Learning situated in unity… and it all began with binary…
“Unity can only be manifested by the Binary. Unity itself and the idea of Unity are already two”. Buddha
Understanding my philosophical beliefs ultimately informs my teaching practice, it is the basis on which I make decisions and take actions within my educational context. In examining the correlations and the relationships between the theories I align myself with and my own values, beliefs, assumptions and behaviours I hope to uncover my own personal bias and develop more congruence between the theories in use and the theories I espouse to. I also hope to become more consciously aware of the ways in which I use power in an endeavour to ensure that my actions are in the best interests of my learners. I believe that synthesising my own philosophical beliefs will assist me in grounding my decisions and conduct based on rational thought and educational theory as opposed to acting largely on the basis of habit (Galbraith, 1998). I lean towards a humanistic approach to teaching with hopes of cultural transformation through learning.
David Ausubel, an educational psychologist, contended “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly.” (as cited in Shulman, 1999). The existing assumptions and beliefs of learners act as filters, consequently affecting how past experiences are recalled and how learning events are attended and affirmed. First and foremost, I consider myself a learner, and am becoming increasingly more aware of the value of this perspective in teaching. Modelling positive learning skills and assisting learners in understanding how they learn is a valuable skill. Learners construct knowledge in a dialectical fashion through a process of resolving contradictions, moving towards more complex ways of viewing the self and the environment, with potential to transform perspectives (Taylor, Marienau & Fiddler, 2000).
Jarvis (2004) suggests it is necessary for individuals to keep learning, in today’s rapidly changing society, as learning helps people adjust to cultural changes and facilitates their quest to understand and make meaning of their lives. Learning is life enriching and the provision of education throughout the lifespan can assist an individual’s quest for meaning. Claxton highlights the importance of feelings in learning, suggesting that “learning often takes place close to the emotional point where challenge may tip into threat” (p.56) believing that understanding the value and role of emotions in the context of learning can assist in developing the ability to judge and appraise situations more accurately. Learning can be facilitated by identifying teachable moments in which to offer various forms of support or challenge to encourage critical reflection and deeper meaning making, with intent to move learners towards reframing their self-understanding and transform their ways of knowing beyond what they currently possess. It is perhaps even more important to recognise when not to challenge so as not to pose a threat. As a facilitator it is important to develop effective questioning skills by recognising when to use probing, redirection, pausing, paraphrasing, timing and active listening (Pithers, 1998).
Teaching for me is about quality of relationships, based on trust, dignity and respect. In order to facilitate learning with developmental intentions a teacher needs to become aware of learners’ conceptions, feelings, perceptions and actions, in order to understand why meanings are attached to experience, thus allowing them to assist learners’ in understanding how they construct knowledge (Taylor, Marienau & Fiddler, 2000). Through interaction with peers, or a more experienced other, such as a facilitator with relevant experience, learners can be encouraged to extend themselves to higher levels of cognition and achieve deeper learning, reaching what Vygotsky termed the zone of proximal development (Engestrom, 1994). The zone is created in the course of social interaction, collaborative discourse is important for converting experience into knowledge and achieving new levels of understanding (Bruner 1985, as cited in Mercer, 1990).
The sociocultural context of the learning environment itself can impact the level of engagement and activity within it, therefore it is important to create a sense of community in the classroom and an environment of inclusion and acceptance in which learners are free to take risks (Silverman & Casazza, 2000). Borich (2003) suggests that the learning climate, in terms of warmth and control, is of crucial importance as it directly influences how teachers teach and how learners learn.
Heath (2001) believes that the traditional teacher role of knowledge resource is becoming less valid due to the influence of globalisation, rapid technological changes and the subsequent availability of information. The role of teachers is becoming more akin to that of a knowledge manager, more of teacher-researcher–practitioner – it is becoming increasingly important to know how and where knowledge is produced, how it is mediated, and how it is used. Communicative competence may become more important than content and discipline specific competence. A large part of my current teaching practice involves online delivery and as such my role as researcher has greatly increased, in sourcing information and ways of presenting information that suit the particular demands of an online environment.
I see curriculum as characterised in terms of experience as argued by John Dewey (1916, as cited in Print, 1993) believing that “Instruction is the intentional arrangement of experiences, leading to learners acquiring particular capabilities.” (Smith & Ragan, 2005, p.4). I like the idea of basing curriculum design on an interactive model of planning (Caffarella, 2002), and feel that learner analysis [likenesses and differences, entry skills - prior knowledge and experience, current circumstances, learning styles, cultural background, social and historical context] is fundamental in developing goals for learners’ development that incorporate transfer of learning. In my own context, learners are more strongly motivated if they can connect the world of computers to their own needs, for example those in farming and logging make more sense of spreadsheets when they can see how their learning can be applied to tracking diesel rebates.
Stahl (2005) highlights the importance of incorporating collaborative and group activities, suggesting that individual learning is collaborative and reliant on engagement with others, that human interaction “provides the primary context, motivation and source of new knowledge” (p.2) . If curriculum design encourages learning as an isolated activity it may serve to be repressive and perpetuate culturally framed ways of knowing and understanding, therefore the design of curriculum and instruction should value interdependence and common interests for the purpose of common good, encouraging self direction through communicative and collaborative activity (Brookfield, 1993).
My BAVE studies have contributed significantly to the ways in which I approach curriculum design. I am more mindful of authenticity in my own work and the validity of the information I use and relevance of my sources. I also believe I use a much softer way of presenting a point of view due to the use of tentative statements and transitional words to introduce ideas. Above all though, I find myself engaging far more in critical self reflection, examining my teaching practice and incorporating more evaluation mechanisms in to as many areas as possible, particularly in relation to curriculum delivery.
In closing, a powerful word springs to mind, ‘Imagine’. Though I am not sure where this fits yet in terms of theories, as I still have a long way to go in developing my own educational philosophies, yet for me it is a powerful motivator in all forms of learning and a word that I would consider to be rather large in my teaching tool kit. I remember years back, before venturing in to teaching, struggling to get my head around binary calculations and logic diagrams in a room full of male students for whom it seemed to come more naturally, and consequently a fellow student trying to inspire me by telling me about Hypathia. Hypatia in fourth century C.E. Egypt became one of the greatest philosophers of her time, Deakin (as cited in Rauff, 2009) begins his biography of Hypatia of Alexandria with the following opening statement “Imagine a time when the world’s greatest living mathematician was a woman… who was simultaneously the world’s leading astronomer”. Well, if she can do that, then I can sure learn binary… Imagine…
_____________________________________________________________________________________________________________
References
Borich, G. (2003). Observation skills for effective teaching. Upper Saddle River: Merrill Prentice Hall.
Brookfied, S. (1993). Self-Directed Learning, Political Clarity and the Critical Practice of Adult Education. Adult Education Quarterly, Volume 43, No. 4, 1993
Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2nd ed.). San Francisco: Jossey-Bass.
Claxton, G. (2001). Wise up: Learning to live the learning life. Stafford, England: Network Educational Press Ltd.
Galbraith, M. W. (Ed.) (1998). Adult learning methods (2nd ed.). Malabar, FA: Krieger Publishing Company
Heath, G. (2001). Teacher education and the new knowledge environment. Retrieved March 29, 2009, from http://www.aare.edu.au/01pap/hea01582.htm
James V Rauff. (2009). Hypatia of Alexandria: mathematician and martyr. Mathematics and Computer Education, 43(1), 89-90
Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: RoutledgeFalmer.
Mercer, N. (1990) Context, continuity and communication in learning. In Potter, F. (Ed.) Reading, Learning, and Media Education (pp.27-38). Oxford: Blackwell Education
Pithers, R (1998) Improving Learning Through Effective Training. Katoomba, NSW: Social Science Press.
Print, M. (1993). Curriculum development and design (2nd ed.). St. Leonards, NSW: Allen and Unwin.
Shulman, L. S. (1999). Taking Learning Seriously. The Carnegie Foundation for the Advancement of Learning. Retrieved May 18, 2009, from http://www.carnegiefoundation.org/pub/sub.asp?key=452&subkey=618&printable=true
Silverman, S. & Casazza, M. (2000) Learning and Development. Making connections to enhance teaching. San Francisco: Jossey-Bass Publishers.
G Stahl (2005) “Engagement with Learning.” Foreword to: D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. i-v). Retrieved May 20, 2009 from
http://www.ischool.drexel.edu/faculty/gerry/publications/journals/index.html
Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing Adult Learners: Strategies for teachers and trainers. San Francisco: Jossey-Bass.
Understanding my philosophical beliefs ultimately informs my teaching practice, it is the basis on which I make decisions and take actions within my educational context. In examining the correlations and the relationships between the theories I align myself with and my own values, beliefs, assumptions and behaviours I hope to uncover my own personal bias and develop more congruence between the theories in use and the theories I espouse to. I also hope to become more consciously aware of the ways in which I use power in an endeavour to ensure that my actions are in the best interests of my learners. I believe that synthesising my own philosophical beliefs will assist me in grounding my decisions and conduct based on rational thought and educational theory as opposed to acting largely on the basis of habit (Galbraith, 1998). I lean towards a humanistic approach to teaching with hopes of cultural transformation through learning.
David Ausubel, an educational psychologist, contended “The most important single factor influencing learning is what the learner already knows. Ascertain this and teach accordingly.” (as cited in Shulman, 1999). The existing assumptions and beliefs of learners act as filters, consequently affecting how past experiences are recalled and how learning events are attended and affirmed. First and foremost, I consider myself a learner, and am becoming increasingly more aware of the value of this perspective in teaching. Modelling positive learning skills and assisting learners in understanding how they learn is a valuable skill. Learners construct knowledge in a dialectical fashion through a process of resolving contradictions, moving towards more complex ways of viewing the self and the environment, with potential to transform perspectives (Taylor, Marienau & Fiddler, 2000).
Jarvis (2004) suggests it is necessary for individuals to keep learning, in today’s rapidly changing society, as learning helps people adjust to cultural changes and facilitates their quest to understand and make meaning of their lives. Learning is life enriching and the provision of education throughout the lifespan can assist an individual’s quest for meaning. Claxton highlights the importance of feelings in learning, suggesting that “learning often takes place close to the emotional point where challenge may tip into threat” (p.56) believing that understanding the value and role of emotions in the context of learning can assist in developing the ability to judge and appraise situations more accurately. Learning can be facilitated by identifying teachable moments in which to offer various forms of support or challenge to encourage critical reflection and deeper meaning making, with intent to move learners towards reframing their self-understanding and transform their ways of knowing beyond what they currently possess. It is perhaps even more important to recognise when not to challenge so as not to pose a threat. As a facilitator it is important to develop effective questioning skills by recognising when to use probing, redirection, pausing, paraphrasing, timing and active listening (Pithers, 1998).
Teaching for me is about quality of relationships, based on trust, dignity and respect. In order to facilitate learning with developmental intentions a teacher needs to become aware of learners’ conceptions, feelings, perceptions and actions, in order to understand why meanings are attached to experience, thus allowing them to assist learners’ in understanding how they construct knowledge (Taylor, Marienau & Fiddler, 2000). Through interaction with peers, or a more experienced other, such as a facilitator with relevant experience, learners can be encouraged to extend themselves to higher levels of cognition and achieve deeper learning, reaching what Vygotsky termed the zone of proximal development (Engestrom, 1994). The zone is created in the course of social interaction, collaborative discourse is important for converting experience into knowledge and achieving new levels of understanding (Bruner 1985, as cited in Mercer, 1990).
The sociocultural context of the learning environment itself can impact the level of engagement and activity within it, therefore it is important to create a sense of community in the classroom and an environment of inclusion and acceptance in which learners are free to take risks (Silverman & Casazza, 2000). Borich (2003) suggests that the learning climate, in terms of warmth and control, is of crucial importance as it directly influences how teachers teach and how learners learn.
Heath (2001) believes that the traditional teacher role of knowledge resource is becoming less valid due to the influence of globalisation, rapid technological changes and the subsequent availability of information. The role of teachers is becoming more akin to that of a knowledge manager, more of teacher-researcher–practitioner – it is becoming increasingly important to know how and where knowledge is produced, how it is mediated, and how it is used. Communicative competence may become more important than content and discipline specific competence. A large part of my current teaching practice involves online delivery and as such my role as researcher has greatly increased, in sourcing information and ways of presenting information that suit the particular demands of an online environment.
I see curriculum as characterised in terms of experience as argued by John Dewey (1916, as cited in Print, 1993) believing that “Instruction is the intentional arrangement of experiences, leading to learners acquiring particular capabilities.” (Smith & Ragan, 2005, p.4). I like the idea of basing curriculum design on an interactive model of planning (Caffarella, 2002), and feel that learner analysis [likenesses and differences, entry skills - prior knowledge and experience, current circumstances, learning styles, cultural background, social and historical context] is fundamental in developing goals for learners’ development that incorporate transfer of learning. In my own context, learners are more strongly motivated if they can connect the world of computers to their own needs, for example those in farming and logging make more sense of spreadsheets when they can see how their learning can be applied to tracking diesel rebates.
Stahl (2005) highlights the importance of incorporating collaborative and group activities, suggesting that individual learning is collaborative and reliant on engagement with others, that human interaction “provides the primary context, motivation and source of new knowledge” (p.2) . If curriculum design encourages learning as an isolated activity it may serve to be repressive and perpetuate culturally framed ways of knowing and understanding, therefore the design of curriculum and instruction should value interdependence and common interests for the purpose of common good, encouraging self direction through communicative and collaborative activity (Brookfield, 1993).
My BAVE studies have contributed significantly to the ways in which I approach curriculum design. I am more mindful of authenticity in my own work and the validity of the information I use and relevance of my sources. I also believe I use a much softer way of presenting a point of view due to the use of tentative statements and transitional words to introduce ideas. Above all though, I find myself engaging far more in critical self reflection, examining my teaching practice and incorporating more evaluation mechanisms in to as many areas as possible, particularly in relation to curriculum delivery.
In closing, a powerful word springs to mind, ‘Imagine’. Though I am not sure where this fits yet in terms of theories, as I still have a long way to go in developing my own educational philosophies, yet for me it is a powerful motivator in all forms of learning and a word that I would consider to be rather large in my teaching tool kit. I remember years back, before venturing in to teaching, struggling to get my head around binary calculations and logic diagrams in a room full of male students for whom it seemed to come more naturally, and consequently a fellow student trying to inspire me by telling me about Hypathia. Hypatia in fourth century C.E. Egypt became one of the greatest philosophers of her time, Deakin (as cited in Rauff, 2009) begins his biography of Hypatia of Alexandria with the following opening statement “Imagine a time when the world’s greatest living mathematician was a woman… who was simultaneously the world’s leading astronomer”. Well, if she can do that, then I can sure learn binary… Imagine…
_____________________________________________________________________________________________________________
References
Borich, G. (2003). Observation skills for effective teaching. Upper Saddle River: Merrill Prentice Hall.
Brookfied, S. (1993). Self-Directed Learning, Political Clarity and the Critical Practice of Adult Education. Adult Education Quarterly, Volume 43, No. 4, 1993
Caffarella, R. S. (2002). Planning programs for adult learners: A practical guide for educators, trainers, and staff developers (2nd ed.). San Francisco: Jossey-Bass.
Claxton, G. (2001). Wise up: Learning to live the learning life. Stafford, England: Network Educational Press Ltd.
Galbraith, M. W. (Ed.) (1998). Adult learning methods (2nd ed.). Malabar, FA: Krieger Publishing Company
Heath, G. (2001). Teacher education and the new knowledge environment. Retrieved March 29, 2009, from http://www.aare.edu.au/01pap/hea01582.htm
James V Rauff. (2009). Hypatia of Alexandria: mathematician and martyr. Mathematics and Computer Education, 43(1), 89-90
Jarvis, P. (2004). Adult education and lifelong learning: Theory and practice (3rd ed.). London: RoutledgeFalmer.
Mercer, N. (1990) Context, continuity and communication in learning. In Potter, F. (Ed.) Reading, Learning, and Media Education (pp.27-38). Oxford: Blackwell Education
Pithers, R (1998) Improving Learning Through Effective Training. Katoomba, NSW: Social Science Press.
Print, M. (1993). Curriculum development and design (2nd ed.). St. Leonards, NSW: Allen and Unwin.
Shulman, L. S. (1999). Taking Learning Seriously. The Carnegie Foundation for the Advancement of Learning. Retrieved May 18, 2009, from http://www.carnegiefoundation.org/pub/sub.asp?key=452&subkey=618&printable=true
Silverman, S. & Casazza, M. (2000) Learning and Development. Making connections to enhance teaching. San Francisco: Jossey-Bass Publishers.
G Stahl (2005) “Engagement with Learning.” Foreword to: D. Hung & M. S. Khine (Eds.), Engaged learning with emerging technologies (pp. i-v). Retrieved May 20, 2009 from
http://www.ischool.drexel.edu/faculty/gerry/publications/journals/index.html
Taylor, K., Marienau, C., & Fiddler, M. (2000). Developing Adult Learners: Strategies for teachers and trainers. San Francisco: Jossey-Bass.
“I’m off to work now honey… just off to a little social gathering”…
Oct 2011
Working as an inexperienced teacher twelve years ago was both challenging and rewarding. Optimism and freedom flowed in the classroom. Social narrative was as important as course content. Learning was situated in social activity, friendship and the life experience and stories of students. There was comfort and familiarity in the network of relationships, in the way the classroom community functioned. We explored, learned, and studied together, creating a community of practice in an atmosphere of reciprocal trust. Learners were deeply engaged and attrition rates were low. Then along came training packages.
Diminishing flexibility in the way I taught and assessed was a difficult concept to grasp, inertia ebbed in as training packages eroded the satisfaction I was accustomed to. Enduring significant pressure to focus on assessment and outcomes, as opposed to the journey of learning, now comprised the majority of my day. I no longer had the freedom to use creative licence, to experiment or be innovative in my approach. The restrictiveness created enormous inner conflict for me, as did the misconception that training packages were curriculum. Focus within the establishment had shifted to meeting audit requirements and compliance. I felt trapped in a whirlwind of institutionally based regime.
The learning demographic in which I am situated, consists predominantly of female learners. Many are returning to study after their adult children have left home and others returning as young mums when their infant children first start school. Being in a rural remote area, many of these women are socially isolated and a significant number have issues with self-esteem and confidence. Initial engagement in learning for these women is often fraught with fragility and fear. They doubt their abilities and capacity for competence. In those early years of teaching, significant time was devoted to building esteem, to making room for dialogical settings in which negative self-talk could be addressed, and self-perceptions could be challenged. We developed a shared culture and the classroom became a social meeting place in which learning was facilitated. I didn’t realise all of this was happening at the time, as most of it happened intuitively as a matter of course. It just worked.
Increasing pressure to meet audit requirements and targets left little time for ‘socialising’. Attrition rates began to climb. So much value was placed on validating materials and meeting quality standards. I began to feel that my professionalism was now being measured against these new standards and structures. To the detriment of my learners, I strived to prove my professionalism and skill. Yes, I secured the respect of my peers and earned a reputation for the quality of my learning and assessment instruments… but it came at a huge cost, I fell out of love with teaching. It is only now in later years, upon reflection, that I am capable of seeing this, articulating it and being honest about it.
Finding it difficult to understand why I felt so at odds with the environment I was now working in I decided to do something about it. As a mature aged learner, seven years after I started teaching, I enrolled in a university teaching Degree. This was to be the beginning of many significant learning moments for me. I developed a better understanding of adult development, of how learning takes place, and how meaning is made. But most importantly it drove home what it was like to walk in the shoes of a learner that doubted their abilities. To experience the raw emotion of transformative learning, the pain of challenging belief systems and perceptions, and the growth that comes with it reignited the spark within.
Shuffling in my seat, I struggled to remain interested as the next presenter was welcomed on stage. I glanced up to see a relaxed beaming face looking out over her audience. Attending a state wide conference in 2009, a dynamic speaker, Ruth Wallace, delivered a heartfelt discussion that triggered one of those “light bulb” moments. Her presentation inspired me to the extent that I felt a paradigm shift in the way I felt about myself as a facilitator of learning. Her story resonated with me on many levels, reinforcing many of the learning theories I was now familiar with and crystallising my thoughts.
Ruth is Director of Social Partnerships in the Learning Research Consortium, at Charles Darwin University. Hearing the importance of my initial experience of teaching reinforced was empowering. Only now did I understand why those early years had been so incredibly satisfying and enjoyable. I had invested heavily in the social capital of my learners. The spark within was now a raging fire. Through fresh eyes I now saw how my teaching focus had sadly shifted to being outcome based. I had lost my way. Ruth bravely encouraged all present to own our class room, to teach to regional and individual needs, to manipulate training packages into a localised framework. The blueprint for my teaching practice became visible as her passionate words lingered in my thoughts. Gone are the limiting cognitions. With steely determination I returned to personalised community based learning. I am in a new relationship with teaching and have fallen in love with learning.
Working as an inexperienced teacher twelve years ago was both challenging and rewarding. Optimism and freedom flowed in the classroom. Social narrative was as important as course content. Learning was situated in social activity, friendship and the life experience and stories of students. There was comfort and familiarity in the network of relationships, in the way the classroom community functioned. We explored, learned, and studied together, creating a community of practice in an atmosphere of reciprocal trust. Learners were deeply engaged and attrition rates were low. Then along came training packages.
Diminishing flexibility in the way I taught and assessed was a difficult concept to grasp, inertia ebbed in as training packages eroded the satisfaction I was accustomed to. Enduring significant pressure to focus on assessment and outcomes, as opposed to the journey of learning, now comprised the majority of my day. I no longer had the freedom to use creative licence, to experiment or be innovative in my approach. The restrictiveness created enormous inner conflict for me, as did the misconception that training packages were curriculum. Focus within the establishment had shifted to meeting audit requirements and compliance. I felt trapped in a whirlwind of institutionally based regime.
The learning demographic in which I am situated, consists predominantly of female learners. Many are returning to study after their adult children have left home and others returning as young mums when their infant children first start school. Being in a rural remote area, many of these women are socially isolated and a significant number have issues with self-esteem and confidence. Initial engagement in learning for these women is often fraught with fragility and fear. They doubt their abilities and capacity for competence. In those early years of teaching, significant time was devoted to building esteem, to making room for dialogical settings in which negative self-talk could be addressed, and self-perceptions could be challenged. We developed a shared culture and the classroom became a social meeting place in which learning was facilitated. I didn’t realise all of this was happening at the time, as most of it happened intuitively as a matter of course. It just worked.
Increasing pressure to meet audit requirements and targets left little time for ‘socialising’. Attrition rates began to climb. So much value was placed on validating materials and meeting quality standards. I began to feel that my professionalism was now being measured against these new standards and structures. To the detriment of my learners, I strived to prove my professionalism and skill. Yes, I secured the respect of my peers and earned a reputation for the quality of my learning and assessment instruments… but it came at a huge cost, I fell out of love with teaching. It is only now in later years, upon reflection, that I am capable of seeing this, articulating it and being honest about it.
Finding it difficult to understand why I felt so at odds with the environment I was now working in I decided to do something about it. As a mature aged learner, seven years after I started teaching, I enrolled in a university teaching Degree. This was to be the beginning of many significant learning moments for me. I developed a better understanding of adult development, of how learning takes place, and how meaning is made. But most importantly it drove home what it was like to walk in the shoes of a learner that doubted their abilities. To experience the raw emotion of transformative learning, the pain of challenging belief systems and perceptions, and the growth that comes with it reignited the spark within.
Shuffling in my seat, I struggled to remain interested as the next presenter was welcomed on stage. I glanced up to see a relaxed beaming face looking out over her audience. Attending a state wide conference in 2009, a dynamic speaker, Ruth Wallace, delivered a heartfelt discussion that triggered one of those “light bulb” moments. Her presentation inspired me to the extent that I felt a paradigm shift in the way I felt about myself as a facilitator of learning. Her story resonated with me on many levels, reinforcing many of the learning theories I was now familiar with and crystallising my thoughts.
Ruth is Director of Social Partnerships in the Learning Research Consortium, at Charles Darwin University. Hearing the importance of my initial experience of teaching reinforced was empowering. Only now did I understand why those early years had been so incredibly satisfying and enjoyable. I had invested heavily in the social capital of my learners. The spark within was now a raging fire. Through fresh eyes I now saw how my teaching focus had sadly shifted to being outcome based. I had lost my way. Ruth bravely encouraged all present to own our class room, to teach to regional and individual needs, to manipulate training packages into a localised framework. The blueprint for my teaching practice became visible as her passionate words lingered in my thoughts. Gone are the limiting cognitions. With steely determination I returned to personalised community based learning. I am in a new relationship with teaching and have fallen in love with learning.