ABSTRACT This article recounts three stories from TEFI’s walking workshop in Nepal: the construction of a road through what was once a trekking path; a dance-floor encounter at a Himalayan party; and the arrival of one participant, fatigued by jet lag and disoriented by the new surroundings. These stories of confusion, discomfort and fear are linked by one common theme: the potential of uncertainty to foster deep reflection and nuanced conclusions. The premise that uncertainty is to be valued and even cultivated has been explored in educational theory, spiritual traditions, and research on transformative learning. These sources affirm the role of uncertainty in the process of knowledge creation. However, accepting this role can be challenging for educators because it requires they assume a new identity, one which they may perceive as being at odds with their status as “teacher” the identity of learner. One way for the educator to address this challenge may be through recounting their own stories of uncertainty. Stories of being immersed in unfamiliar situations that challenge, confuse and even frighten – stories, in other words of being a tourist – can foster reflection on an intellectual, emotional and spiritual level, engaging the “whole” person, and thus initiating the educator/learner’s transformative journey.

中文翻译：

---

不确定性、讲故事和变革性学习：一位讲师在尼泊尔 TEFI 步行工作坊的经历

摘要 本文讲述了 TEFI 在尼泊尔的步行车间的三个故事：一条穿过曾经是徒步旅行的道路的道路；在喜马拉雅派对上的舞池邂逅；以及一位参与者的到来，他因时差而疲惫不堪，对新环境迷失了方向。这些混乱、不适和恐惧的故事与一个共同的主题联系在一起：不确定性可能会促进深刻反思和微妙的结论。在教育理论、精神传统和变革性学习的研究中，已经探索了不确定性应该被重视甚至培养的前提。这些来源肯定了不确定性在知识创造过程中的作用。然而，接受这一角色对教育工作者来说可能具有挑战性，因为这需要他们承担新的身份，他们可能认为这与他们作为“老师”的身份和学习者的身份不一致。教育者应对这一挑战的一种方法可能是讲述他们自己的不确定性故事。沉浸在挑战、困惑甚至恐惧的陌生环境中的故事——故事，换句话说，作为一名游客——可以促进智力、情感和精神层面的反思，吸引“整个”人，从而启动教育者/学习者的转型之旅。