Page 37 - To know things we have to have the world inside us
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How to proceed?
The decision of ‘how to proceed’ at this point was a delicate one, greatly influenced by our epistemological
understandings.
Had we been working from an emergent perspective, one which seeks to follows the interests of the learners, we
would possibly plan further experiences with light or colour or other interests that emerged through the
reconnaissance. Working from the perspective of a pedagogy of relations, what contexts offer the possibility
possibilities for building deeper, more complex relations with things~objects~materials?
For us, this pedagogical approach, which tends to shift from one interest to another in a somewhat linear
fashion, limits depth and complexity. However, we have chosen to work from a pedagogy of relations, and so
our question was:
What encounters could we design where teachers could form deeper, more complex relationships with their
things~objects~materials?
We experimented with possibilities. How could readily available equipment be used to create intriguing,
engaging contexts where deeper and more complex relations with things~objects~materials could be
constructed? What logistical considerations need to be taken into consideration: location, size of group, working
with light and shadow during the day etc.? What disruptors could we offer?
Fifth proposal.
We offered many contexts for teacher~researchers to explore their things~objects~materials in relation to light
and shadow.
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