Let’s be interested in what they think 😃
10.03.2026 18:19
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Let’s be interested in what they think 😃
@rupertwegerif.bsky.social could you describe the features of the landscape in which the perceived situation interacts with our background history of both our conceptual & preconceptual meaning?
I believe action causes change. I’m trying to conceptualise the situation in which this action occurs.
I’m not sure what action is happening in the classroom if it is not described & defined as dialogical.
The teacher is in dialogue with themselves, the domain of knowledge & the pupil.
The pupil is in dialogue with themselves, the domain of knowledge & the teacher.
Let’s frame it dialogically.
He became the metaphor he wanted to use 🙃
But he is just using cave as a metaphor for a dark place where people can get lost or confused & shining a light helps. Platos fire & shadows on the wall is the lives we experience is a simulation.
If anything I’d liken the words we use to Plato shadows & the reality of meaning is hidden from us.
That’s interesting. Do you think language by necessity requires building from small? Because I think conceptual knowledge can be built small to big or big to small or side to side.
I imagine procedural knowledge also needs to be built from small to big?
Feels like there should be a word that best describes the ‘type’ of knowledge built during the learning of languages. Maybe semantic knowledge or participatory meaning making knowledge? Or is there a word and I’m just missing it.
That’s a nice parallel distinction between an Exercise and a Task that I hadn’t considered before.
Maybe because science is more conceptual and less dependent on rehearsal.
How would you describe language learning so that it requires lots of rehearsal? Procedural but mostly mini procedures?
For those who are uninterested, we, as the teacher, need to prompt the development of meaning making and understanding by providing more explorative or generative tasks.
However, in reality, we are sense making creatures and so when an interested pupil is told an isolated fact is important to learn they cannot help but make more meaning of it. They look for further associations.
Meaning and understanding is developed.
Really nicely delineated by Christian.
Rehearsal deliberately strengthens specific isolated associations.
Meaning making and building understanding both extend beyond specific isolated associations.
It is good to get this clear.
Efficiency as a guiding principle tends towards hubristic and dismissive certainty.
The process of play is unpredictable, unexpected and joyous.
I enjoy teaching.
Hi I teach physics but my main interest is to understand learning and its implications for teaching.
To better understand I tend to ask questions that challenge our thinking.
#FFBWeds
No but this is scientific evidence informed magic bullet!
I think it sounds appealing to those who want to reduce to certainty.
They are shifting to brand it as instructional engineering.
@harishjose.bsky.social
If you have any interest in cybernetics, I think Harish is pretty awesome.
harishsnotebook.wordpress.com/2026/02/28/a...
@learnwhatyoulive.bsky.social sorry Katie I didn’t get back to you about chatting about independent study. Let me know if you would like to. mr.lee.bates@gmail.com
Thats very kind of you to say Stuart. (And it’s going into my pocket as a permanent boost to my self identity.
Christian provides a totally different way of thinking about teaching and learning. Each exploration into his thoughts helps sharpen your focus on the meaning that your pupils are making.
Thanks Daniela I am trying to find a way of conceptualising the learning process from the learner’s perspective in situations such as listening to an explanation.
What is actually happening? How is learning happening?
It feels like they are carrying out mostly non-conscious imaginal simulations.
Can the understanding of these situational models help us to better understand how learning happens when I am explaining a concept in class and they are listening?
I agree the teacher is very much part of the process. (And they are running their own internal sense making simulations as well) and yes they are attempting to lay out the constraints and affordances of the situation. But the learner does the learning, that has to be the starting point.
Thanks Andrew. I’m trying to make sense of the learning that happens in my classroom. I can’t see how it can happen without action and I can’t see how action can happen without an environment.
I think we make sense of the world by physically interaction with it.
But if we are making sense of conceptual constructs the only way to make sense of them is via imaginal simulation. Yes the validity of these needs to be stress tested externally at some point but the sense making is internal.
What about the existence of the other environment? The imaginal environment. The imaginal environment can be all but decoupled from the external environment. But imaginal action within the imaginal environment still causes change.
We do not have to be the subject or agent of the action to learn. We can learn by simulating the actions of any imagined but definable agent in any comprehensible situation.
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I think learning happens through the playing out of these simulated situations. This can be thought of as simulated enaction in imaginal situations.
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To determine what makes up a situation, the pupil must effectively run simulations, exploring how the objects could interact & what outcomes might follow.
A perceived situation is therefore not a static group of objects. It is a dynamic simulation in which relationships & rules are played out.
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