theorising education as a practice - göteborgs universitet · karl marx (1845) theses on feuerbach...

2017-08-29

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Stephen KemmisProfessor EmeritusSchool of Education

Charles Sturt University

Theorising Education as a practice

Overview1. Preliminary remarks: Perspectives on practice2. Practices are made possible in practice architectures3. Into Education: the theory of practice architectures and a theory

of education4. Practices relate to other practices in ecologies of practices5. Practices travel: the niches that support practices6. Conclusions

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1. Preliminary remarks:Perspectives on practice

Perspectives on practiceFOCUS

PERSPECTIVEThe individual(psychological)

The social(sociological)

Both: reflexive-dialectical

‘Objective’(Observer’s/outsider’s perspective)

(1) Practice as individual behaviour: e.g., behaviourism,cognitivism

(2) Practice as social interaction, ritual, system-structured: e.g., soft systems theory

‘Subjective’(Actor’s/insider’s perspective)

(3) Practice as intentional action, shaped by meaning and values: e.g., constructivism

(4) Practice as shaped by discourses andtradition: e.g., hermeneutics


(5) Practice as socially- andhistorically-constituted, and

reconstituted by human agencyand social action: e.g., criticaltheory, critical social science

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Perspectives on practiceFOCUS

PERSPECTIVEThe individual(psychological)

The social(sociological)


‘Objective’(Observer’s/outsider’s perspective)

(1) Practice as individual behaviour: e.g., behaviourism,cognitivism

(2) Practice as social interaction, ritual, system-structured: e.g., soft systems theory

‘Subjective’(Actor’s/insider’s perspective)

(3) Practice as intentional action, shaped by meaning and values: e.g., constructivism

(4) Practice as shaped by discourses andtradition: e.g., hermeneutics


(5) Practice as socially- andhistorically-constituted, and

reconstituted by human agencyand social action: e.g., critical

theory, practice theory

The individual Society: circumstances and upbringing

“The materialist doctrine that [people] are products of circumstances and upbringing, and that, therefore, changed [people] will be the product of changed circumstances and changed upbringing, forgets that it is [people] who make circumstances, and that the educator must [themselves] be educated”

Karl Marx (1845) Theses on Feuerbach (from the third thesis)

Practice as socially- and historically-constituted, and reconstituted by human agency and social action

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Karl Marx

Ludwig WittgensteinMartin Heidegger

Alasdair MacIntyreCharles Taylor Anthony Giddens

Pierre Bourdieu

Theodore SchatzkiAndreas ReckwitzSilvia GherardiDavide NicoliniElizabeth Shove

Lev VygotskyAlexei Leontiev

Bruno Latour

Virtue ethicsActivity theory

First generation practice theory

Actor-Network TheorySecond generation practice theory

Aristotle

Yrjo EngeströmCultural-Historical Activity Theory

Some varieties of practice theory

Science and Technology Studies

2. Practices are made possible in practice architectures

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The Tango: An example of a practice

Miami, USA/ Port of Spain, Trinidad

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Milonga Buenos Aires, 1950`s: http://www.tangotalks.com/historiaEN.html

Men in Buenos Aires dance and play tango (ca. 1900)

Astor Piazzolla (1921-1991)Bandoneón player and father of Nuevo Tango

Carlos (‘Carlosito’) Gardel, (1890-1935)

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dancewearclothes.com

Practices are: � distributed among participants and over time,� orchestrated, so that they different people’s contributions to a

practice are integrated by a shared project – a common purpose,� internally-diverse or differentiated, so that they encompass different

kinds of participants and differentiated kinds of contributions to the overall project of the practice, and

� ecologically-dependent on other practices with which they connect, in the way that teaching practices may be dependent on practices of professional learning that shape or influence them.

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Practices are composed ofsayings, doings and relatings

According to the ancients, philosophy aimed to teach

How to speak and think well

Logic (or dialectics)

Sayings

How to act well in the material world

Physics Doings

How to relate well to others

Ethics Relatings

Practices are composed ofsayings, doings and relatings

On the side of the individual (Bloom)

Extra-individually, the social media: Habermas (Bourdieu) of

Sayings Cognitive Language(Cultural, symbolic fields)

Doings Psychomotor Work(Economic field)

Relatings Affective Power(Social field)

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The sayings, doings and relatings of a practice hang together in the project (purpose, teleo-affective structure) of the practice

Doings

Relatings

SayingsProject

The sayings, doings and relatings that compose practices do not exist in a vacuum; they are made possible by arrangements in sites, in the intersubjective space in which we encounter one another:

Doings

Relatings

Sayings

in semantic space, realised in the medium of language

in physical space-time, realised in

the medium of work and

activity

in social space, realised in the mediumof power and

solidarity

Cultural-discursive arrangements

Material-economic arrangements

Social-political arrangements

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In which we encounter one another as social

and political beings, in relationships of power

and solidarity (belonging)

Doings

Relatings

Sayings

in semantic space, realised in the medium of language




in physical space-time, realised in

the medium of work and

activity

in social space, realised in the mediumof power and

solidarity

In which we encounter one another as interlocutors, in language and ideas.

In which we encounter

one another, and other objects in

the world, as embodied beings, in

physical space-time

The sayings, doings and relatings that compose practices do not exist in a vacuum; they are made possible by arrangements in sites, in the intersubjective space in which we encounter one another:

Tango discourse: SAYINGS made possible byCULTURAL-DISCURSIVE ARRANGEMENTS

Orillero (“People who live at the edge of the city”) Style of early tango, C19th.

Canyengue (“Lower class”; “a streetwise quality”) Style of tango up to about 1920.

Tango de Salon Tango for the ballroom: 1920s+.

Milonga Argentine tango dance party.There are certain social codes, or codigos, that people follow at milongas around the world.The milonga is also a kind of 2/4 rhythm followed in tango.

Practica Social dance to practice steps.

Tango classes Basic; intermediate; advanced; women’s technique. Private; group lessons.

From Christine Dennison:http://www.history-of-tango.com/tango-dance.html

For a list of key technical terms, see Ed Loomis’s (2005)http://www.tejastango.com/terminology.html

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Tango styles DOINGS made possible by MATERIAL-ECONOMIC ARRANGEMENTS

Central style The shape drawn on the floor as a couple moves in this appears almost random and slightly jagged, with many changes of direction. The archetypal step in this style is the ocho cortado, not seen in any other style.

North of Buenos Aires; 1940s

The shape drawn by the couple on the floor as they dance tends to be long straight lines, punctuated with a sudden, very complicated movement. The archetypal step in this style is a salida in which the leader takes just two steps to the four taken by the follower, followed by walking in line with frequent weight changes.

Style of the south The shape drawn by the couple on the floor is one without many straight lines, made up of curves and arcs, looking very much like an Art Nouveau design. The stance of the dancers is a tiny bit closer to the floor. The interpretation of the music involves many pauses, and many rapid movements. The archetypal step is one where the leader takes the follower off her axis, taking responsibility for her weight, and perhaps walking her around the foot she is standing on.

• dancers – gendered roles – other dancers – tango club –• audience – friends – people not here – family –• musicians – Tango musicians – generalist musicians• costume makers – shoe makers –• people serving drinks – food –• builders of the floor – hall – ceiling – roof – doors –• people who built the roads and vehicles that transport

people here –

Tango RELATINGS made possible by SOCIAL-POLITICAL ARRANGEMENTS

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THE PRACTITIONERAND

THE PRACTICE

THE SITE OF(NICHE FOR)

PRACTICE

Practices are interactionally secured in

Practitioners’ characteristic ‘sayings’ - andthinking(the ‘cognitive’)

THE PRACTITIONER AND

THE PRACTICE

Practitioners’ characteristic ‘doings’(the ‘psychomotor’)


PRACTICE

Practitioners’ characteristic ‘relatings’(the ‘affective’)

which are bundled together in the projects(teleo-affective structures) of practices, and the dispositions (habitus) of practitioners.

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Practice architectures (arrangements and

‘set-ups’) enable and constrain action and

interaction via



found in orbrought to a site

(e.g., language, ideas)

THE PRACTITIONER AND

THE PRACTICE




(e.g., objects, spatial arrangements)


PRACTICE




(e.g., relationships between people)


which are bundled together in

characteristic ways in practice landscapes

and practice traditions.


Intersubjective space/medium



interaction via


In semantic space,realised in the medium of

language




THE PRACTITIONERAND

THE PRACTICE


In physical space-time,realised in the medium of

activity and work





PRACTICE


In social space,realised in the medium of

power and solidarity








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interaction via

Singing tango lyrics, knowing dance styles (e.g., milonga),symbols (e.g. costumes, dance steps, poses)



language




Tango oeuvre of music, lyrics,

specialist discourses



activity and work


















interaction via




language






Doing tango dance‘moves’ (e.g., lunge), singing tango, playing tango music (e.g., on Bandoneón)



activity and work




Tango club venue layout and location,

income and expenditure, purchase

of dance wear, musical instruments











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interaction via




language









activity and work







Relating to partners, other dancers,musicians, club owner, costumiers







Tango club owner, patrons, dance

partners, band, classes (beginner to

advanced), teachers…









interaction via




language









activity and work

















Dancing, singing orplaying the Tango





The practice landscape of the tango club; the

practice tradition(s) of the Tango

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interaction via




language









activity and work

















Dancing, singing orplaying the Tango





The practice landscape of the tango club; the

practice tradition(s) of the Tango





interaction via



language




THE PRACTITIONERAND

THE PRACTICE



activity and work





PRACTICE











The theory of practice architectures

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Kathleen Mahon (2014) Critical Pedagogical Praxis in Higher Education. PhD thesis, Charles Sturt University,p.305.

Kathleen Mahon (2014) Critical Pedagogical Praxis in Higher Education. PhD thesis, Charles Sturt University,p.306.

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3. Into Education: the theory of practice architectures and a theory of education

Education (Stephen’s definition)Education, properly speaking, is the process by which children, young people and adults

are initiated into � forms of understanding [sayings], � modes of action [doings] and � ways of relating to one another and the world [relatings],

that foster � individual and collective self-expression, to secure a culture based on

reason, � individual and collective self-development, to secure a productive

and sustainable economy and environment, and � individual and collective self-determination, to secure a just and

democratic society, and that are, in these senses, oriented towards

� the good for each person [individually] and � [collectively] the good for humankind.

(Education is not schooling, training, socialisation, or indoctrination, and should be distinguished from them.)

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On the side ofthe individual: the person/ practitioner

Education as initiation into practices

On the side of the social:

the world we share

Education as fostering

Forms of understanding

Individual and collective

self-expression to secure a culture based

on reason

Modes of action


self-development to secure a productive

and sustainable economy and environment

Ways of relating to one another and the

world


self-determination to secure a just and

democratic society

The project: Education and the good for each person

Education for living well

The project: Education and the

good for humankind

Education for a world worth living in





interaction via



language




THE PRACTITIONERAND

THE PRACTICE



activity and work





PRACTICE











The theory of practice architectures

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interaction via


the world we share





language






on reason

Modes of actionPractitioners’ characteristic ‘doings’(the ‘psychomotor’)


activity and work








world









democratic society








good for humankind


A theory of education





interaction via

‘Thinking green’, ‘thinking sustainability’ and speaking about relevant topics.



language




A world that speaks discourses of

sustainability: e.g., environmental

science, ecology, secular spirituality.



activity and work














Education for Sustainability

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interaction via




language







‘Acting green’, ‘acting sustainably’ and doing relevant things.



activity and work




A world of sustainable natural and physical arrangements; living

sustainably, preserving

biodiversity.
















interaction via




language










activity and work






biodiversity.

Relating to the world in a ‘green’ or sustainable way.







A world of sustainable ecological

relationships; ‘intergenerational

justice’.






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interaction via




language










activity and work






biodiversity.

Relating to the world in a ‘green’ or sustainable way.







A world of sustainable ecological

relationships; ‘intergenerational

justice’.

Living in a ‘green’ way; living sustainably





Sustainable ways of life around the planet:

cultural, environmental,

economic, social, political.


BIODIVERSITY





interaction viaARRANGEMENTS

NEEDEDAT THE SITE

Thinking about, planning revegetation of degraded landscapes.



language




Discourses of biology, botany, zoology,

ecology, sustainability, project management.



activity and work














Revegetation Project

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BIODIVERSITY






NEEDEDAT THE SITE




language






Revegetation activities: build shade-house, collect indigenous seeds, propagate, nurture, plant out.



activity and work




Recovering biodiversity and

ecologically-sustainable

landscapes, habitats.












BIODIVERSITY






NEEDEDAT THE SITE




language









activity and work







Relate to (work with) other people and species, tools and environments for revegetation.







Sustainablyco-habiting the world with other people and

species.






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BIODIVERSITY






NEEDEDAT THE SITE




language









activity and work







Relate to (work with) other people and species, tools and environments for revegetation.







Sustainablyco-habiting the world with other people and

species.

Restore a degraded landscape as a steptowards sustaining biodiversity.





Establish and secure sustainable ways of

life: cultural, environmental,

economic, social, political.


4. Practices relate to other practices in ecologies of practices

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Practices as living things?

� Are born, grow, die…

� Travel from place to place…

� Live in ecological relationships with other practices…

Tango dancing

PlayingTango music

Managinga Tango club

Learningthe Tango

Teachingthe Tango

=Shapingandshapedby

Ecologies of practices –Part of the Tango complex of practices

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Educational leadership and administration

Educational research and evaluation

Professional development/

learning

Classroom educational

practice (teaching)

Students’ academic and social practices

(learning)

=Shapingandshapedby

Ecologies of practices –The Education complex of practices

Practices as living entities?(Fritjof Capra’s principles of ecology)

Concept If ecologies of practice are (like) living systems, then

Networks Practices derive their essential properties and their existence from their relationships with other practices.

Nested systems Different levels and networks of practice are nested within one another.

Interdependence Practices are dependent on one another in ecologies of practices; ecologies of practice are also interdependent.

Diversity An ecology of practices includes many different practices with overlapping ecological functions that can partially replace one another.

Cycles Some kinds of matter (like ideas or actions) cycle through practices –for example, as in a food chain.

Flows Energy (like motivated action) flows through ecologies of practices and the practices within them, eventually being dissipated.

Development Both practices and ecologies of practices develop through stages.Dynamic balance An ecology of practices regulates itself through processes of self-

organisation, and (up to some breaking point) maintains its continuity in relation to internal and outside pressures.

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5. Practices travel: the niches that support practices

Practices that ‘travel’� How can practices move from site to site?

E.g., practices of � theTango,� Education for Sustainability.

� How is it that some practices come to persist or endure (or become sustainable) in some sites, while others fail to ‘take hold’?

� Can the persistence of practices can be explained using the ecological concept of the ‘niche’ – a niche that provides hospitable ground for a practice to ‘take root’?

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Niches� In ecology, the concept of niche refers to the distribution of

resources and competitors necessary for the survival of an organism.

Niche and habitat (ecology)http://en.wikipedia.org/wiki/Environmental_niche_modelling

Rainfallzonessuitability

Altitudezonessuitability

Currentobservations

Habitatmodelbasedonsuitablerainfallandaltitudezonesincombinationwithcurrentobservations(? =absenceofspeciesinapparently suitablehabitat)

??

Nichevariables

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Niches� In ecology, the concept of niche refers to the distribution of

resources and competitors necessary for the survival of an organism.

� Practices also exist in niches. Their niches supply: � the discursive means for the distinctive sayings of the practice, � the material means for the distinctive doings of the practice,

and � the social-political means for the distinctive relatings of the

practice.

� Without a suitable niche, the practice cannot be enacted and it cannot survive.

Niches (continued)

� A suitable niche can exist before a practice ‘gets there’ and then be colonised by a practice (as when a school that has been closed –overnight or for a decade – re-opens, and classroom teaching once again comes to exist there).

� The niches of practices are frequently the products of human agency – as languages and discourses are made and developed by linguistic communities, for example. In this sense, practices and their practitioners build the niches that support practices.

� Put more precisely: both niche and practice develop and evolve in interaction with one another.

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On this basis, we might therefore conclude that� To create and secure a new practice in a setting, it is not sufficient to secure the

(professional) practice knowledge that allows the practitioner to practice in the setting, it is also necessary

(1) to create and secure, in the local site, the practice architectures – the requisite cultural-discursive, material-economic and social-political arrangements – that support the practice, and

(2) to secure the requisite ecological relationships – in an ecology of practices – that secure and sustain the practice in relation to any other practices on which it is dependent.

� If these are secured, it is likely that the new practice will be sustainable.

6. Conclusion

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interaction via


the world we share





language






on reason



activity and work








world









democratic society








good for humankind


A theory of practice and a theory of Education

A curriculum of practices� In the light of this theory, we might thus consider how every

curriculum can be conceptualised as a curriculum of practices; not just an initiation into knowledge, but an initiation into practices.

� To build a curriculum of practices, we might thus consider � what practice architectures it is necessary to construct in order

to make new practices accessible to learners, and � which of a learner’s existing practices offer protean forms from

which the learner might reach into and enter the new practice (not just what learners know now, but what they can do now).

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Thank you







interaction via


the world we share





language






on reason



activity and work








world









democratic society








good for humankind


theorising education as a practice - göteborgs universitet · karl marx (1845) theses on feuerbach...

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