Artificer Learning#3

This series of posts was written by myself and a friend for a Futures journal. It may be seen as a bit ‘out there’ and academic, but I do think it deals with issues that are important for education. Especially for education that deals with skills.

From Action Learning to Artificer Learning

Artificer Learning is a form of action learning focused on the learner who learns by making or shaping an action decided collectively and intended for some particular application towards a better world.

Such learning is always threefold – firstly internal to the learner (integrity, values etc), secondly external to the learner (ethics and how the world works – being a good citizen), and thirdly the bridge between the two – content. Generally speaking academia focuses on the third or content area.

In action learning theory, L = P + Q.,

Learning = Programed knowledge + Questioning [L = P + Q]

We see critical futures praxis or artificer learning adding two key components: (1) ‘A’ for Action is added to L and (2) ‘I’ for Intent is added to Q. These additions bring in actioning and intentionality as key for Critical Futures Praxis.

So the formula becomes AL=P+QI.

We call this form of Critical Futures Praxis “Artificer Learning” as it incorporates the various types of action listed above with an emphasis on Instrumental Action.

Other related terms for the type of learning we are advocating include: futuring, critical futures praxis, holonomic learning, (aspects of) play, integral learning, comprehensive design learning, environmental design, phronetic learning, immersion learning, and experiential learning. In all of these thinking and doing are integrated.

Conclusion
We have sought to argue a need to bias learning to action and thereby view thinking from action not action from thinking. Such an approach to leaning can be seen in extending Action Learning to Critical Futures Praxis. Even further we suggest the need for a pedagogy that does not continue the Platonic differentiation of thinking and doing while privileging thinking. We call such an approach Artificer Learning.

In this way we can contribute to building a better tomorrow – a future our children can live with.

Notes
* Phronesis is a reasoned and true state of capacity to act with regard to human goods (eudaimonia). [Aristotle – Nichomachean Ethics 1140b25]. As such Phronesis is practical wisdom developed through insight, reflections and practical theory accumulated around citizen actions taken on common issues aimed at embodying the ‘good life’ in the space of public life. Boyte (1995: 6)

**. Communicative Action involves commitment to actionable principles and requires deliberants to have considered – in dialogue – the kinds of practical actions inferred by principles, and their consequences, prior to making the commitment to protect common interests in the face of global opportunities, risks and challenges. Habermas (1992)

Boyte, H., Beyond Deliberation: Citizenship as Public Work, in Civic Practices Network paper delivered at the 1995 PEGS conference. 1995: United States of America. p. 12.

Habermas, J., Moral Consciousness and Communicative Action. 1992 Vol. Translated by Lenhardt, Christian

One Response to “Artificer Learning#3”

  1. Nice! Thanks very good for report,I follow your blog ????

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