Referat Gesellschaft
The importance of the individual mind for
learning processes in general –
as well as for teachers’ training courses in
the project in particular
Lisa Rosa
Learning (by an individual)
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is an autonomous individual psychological
process activity
is following its own rules
depends on the activities by the others
depends on the cultural-historical circumstances
depends on the actually given context
depends on a lot of contingencies
but it is not (and cannot be) determinated
Motivation
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Motivating another person does not work.
Motives are built by the person himself / herself.
Motives are object-oriented.
Motives are usually often unconcious.
Motives easily change.
Motives are diversified and personal.
Personal Sense
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Sustainable Learning processes need a constant feeling
of personal sense.
Personal sense is grounded in the relationship between
the individual and the object.
Personal sense cannot be given or donated extranously.
Personal sense can only be found / built by the
individual.
Finding personal sense can be triggered by the question:
"What has this object got to do with me?"
Personal Sense and Societal Meaning
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Any object has societal meaning(s) – built by culturalhistorical processes of the human activity.
Personal sense is not identical with these meanings.
Personal sense is not the concretization of these
meanings.
Personal Sense is built in the actual living processes of
an individual.
Personal Sense concretizes itself within the specific
bunch of several sociatal meanings which are important
to the individual.
And now?
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We cannot motivate the students.
We also cannot give the sense to the students.
So what CAN we do?
What we can do – we have to do
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give the object
give the cause (or the provocation)
to encounter the object
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give the time and the space
give the information and the instruments
that are needed for building motives and personal sense by
every single student of his / her own
Learning is a social activity
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communicating
collaborating
The challenge is to shape learning environments,
in which the single motives and personal sense
can be built within a communicative and
collaborative context.
The mainly functioning form: (Learning) Project
Triple Loop Learning
in Learning Projects
Learning of the Learning of the Learning
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the object (stuff, content) itself = L
the How to learn the object (method) = LL
the Why to learn the object (sense)
= LLL
Structuring learning processes in
Learning Projects
Give
 procedures
 instruments
 large amount of information and communication
possibilities
Don‘t give
 stuff, content
 goals,
 outcome, results