Practice of open space in interaction and education
|Session Name||4.12 Creating knowledge and developing practices:Arctic citizen science in quality education and decent work|
|Datetime||Sep 05, 2018 04:45 PM - 05:00 PM (UTC +3)|
|Author(s)||Maria Peltola (University of Oulu, Finland)|
There is an open space in human interaction and space between freedom and structures. Sometimes it can be wider, sometimes almost nonexistent. It can mean open questions or silent moments in conversation, or possibility and time to be creative, make decisions or define ones’ own perspective. Open space can be observable or experienced material or social space in our conduct of everyday life. Optimal space, dynamic balance between freedom and structures, is needed when supporting development of individuals’ autonomy and agency. Main question is what is optimal open space for different individuals in varying situations - in their conduct of everyday life? What is practice of open space in multi-dimensional fields of education?
Students in early childhood education and in teacher education analyse participation and practice of open space in relation to the conduct of everyday life and in relation to observed practices in kindergarten and primary school. I’m studying what could open space mean in practice? What would it be in relation to subjective grounds for action (Holzkamp, 1987; Suorsa, 2015) and the conduct of everyday life. I’m also gathering and analyzing other interactional spaces and pedagogical paradox in relation to this concept. Theoretical background is in systemic psychology (Järvilehto, 1994) and subject-scientific psychology (Holzkamp, 1987).
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