Untitled

by Jennifer Ares·1 view·Updated Apr 8, 2024

Create your own

Chapters

Audio TranscriptAuto-generated

Ok, good evening.
Um
I have
never seen this wheel first of all. So, um,
my first observation is that, that's crazy.
Um And so,
uh
that can't really be an observation. So I apologize, but
it really is a lot when you look at it and, um, I've been going through it
and looking over everything and
uh
that there are so many different types
of
theories about learning
is one of the things that is surprising to me,
um,
to see it in that form anyway, because we, I,
we hear about it and we talk about it and I've been learning about it in the program
but to see it
spread out like that and how everything connects and which way it goes
and with all of the different theories and everything that to me is,
it's not surprising as much as it is
interesting to be able to see it all in
one place.
Um I imagine,
you know, that it's kind of like
all the years of uh young and the restless and then if
you all of a sudden saw it all laid out in a tree
like this or who was married to who and who
killed who and all this other stuff to see it like that, you'd probably be like, whoa,
you know, but
if you follow that kind of thing,
uh, which my, my grandmother did, she was a young and the Restless, uh
watcher.
So, um,
but that's the kind of thing like to me like that it would be,
that's what it would look like.
And so seeing it laid out like this
is
interesting and helpful.
Um, because reading various chapters over the different learning theories or,
you know, if you learn books or you know someone and you think, oh,
I remember that this guy did, you know, he was related to this and stuff.
And so those sorts of things, um,
it makes it,
I guess a little bit more user friendly to see it laid out in sort of a map like this.
And, uh, so there's a lot of information
and it's interesting that it's in a map like a, a wheel like this is.
And, um,
one of the things I did notice is that
for every, and this didn't surprise me because
I teach
literature and I teach history and for,
throughout all of history and literary history and everything for,
for every time you have someone who says,
I
think poetry would be good if we wrote it this way.
You've got 10 of the people who are like, no, we're not gonna write it that way.
And so you've got all of these
paradigms.
And to me, in my brain,
sometimes when I talk about paradigms and paradigm shifts,
it moves on a very linear
sort of path.
And um
I took a history class once
and the professor
was talking about
that, maybe history, you know,
there were some people who posited the
theory that history didn't necessarily move on
a
linear path like we always thought of. And I mean,
it was a graduate class but you still had
a, you had a room full of, of, you know, graduate students sitting there going
and
you could almost hear all of our heads explode because it was like, whoa,
wait a second
because you learn it that way and you learn that
that's the way everything for every
action you have a reaction and you know,
consequence and stuff like that.
And so for him to stand up there like the first night of class and talk about
that, it doesn't necessarily move that way.
You know, all of us were like, whoa, wait a second.
And
so
to see the theories
that for every time you have someone who
says that this is the way learning should be.
You have
10 of the people who say that, you know, learning should be a different kind of way.
Um
Again, it's
something that was interesting to, to me to see
laid out in that kind of manner, you know, for it to be
um
on a wheel and not
chronological. And I like that about
looking at the wheel because
um
it allows me to see
the theories and the theorists
um
there is in a different light
um
than what I'm normally used to seeing. So, because I am
used to imagining things as this happened
and then that happened and this happened and there's
overlap between different movements and different eras and
different countries and things of that sort.
But I do tend to look at things um
at least when I'm teaching it on
a sort of linear kind of
uh trajectory.
So um
the
one
type of learning
that stands out to me. And it's interesting, I, I wrote a paper years ago when I
was very first graduate student in
English and I was talking about uh writing and composition and Paolo Frei.
And,
you know, the idea that
um
that people had to
learn and that they had to take that learning and that it was important for them
to learn in order to prevent from being,
like he says, with a authoritarianism that
it was,
the more you knew,
the more
it prevented you from being taken advantage of.
And
I was really young and that was something that my
dad would talk about.
My dad would tell me and I told my sister-in-law one time and she was like, hm,
it's an interesting take on education.
And I was like, yeah, but my dad was always like,
he would tell me that the more, you know, the less people can have over you.
And so he would make sure that, you know, I, I knew
about cars or I knew about, you know, whatever it was because it was the,
the more you understood about stuff or the more you knew about a situation,
the less advantage, you know, someone could take of you. And
I took that to heart and I wrote about it at the time and it's changed for me since then.
Um
because I am
more of a construct constructionist now and I tend to,
to
make a lot of connections between things. And I think that's one of the reasons that
I have the different degrees that I have because
I see how
literature relates to history that relates to,
you know,
culture and cultural studies and, you know, social anthropologist
and religion. And
I get interested in all of those different types of things.
And uh
and I, I told my daug told my daughter one time that
we watched Doctor Strange.
And if you remember the movie
in it, he
sleeps but while he's sleeping, his consciousness
leaves him and reads
and he maintained, he know he retains all that information. And so you see, you know,
um Doctor Strange is asleep and then his,
but his consciousness is floating and it's there
reading and his speed reading and he,
he's,
as soon as he finishes, you know, a book within a matter of hours,
he picks another one up and,
you know, he already had a near photographic memory but then he gets, you know,
better at it and everything.
And we were talking about superpowers or something one day.
And I told my daughter, I was like, if I could have a superpower,
that's what it would be.
And she was like
the circle thing that you do. And I was like, no, no, no, no, no, no.
I would have the superpower where I slept,
but my consciousness would leave me and I could read all night long and when I woke up,
I knew that stuff
and she was like,
she was like, that's interesting.
Like you wouldn't wanna fly or be like aquaman, like under the water or whatever.
And, and I thought about it for a minute and I was like,
flying comes close and she's like, wow, really?
Flying comes close. Like, you know,
you could read your life away or fly.
That's the choices that you.
But
if I could,
that's,
that's what I would do. And so, and it's, I enjoy
making those connections and I try to get my students to do it too.
And so when I teach literature or when I teach history,
communities classes are my favorite.
It's all of these things that have to do with, with one another.
And there's things today that still have to do with what
we talked about at the time and stuff like that.
And so
that's the one that I relate to the most
is is constructing it and constructing your own knowledge
and making those connections. And so those are two
the connectivity but it's really like in my wheelhouse. But,
but using those connections to make your own sort of,
of judgments and create your own knowledge
is the one that I relate the most to.