Engaging with the Beyond—Diffracting Conceptions of T-Learning
Engaging with the Beyond—Diffracting Conceptions of T-Learning
复制标题
参与 T-Learning 的超越衍射概念
作者：
S. Bengtsson
本文发展了一种越轨学习理论（t-学习），并在国际科学理事会的t-学习网络中进行了实验。所采用的方法是对不同案例中出现的学术出版物中的越界概念的衍射解读。结果表明，不可能有明确的行为或对越界的理解，因为越界本身就需要颠覆规则、背景和边界。相反，研究结果记录了几个总体的分类立场和对越轨行为的公理理解，这些越轨行为是从特定背景的邪恶可持续性问题中出现的。越界学习可以被理解为一套不同背景的技术和实践，试图通过学习和在学习中带来变化。越轨学习可能导致体验式学习的过度，而这种过度正是差异的根源，并使改变成为可能。越轨学习概念的多样性为参与以可持续为导向的学习和教育开辟了新的切入点，这种学习和教育是开放的，可以改变，而不是复制不可持续的社会结构和动态。
This paper develops a theory of transgressive learning (t-learning) as it was experimented with in the International Science Council t-learning network. The method applied is a diffractive reading of conceptions of transgression in academic publications emerging from different cases. The results show that there can be no definite conduct to or understanding of transgression, as transgression itself entails a subversion of rules, contexts, and borders. Instead, the results document several overarching categorical positions and axiomatic understandings of transgression that emerge from the background of context-specific wicked sustainability issues. Transgressive learning can be understood as a set of contextually diverse techniques and practices that attempt to bring about change through and in learning. Transgressive learning can result in experiential learning excesses where the excess is the very source of difference and makes change possible. The diversity of conceptions of transgressive learning open up new entry points for engaging with sustainability-oriented learning and education that is open to change rather than to reproducing unsustainable social structures and dynamics.