Performative Learning: Overcoming the Knowing Paradigm

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).