Performative Learning: Overcoming the Knowing Paradigm
Апстракт
Knowing has been the primary way we have been socialized to engage in the world.
Performative learning addresses this epistemological bias. It is not to suggest abandoning
the knowledge itself, but it rather proposes that we reject the authority of knowledge
(that keeps us from growing) by embracing the unknown. Performative learning engages
our capacities to be active creators of our learning and living environments by being with
the unknown (the discomfort) and becoming with it (using it for creating with it). It requires
that we simultaneously focus on the process and the result, instead of the result itself (the
knowledge). Acting in the direction of what we do not know, using play, performance
and improvisation enables us to go beyond what exists and beyond reproducing the
status quo in the world. It is a creative response to local and global social problems, an
approach that is reconstructive and generative of new ways of creating possibilities.
In this workshop, I wil...l offer a set of improvisational exercises that will show how
improvisation is not opposite to knowledge, and how performative learning is not merely
another tool to achieve social change, but rather a qualitatively new approach to human
growth and social transformation.
Workshop structure:
• Warm-up: A playful way to get to know each other and setting up the learning
environment (10 min).
• Theoretical introduction: Performative learning as an alternative to the knowing
paradigm (15 min).
• Exploring performance: Play, performance and improvisation in education –
improvisational games and exercises (45 min).
• Small group sharing and end-up discussion: Exploring performatives (1) engaging the
epistemological bias; (2) re-initiating the development of persons and communities;
(3) empowering and creating; (4) playing and performing (15 min).
• Wrap-up: Group improvisation (5 min).
Кључне речи:
performative learning / the knowing paradigm / the unknown / performative approach / play and improvisationИзвор:
In from the margins - Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration, 2023, 88-88Издавач:
- Belgrade: University of Arts, Belgrade
Напомена:
- BOOK OF ABSTRACTS Shakin’ conference “In from the margins – Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration” Belgrade 26-28th June 2023, (2023 : Belgrade)
Институција/група
Andragogija / AndragogyTY - CONF AU - Nikolić, Tamara PY - 2023 UR - http://reff.f.bg.ac.rs/handle/123456789/5958 AB - Knowing has been the primary way we have been socialized to engage in the world. Performative learning addresses this epistemological bias. It is not to suggest abandoning the knowledge itself, but it rather proposes that we reject the authority of knowledge (that keeps us from growing) by embracing the unknown. Performative learning engages our capacities to be active creators of our learning and living environments by being with the unknown (the discomfort) and becoming with it (using it for creating with it). It requires that we simultaneously focus on the process and the result, instead of the result itself (the knowledge). Acting in the direction of what we do not know, using play, performance and improvisation enables us to go beyond what exists and beyond reproducing the status quo in the world. It is a creative response to local and global social problems, an approach that is reconstructive and generative of new ways of creating possibilities. In this workshop, I will offer a set of improvisational exercises that will show how improvisation is not opposite to knowledge, and how performative learning is not merely another tool to achieve social change, but rather a qualitatively new approach to human growth and social transformation. Workshop structure: • Warm-up: A playful way to get to know each other and setting up the learning environment (10 min). • Theoretical introduction: Performative learning as an alternative to the knowing paradigm (15 min). • Exploring performance: Play, performance and improvisation in education – improvisational games and exercises (45 min). • Small group sharing and end-up discussion: Exploring performatives (1) engaging the epistemological bias; (2) re-initiating the development of persons and communities; (3) empowering and creating; (4) playing and performing (15 min). • Wrap-up: Group improvisation (5 min). PB - Belgrade: University of Arts, Belgrade C3 - In from the margins - Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration T1 - Performative Learning: Overcoming the Knowing Paradigm EP - 88 SP - 88 UR - https://hdl.handle.net/21.15107/rcub_reff_5958 ER -
@conference{ author = "Nikolić, Tamara", year = "2023", abstract = "Knowing has been the primary way we have been socialized to engage in the world. Performative learning addresses this epistemological bias. It is not to suggest abandoning the knowledge itself, but it rather proposes that we reject the authority of knowledge (that keeps us from growing) by embracing the unknown. Performative learning engages our capacities to be active creators of our learning and living environments by being with the unknown (the discomfort) and becoming with it (using it for creating with it). It requires that we simultaneously focus on the process and the result, instead of the result itself (the knowledge). Acting in the direction of what we do not know, using play, performance and improvisation enables us to go beyond what exists and beyond reproducing the status quo in the world. It is a creative response to local and global social problems, an approach that is reconstructive and generative of new ways of creating possibilities. In this workshop, I will offer a set of improvisational exercises that will show how improvisation is not opposite to knowledge, and how performative learning is not merely another tool to achieve social change, but rather a qualitatively new approach to human growth and social transformation. Workshop structure: • Warm-up: A playful way to get to know each other and setting up the learning environment (10 min). • Theoretical introduction: Performative learning as an alternative to the knowing paradigm (15 min). • Exploring performance: Play, performance and improvisation in education – improvisational games and exercises (45 min). • Small group sharing and end-up discussion: Exploring performatives (1) engaging the epistemological bias; (2) re-initiating the development of persons and communities; (3) empowering and creating; (4) playing and performing (15 min). • Wrap-up: Group improvisation (5 min).", publisher = "Belgrade: University of Arts, Belgrade", journal = "In from the margins - Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration", title = "Performative Learning: Overcoming the Knowing Paradigm", pages = "88-88", url = "https://hdl.handle.net/21.15107/rcub_reff_5958" }
Nikolić, T.. (2023). Performative Learning: Overcoming the Knowing Paradigm. in In from the margins - Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration Belgrade: University of Arts, Belgrade., 88-88. https://hdl.handle.net/21.15107/rcub_reff_5958
Nikolić T. Performative Learning: Overcoming the Knowing Paradigm. in In from the margins - Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration. 2023;:88-88. https://hdl.handle.net/21.15107/rcub_reff_5958 .
Nikolić, Tamara, "Performative Learning: Overcoming the Knowing Paradigm" in In from the margins - Sharing footnotes of subaltern knowledge and practices: Questioning North-South relations and ethics of international collaboration (2023):88-88, https://hdl.handle.net/21.15107/rcub_reff_5958 .