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Learning with environments: Developing an ecological psychology inspired relational pedagogy
Pedagogies: An International Journal Pub Date : 2020-06-25 , DOI: 10.1080/1554480x.2020.1781639
Louise Gwenneth Phillips 1 , Roxanne Finn 2
Affiliation  

ABSTRACT

A disconnect from environments has largely dominated educational discourse and policy. Attention to place and environment in education has gained momentum recently through several relational theories. Application of these theories in education notes the materiality and relationality of pedagogy, though often without specificity as to what the pedagogy is – how it is enacted and what guides such pedagogy. For pedagogical direction in enlivening learning with environments, this paper looks to the potential of ecological psychology theories of affordances and developing specificity via perception and action with environments. To illustrate such, we offer reflections on the pedagogical gap from a teacher education project that attunes preservice teachers to the potential for learning by engaging with spaces produced for children by artists. We then look closely to the pedagogical practices of an artist working with children in a primary school maker space-oriented program. Inspired by ideas from ecological psychology, we identify four pedagogical principles in practices of responsive learning with environments and suggest these as a possible pedagogical framework for eliciting embodied, emplaced, relational, and integrated learning with environments.



中文翻译:

与环境一起学习:发展受生态心理学启发的关系教学法

摘要

与环境的脱节在很大程度上主导了教育话语和政策。最近,通过几种关系理论,对教育中的场所和环境的关注得到了发展。这些理论在教育中的应用注意到了教学法的物质性和相关性,尽管通常没有具体说明教学法是什么——它是如何制定的以及是什么指导这种教学法。对于在环境中活跃学习的教学方向,本文着眼于生态心理学理论的潜力,并通过对环境的感知和行动来发展特异性。为了说明这一点,我们对教师教育项目的教学差距进行了反思,该项目通过与艺术家为儿童创造的空间互动,使职前教师与学习潜力相协调。然后,我们密切关注一位艺术家在小学创客空间导向项目中与儿童合作的教学实践。受生态心理学思想的启发,我们确定了环境响应式学习实践中的四项教学原则,并建议将这些原则作为引发具身、安置、关系和环境综合学习的可能的教学框架。

更新日期:2020-06-25
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