottingham, United Kingdom, 18th September 2019. ACM (Association of Computer Machines). doi: 10.1145/3356590.3356613.

Page, David L. 2004. Educational Philosophy Part 1 Accessed 28th March 2015

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– ©David L Page 12/04/2020

Copyright: No aspect of the content of this blog or blog site is to be reprinted or used within any practice without strict permission directly from David L Page.