Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Eine Plattform für die Wissenschaft: Bauingenieurwesen, Architektur und Urbanistik
Shifting shores: Transformative learning with the city
Highlights: – Post-human methodologies support geographical experimentation in social science education – Walking with a virtual (Deleuze) landscape manifests the materiality of the city – Diverse temporal and spatial rhythms reveal the subject as porous – Encounters with the city create space to think and do things differently – Post-human approaches to transformative learning challenge detached subjectivities Purpose: Our research unpacks transformative learning through learning-with the city and the agency of encounters. We exemplify how post-human education methodologies can make students sensitive to rhythms beyond their own, helping them to get to know Earth as more than a backdrop for human activity. Approach: Walking the historical shoreline of Helsinki challenges rigid notions of a landscape and collapses the past with the present and future, revealing the porousness of the city and self. Findings: Engagement with landscape remnants makes everyday transformations and entanglements tangible, engendering thinking-with the city. Research implications: Post-human approaches to transformative learning give valuable insights into how learning is non-linear, non-representational, and takes place through meaningful encounters with the world Practical implications: Post-human methodologies lay the groundwork for how experiments could be developed by social science educators in different localities, e.g., having students walk along a railway refusing to give way for an ever-growing city.
Shifting shores: Transformative learning with the city
Highlights: – Post-human methodologies support geographical experimentation in social science education – Walking with a virtual (Deleuze) landscape manifests the materiality of the city – Diverse temporal and spatial rhythms reveal the subject as porous – Encounters with the city create space to think and do things differently – Post-human approaches to transformative learning challenge detached subjectivities Purpose: Our research unpacks transformative learning through learning-with the city and the agency of encounters. We exemplify how post-human education methodologies can make students sensitive to rhythms beyond their own, helping them to get to know Earth as more than a backdrop for human activity. Approach: Walking the historical shoreline of Helsinki challenges rigid notions of a landscape and collapses the past with the present and future, revealing the porousness of the city and self. Findings: Engagement with landscape remnants makes everyday transformations and entanglements tangible, engendering thinking-with the city. Research implications: Post-human approaches to transformative learning give valuable insights into how learning is non-linear, non-representational, and takes place through meaningful encounters with the world Practical implications: Post-human methodologies lay the groundwork for how experiments could be developed by social science educators in different localities, e.g., having students walk along a railway refusing to give way for an ever-growing city.
Shifting shores: Transformative learning with the city
Smolander, William (Autor:in) / Aiava, Raine (Autor:in)
20.03.2025
JSSE - Journal of Social Science Education; Bd. 24 Nr. 1 (2025) ; JSSE - Journal of Social Science Education; Vol. 24 No. 1 (2025) ; 1618-5293
Aufsatz (Zeitschrift)
Elektronische Ressource
Englisch
Shifting Shores: Managing Challenge and Change on the Lizard Peninsula, Cornwall, UK
| Taylor & Francis Verlag | 2014
Shifting Shores: Managing Challenge and Change on the Lizard Peninsula, Cornwall, UK
| British Library Online Contents | 2014
Shifting Shores: Managing Challenge and Change on the Lizard Peninsula, Cornwall, UK
| British Library Online Contents | 2014
| British Library Online Contents | 1997