Hi Jenny,
With regard to stories there was a two day seminar recently at SOAS
organized by The Institute for Cultural Research on the theme 'The Power of
Stories'.
http://www.i-c-r.org.uk/events/seminar/semMar2009.php
Editing of video recordings of the lectures has just been completed and they
will be available on DVD shortly.
Best wishes,
Kevin Byron
University of Leicester
-----Original Message-----
From: List for people wishing to share knowledge experiences of curriculum
design [mailto:[log in to unmask]] On Behalf Of
Jenny Moon
Sent: 24 July 2009 13:20
To: [log in to unmask]
Subject: Re: FW: How drafts reveal the creative process?
Thank you, Lewis,
I have read your paper with interest because it so much reflects where I am
in my current thinking. In writing about reflective learning and critical
thinking, I have found myself challenged both times to consider how to
explain these concepts. I came to the conclusion that we cannot always
explain everything in language. Lanugage does not always 'go there'.
However, as one often hears, 'one can recognise good writing/ a good essay /
good reflective writing / good critical thinking when one sees it'. So
there is something there that is recognisable even if it is not possible to
put it into language.
I think that there are two valuable mechanisms for facilitating learning
here - that we are not good at using.... there is showing eg good and poor
examples of the matter, the second is encouraging comparison of good an poor
or good and not so good in a situation of discussion in which the
comparisons are identified - 'what is the difference....'. In this way the
tacit ideas dance around in amongst the harder elements of language in the
discussion and can be perceived and hopefully captured. I know, Lewis, that
you have engaged in an exercise in which I used these methods. I believe
that the same kind of method could be used with essay writing . It is
written up in 'The use of graduated scenarios to facilitate the learning of
complex and difficult-to-describe concepts' Art and Design in HE 8 (1) - not
quite yet published.
In addition, I am currently trying to write about the role of story in
higher education (hardest task yet!), and I have come to think that one of
the reasons why story is so much part of humanity is that a story contains a
much greater proportion of 'unspoken' - (OK - or tacit material than) than,
say, to an exposition in which the effort is largely to be explicit. By the
unspoken content I mean emotion, atmosphere, visualisation, prompts to
imagination, prior knowledge and conceptions and so on. This means that a
story carries more information than the words that express it - and in a
sense, is a more efficient carrier of information.
with good wishes
Jenny
Dr Jenny Moon, Associate Professor, Centre for Excellence in Media Practice,
Bournemouth Media School, Bournemouth University.
BU - the UK's Number One New University
The Guardian University Guide 2009 & 2010
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