“Give a man a fish and feed him for a day. Teach a man to fish, and feed him as long as the fish supply holds out. But create a collective, and every man will learn how to feed himself for a lifetime.”
I chose this quote because I think explained really well the idea of the new culture the authors are trying to convey. The idea that fish won’t be in constant supply probably never occurred to the person who originally said this famous line. The author uses this analogy to explain where their new idea of a collective will help people to learn and grow and thrive.
Question: I understand that this a new culture that is being developed, but how is it being built on top of the previous culture? In order for an evolution to occur there should be a step by step process. I feel like there should be a blend of the old culture and the new culture, until the new culture is predominant and the old culture is extinct. They say in this chapter that learning comes from interactions with people, well does reading a text book come into play? Or an e-book? I learn very well from reading and less from people, because I am always stressed and confused in social situations. Reading is a place where my mind opens up and is free. Where does that fit into the new culture of learning?
Connection: I see the way we are being taught in EDSS 530 as way of teaching us to participate in these various collectives and to use various 2.0 tools in order to connect our collectives and enhance them. I see it was being very valuable and interesting, if not overwhelming.
Epiphany: No new epiphany. If anything I had a slew of questions of how we are just supposed to dump our old culture and adopt a new one. Why do these things have to be mutually exclusive? I would like to have a blend.
“In the new culture of learning, the bad news is that we rarely reach any final answers.”
Hold up. WHAT?! Isn’t this somewhat of a problem to anyone else? Maybe its just my “old world” mind talking, but I thought answers are important. If there is a problem, the answer is a called a solution. Some problems, need answers. Problems for the sake of learning, okay maybe not so much. But like, I ran out of food and I have 2 days until my paycheck comes through is a problem that needs a fairly immediate answer. The hope is that you don’t have that problem, but hey, in college, things happen. How does this new culture of learning prepare me for that problem. That seems like a gaping hole to me.
Question: How does the new culture of learning prepare students to take on life? Learning in school and from the internet is all well and good, but does this theory of a new culture have an evidence of preparing students for the trials of life?
Connection: I connected this to the collectives we have created on twitter and google+ for this class. These are ways for me as an individual to share, talk, and learn from other people who are in similar circumstances and similar interests as myself, and not just in the classroom. Tweetdeck is basically a list of collectives.
Epiphany: In the beginning of the chapter when it was talking about the idea of public vs personal life and maybe we shouldn’t think of it in those terms to me was mind opening. It really got me thinking about the idea of real life collectives and virtual collectives I have been a part of and what my interactions with them were like. It has me wondering if my family is considered a collective? If I associate well with someone else’s family and become close with them are they another type of collective? It was a very interesting concept.
“Every answer serves as a starting point, not an end point.”
I chose this quote because I think the idea of inquiry, as only briefly mentioned in this chapter, is key to tacit learning. When a child touches the hot surface that the parents say not to touch, that learning doesn’t stop there. The experience does not stop there. The child starts asking themselves questions, and what they do with the new information is part of tacit learning, at least I think it is.
Question: How do you assess tacit learning?
Connection: I don’t connect this to any of the actual classes I am taking, however I connected one part to my clinic practice experience. The “doing it wrong: comment about how a music teacher will see the students playing the piano wrong. I have a hard time with being a teacher and with clinical practice because I have a hard time seeing students “doing it wrong”. I don’t see things that way and I don’t feel that I know everything. I have a hard time assimilating into classroom culture because I feel that I am not the type of person that can be that type of figure in any sort of setting. I appreciated this point of view from the book because I think I could be a teacher in the a new culture of learning. But not in the present.
Epiphany: The idea that tacit knowledge is absorbed through both mind and body was fascinating to me. I firmly believe that spirit mind, and body are so closely connected and intertwined that it is difficult for our minds to understand where one starts and the other begins. Putting this into context with learning makes so much sense to me although I had never thought that way before. And this knowledge is not transferable. I started this program thinking I had something to transfer to students and it was never my knowledge of science I wanted to transfer, but a passion for discovering it. Somehow though, it seems like school systems don’t actually want that. They say they want it, but they want it in “transferable” way and I don’t know how to be that.