Reflecting on ‘Learning Outcomes’ through the Transformative Power of Education and Reflecting on the reading of ‘Doubting learning outcomes in higher education contexts; from performativity towards Emergence and Negotiation’ by (Addison 2014) in the learning outcomes debate.
I was introduced in Workshop 3 ‘Aims and Outcomes’ to Elie Wiesel, a holocaust survivor who once said, “The purpose of education is to turn mirrors into windows.” This very profound statement and visual metaphor resonates deeply, prompting me to consider whether education merely reflects inward or opens outwardly to engage with the broader world? Just as (LCC’s fantastic outlook over the city in its towering classrooms) previously drew me to use the inside/outside as a vehicle for transporting students within my Microteach. As a tutor within the fine art painting specialism at Camberwell, this concept holds significant relevance in shaping my approach to teaching and learning.
Traditionally, mirrors may well symbolize introspection and self-awareness, essential for personal growth. As educators, we try to guide students on a journey of self-discovery, encouraging critical thinking and reflection on their beliefs and identities. However, Wiesel’s metaphor of turning mirrors into windows challenges us to go beyond this level of self-reflection and to embrace openness, curiosity, and connection to the world around us as I tried to attempt within my Microteach session.
I read Addison’s text prior to Wiesel’s quote, embracing my understanding that Addison further enriches this idea by delving into the advantages and disadvantages of Learning Outcomes (LO) systems in education. While LOs provide transparency and accountability, they risk inhibiting creativity and critical thinking by putting learning into a box, particularly within disciplines like art and design such as I am in. As a tutor, this insight prompts me to critically evaluate the balance between structured learning objectives and the freedom for artistic expression within my teaching practice.
Moving forward, I see the importance of striking a balance between reinforcing mirrors and opening windows in my pedagogical approach. While self-awareness is crucial, I aim to empower students to engage with diverse perspectives, question assumptions, and foster empathy towards others. By turning mirrors into windows, I hope to cultivate a deeper understanding of the world and encourage students to become active participants in the Art world and society at large.
I can plan for more open-ended questioning techniques and opportunities for self-directed learning within my tutorials. By encouraging inquiry and experimentation, I hope to foster a culture of play, curiosity and exploration among my students. I understand that it is important that I keep aiming to enhance my cultural sensitivity and awareness by actively seeking out further diverse perspectives and cultural references relevant to my students’ backgrounds.
I recognize the importance of self-reflection and allowing for continual evolution within my teaching practice. I intend to engage in reflective practices, such as journaling and colleague/ peer discussions, to identify areas for improvement and setting goals for growth. Additionally, I would love to explore alternative pedagogies as Addison (2014) did that prioritize dialogue and emergent practices over predefined learning outcomes, such as cultural-historical activity theory (CHAT).
This metaphorical journey of turning mirrors into windows is a continuous process of self-discovery and engagement with the world. As an educator, I am committed to fostering a learning environment that not only nurtures my personal growth but also encourages students to broaden their perspectives and make meaningful contributions to the voices in their work, the works presentation in the world and their being in society. By embracing the transformative power of education, hopefully we can inspire future generations to become agents of positive change in an ever-evolving world.
Refrences:
Elie Wiesel, (2006) Night, Penguin Group
Addison (2014) ‘Doubting learning outcomes in higher education contexts; from performativity towards Emergence and Negotiation’, NSEAD/John Wiley & sons Ltd