Abstract
Generally, the position taken in this book has been that, at its best, learning is an endeavour that produces and enables opportunities for expansive thinking, doing, sensing and being. In earlier chapters, expansive learning has been positioned as occurring in in-between spaces, where learners are involved in situations where various combinations of what is known, what is challenging and what is currently unintelligible mingle. The notion that occupying such spaces will involve a variety of affectivities has also been briefly considered. This chapter returns to ideas considered throughout the book to continue this discussion. An assemblage of useful theories are deployed to story and support this task. The chapter concludes with the position that learning events are complex and can provoke dis/equilibrium—leaving the learner subject with the task of negotiating the experience of holding together and falling apart.
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Dialogue with Self
Dialogue with Self
- Michael 1:
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Goodness gracious me
- Michael 2:
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Who would have thought we’d get this far
- Michael 3:
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When we started writing
- Michael 1:
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Yes, it’s ended up a bit longer than it was planned to be too …
- Michael 2:
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Yes…and chapters that were finished and about this…
- Michael 3:
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Were restarted and morphed into being about that…
- Michael 1:
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things falling apart and things holding together
- Michael 2:
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Like us Michael 1, and 3
- Michael 3:
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Yes…
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Crowhurst, M. (2022). A Conclusion: On Complex Spaces, Learning Events, Dis/equilibrium and Learners. In: On Pedagogical Spaces, Multiplicity and Linearities and Learning. Springer, Singapore. https://doi.org/10.1007/978-981-16-9400-4_10
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DOI: https://doi.org/10.1007/978-981-16-9400-4_10
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