What teachers can learn from new approaches in archaeology

In analogy to archeology, pedagogical reflection doesn't deal with an objective truth or evidence but with a subjective construction which can become - sometimes only for a limited period - a shared truth in a given social context.
For example, an archaeological discovery like a female figurine can be seen as a religious object, or a symbol for fertility, or evidence for a matriarchal society, depending on an archaeologist interpretation of the context where it has been found and on his specific view.

In archaeology like in education different people will tell different stories about a situation or an artifact, a text, an answer, a drawing, an excavated object etc. There is no immediate self-evident nature of a learning outcome as there is no self-evident nature of an archaeological discovery. Decontextualized they become more and more difficult, sometimes even impossible to interpret and the stories told are closer to speculation than to reality.

If from a certain point of view there seems to be an objective evidence than, from a different point of view, others could well have found a different truth. Does this mean that anything is equally true or that the truth is always a bit of everything?
I don't think that extreme relativism, which I encounter frequently in my work with schools, is helpful. Most of the time it is a way to avoid to take a stand, to express an opinion for or against an interpretation and in consequence to avoid that ones opinion could be refuted by others. And, extreme relativism is often a way to avoid to make a decision and to be taken responsible for its possible consequences.

In "Towards reflexive method in archaeology : the example at Çatalhöyük" Ian Hodder, a postprocessual archaeologist describes a new aproach in archaelogy based on reflexive startegies that can be used to work your way through negotiated interpretations in a given context. Hodder calls this approach "reflexive method".

He enumerates a set of twelve methodologies and describes four resp. five themes which I think could be applied to education. After having read the following quotes try to read them again with the word "archaeological" substituted by "pedagogical" or "educational":

In analogy to archeology, pedagogical reflection doesn't deal with an objective truth or evidence but with a subjective construction which can become - sometimes only for a limited period - a shared truth in a given social context.
For example, an archaeological discovery like a female figurine can be seen as a religious object or a toy or a symbol for fertility or evidence for a matriarchal society, depending on an archaeologist interpretation of the context where the figurine has been found and on the archaelogist's specific view.
In an educational context, a non-compliant behavior of a student can be regarded differently depending on the situation where this behavior could be observed, and of course the point of view of the observer. The reason for the behavior could be found in the situation itself or be seen in the broader social context that the child lives in.


Reflexivity,
"By this I mean the examination of the effects of archaeological assumptions and actions on the verious communities involved in an archaeological process."

Relationality or contextuality
"The notion here is that meaning is relational. This emphasis is seen in the reflexive attempts to relate findings to a specific context of knowledge production. but the emphasis is also visible in the inter-relations of contextual and artefactual information."

Interactivity
"The aim here is to provide machanisms for people to question and criticize archaeological interpretations that are being made, as they are being made. (...) The prioritizing (sampling) procedures are arrived at by negotiation between staff members. (...) Interactivity is also facilitated ... by the provision of the data base on the Web (...) and by the provision of information in diary and video form that situates the data base and opens it up for critique and alternative interpretation."

Multivocality
"A wide range of different groups often have conflicting interest in the past and wish to be engaged in the archaeological process in different ways. (...) Mechanisms need to be provided so that different discourses can take place."

"An additional theme can be described as "non-dichotomous thinking" that is the breaking down and questioning of categories and boundaries. (...) It is necessary to bridge the divide between archaeology as either science or humanity either history or anthropology, as either objective or subjective."

To give you an impression on this reflective approach in action visit the official website of the site in Turkey's Anatolian plain known as Çatalhöyük : http://www.catalhoyuk.com

Points of Viewing Children's Thinking, Ricki Goldman

I recommend this book to all who used camcorders in their class for doing action research or ethnographic inquiries, and to all those who have read my last post on Jacques Duez, the Belgian teacher who used the video camera in his ethics lessons to record the discussions that took place in his classroom and to share it with other classes, the local community or teachers in his school.

Some quotes from this marvelous and inspiring book:

"I sense a crisis looming in front of us, a crisis of technological illiteracy that I believe we can overcome as a society if we simply listen carefully to the stories that young people tell us about their understanding. Although we introduce innovative programs in an attempt to reach students, we do little to find out about how they view their own thinking. Instead, we apply more and more antidotes and theoretical solutions from above. How many more "educational experiments" will we impose on our schools without listening to how children view their learning."

"How can we think that schools are natural settings in which to observe young people? Not only are they social constructions whose purpose is to manage and enculturate the next generation, they are places where performances of gender, class, race, and economic status are played out at every turn of the head."

"Working with analog and digital video data can shift the nature of ethnographic inquiry, redefining its boundaries by blurring the distinctions that previously separated those who are the subjects of inquiry (informants and participants), those who do the recording and interpreting (ethnographers), and those who read the texts (audiences)."

"(…) will teachers ever be able to know what children really knwo in these mediated cultures? And what happens to standards and testing when each child's learning is encouraged to be intrinsically unique? My answer to the first questions is "no". The second question I answer wiht a better question, "What else do you think could replace uniformity and conformity as the measure of learning?"

"The changing role of teachers is not to become the school technologist; it is to enter into the discours with children about what it is to know something in any given culture, even a computer culture. It is to become part epistemologist, part ethnographer, and, always, to become a learner."

"We can look at the school not only as a place that disseminates culture to those who have no choice but to partake in its rituals, but also as a place where cultures emerge and are created, layer upon layer. The school is its own culture, and it contains many subcultures, each with its own past, present, and future. The young people and adults who share the same physical and psychological space for 8 to 10 hours a day are the makers of that culture, not merely its recipients."

Today Ricki Goldman works at the New York University Steinhardt School of culture, Education, and Human Development
http://steinhardt.nyu.edu/profiles/faculty/ricki_goldman

MERLin, the Multimedia Ethnographic Research Lab at the University of British Columbia where Ricki Goldman used to work
http://orion.njit.edu/merlin/people/ricki/index.html

Jacques Duez: On listening to the children

In the last week I was very absorbed by Jacques Duez's work and busy preparing an event where I presented it to teachers. Jacques Duez has worked for more than 30 years as an ethics teacher in Mons (Belgium). In his early teaching he was very soon frustrated with giving lessons to students during which they were When he noticed that what students brought up themselves was much more interesting to them and to him, he started first tape recording and soon video recording what they said about a certain topic and to share those recordings among different classes. He became famous in Belgium at the moment where Wilbur Leguebe a director of documentary movies working for the national broadcast company RTBF and Agnès Lejeune a journalist made a series of five TV documentaries on Duez's work. One of the most interesting aspects of these documentaries was that they contacted Duez's former students to find out what memories they had of their primary school years and their ethics lessons with Jacques Duez, and to what extend it influenced their later life. The sequences showing young adults sharing their perception of themselves as children while reviewing video tapes showing them during their discussions ten or fifteen years ago are quite remarkable.

When I discovered Jacques Duez's work a few years ago (unfortunately after having left teaching) I was very much impressed by his approach, his way of talking to the children and their profound reflections. His approach is very close to that of Vivian Gussin Paley and in the best tradition of people like Françoise Dolto the famous French doctor and psychoanalyst. I was particularly impressed by a story of a boy whose difficult family situation affected his behavior in school and generated the usual difficulties in the relationship with his teachers, classmates and of course with learning. Only after viewing a video sequence on how this boy explained his situation in Jacques Duez's class his teachers realized how difficult this boy's life was, how little they knew about him and how they had kept teaching and expecting a certain behavior from him without any regard to his social background.

What I intended by showing extract of Duez's work was to sensitize teachers to the potential of children's reflecting and to the importance of considering their socio-cultural background when judging their behavior in an educational setting. I also wanted to sensitizing teachers to the fact that school development needs to be considered not only in the light of meeting new or higher standards. First and foremost, school development should aim at improving the general context for learning and for reflecting about learning, and I see listening to children and children's thinking as one of the preconditions to meet that aim.

Event announcement: http://www.olefaschool.org/community
Event picture gallery (pictures by Xavier Maquil, Luc Gilbertz, Christian Schwarz)

Parents / Enseignants … La guere ouvert? Book including DVD and one documentary by Jacques Duez : http://www.decitre.fr/livres/Parents-Enseignants.aspx/9782870034613

Le Temps des Enfants (printed document with DVD, edited by the Observatoire de l’Enfance, de la Jeunesse et de l’Aide à la Jeunesse:
http://www.oejaj.cfwb.be/rubrique.php?id_rubrique=31

Rethinking Storytelling with Storied Navigation

The MIT Media Lab has published an interesting research project called "Storied Navigation". The project is based on an idea developed by Edward Yu-Te Shen. His thesis has been published under the title and subtitle Storied Navigation : Toward Media Collection-Based Storytelling.

Storied Navigation is said to be novel approach and a tool to construct narratives based on a collection of annotated media sequences like videos and audios. The system is coupled with so called commonsense reasoning technology which helps the user extend his narrative by suggesting related and indexed sequences that could be webbed into the plot.

When reading Yu-Te Shen's thesis I encountered quite a few ideas which reminded me of Ricki Goldam-Segall's work. Goldman-Segall inspired me a lot during the MIRA-Project, when I developed Multimedia Clipboard. I must say that I am a bit surprised, that neither Ricki Goldman-Segall, video ethnography, constructivism or constructionism are mentioned in the references of the thesis, nor the database system Constellations that has been designed by the Media Lab "to enable a community of researchers to catalog, describe, and meaningfully organize data they have collected and stored in digital format or data that is available on the World Wide Web." I'm also surprised because the reader of Yu-Te Shen's thesis is Glorianna Davenport with whom Goldam-Segall collaborated during her Media Lab years where researched under the guidance of Seymour Papert. But maybe it's just because of the fact that the MIT has developed so many technological projects that they stopped referencing them in every thesis.

Anyway, Storied Navigation is an interesting approach and it seems to be a powerful piece of software for educational use. I can easily imagine that it could serve to create digital learning records or conduct ethnographic inquiries to enter into discourse with others - teachers, students, parents - about learning in multiple situations and contexts. Such a tool can also help making sense of and help discover patterns in fragmented or apparently disconnected experiences by tagging and packaging multimedia sequences, descriptions and interpretations.

Of course we shouldn't underestimate that, whatever tool we use for such purposes, recording, collecting and indexing raw data is very time consuming. We also need to acknowledge the fact that meaning is something we don't discover but something that we construct and the possibility that open tools reveal the thinking of the observer as much as the thinking of the observed. Furthermore, depending on the tools we use to produce meaning and to communicate our points of view, they will be different and, valued and understood differently by others.

Website of Storied Navigation
Project abstract with link to Master Thesis
Edward Yu-Te Shen's blog
Edward Yu-Te Shen's blog in English

Thinking Tools for Parallelism and Decentralized Systems

Is the ethanol production responsible for the rising corn prices and thus responsible for the rising of food prices or is the subprime crisis the reason for all this, and if, where is the connection? Why are the milk prices dropping in Europe, while simultaneously other food prices are increasing and while China is buying high quantities of milk on the global market - isn't there a contradiction? Is the fuel price increasing because there is shortage of oil resources or is it because of the dropping of the dollar, or is the price part of a strategy to push ethanol production? Or if we all pushed ethanol production would it force crude oil prices to drop?

Even if people tend to think so, the phenomena that can be observed are seldom the fruit of centralized control or clear intentions but of decentralized actions and interactions, parallelism, randomness and self-organization. There is no mono-directional causality, but parallel emergence of multiple situations that act simultaneously and generate effects and patterns that mostly couldn't have been anticipated.

Unfortunately, linear thinking models, coupled with memorization and regurgitation of facts are not the best ways to train people to understand complex emergent phenomena and to find creative solutions to unexpected problems like those that arose recently on a macroeconomic level.

Most of our thinking strategies, school curricula, and tools for learning are all rooted in the paper and pencil area. Even thinking tools like mind-maps which help visualizing the interconnectedness of ideas, aspects, causes and effects in a two dimensional and non-linear way are seldom used in school. And if they were, they are not suited to represent the dynamic of systems.

In order to understand the decentralized nature of social, economical or natural phenomena we need to observe and explore the functioning of decentralized systems and overcome the "centralized mindset" as Mitchel Resnick calls it. This can be achieved through the use of tools like Scratch, StarLogo and StarLogo TNG, which offer a graphical programming environment and which have been developed at the Media Lab under the direction of M. Resnick.

Whereas StarLogo, StarLogo TNG and OpenStarLogo don't seem to be very popular yet, there is a growing community creating and publishing Scratch projects, probably also due to the dedicated website, a Youtube stile sharing portal. Have a look here.