In the article Principled Practical Knowledge, Bereiter brought forth a new theory in the learning sciences that I was unfamiliar with. He challenged readers to think about the “why” in the things we do. Bereiter gives the example and compares two risotto recipes: The first one instructs chefs to add liquid and rice a little at a time and repeat until you have a creamy texture; while another recommends measuring both quantities and throwing them into the pot. These differences cause a problem. “The typical food preparation recipe, for instance, represents explicit practical knowledge but not principled knowledge. It tells us what to do, but seldom tells us why. This becomes important if we are interested in improving or simplifying a recipe” (Bereiter, 2013, p. 5). Within principled practical knowledge, there is always the desire to look for the continual improvement of practice.
“Intentional learning is the deliberate enhancement of skills and mental content. Knowledge Building is the creation and improvement of knowledge of value to one’s community. You can have intentional learning without Knowledge Building and, in principle at least, Knowledge Building without intentional learning; but the two together make a powerful combination” (Scardamalia & Bereiter, 2010, p. 8)
I think that the ideas brought forward in both of these articles are values to be instilled in society. I am the kind of teacher who is always looking for ways to improve my practice. I learn from and collaborating with others. This past year my professional goal was to build a strong PLN on twitter. I participated in many chats, became an active user, shared my ideas, and learned new things from others. One thing that surprised me however, was the number of times that my opinion was “challenged” during twitter chats. My first reaction was to become defensive, but ultimately retreated. I reflected a lot on why I responded that way, realized it was in fact a great experience to be faced with, and after that learned to accept it as the learning experience that it was. Having the skills to defend your opinion, listening to others, but also be accepting of the knowledge building that is taking place has been a transformational experience for me.
Scardamalia & Bereiter (2010) state that “teachers who cultivate a sense of ideas as improvable have an easier time developing a Knowledge Building community” (p. 11). Sawyer (2006) also alludes to the notion of idea improvement and their essential need in the educational realm. Through the process of iteration, students will begin to question their initial thinking. Sawyer (2006) compared two classrooms and the effects of learning: The “regular” classroom stated that the more they learn and understand, the less there is be learned and understood; whereas the knowledge building classroom said the opposite, as the more they learned, the more they realize they didn’t understand, and thus still had more to learn.
This example affected me a number of ways. It reinforced the concept and crucial importance of a knowledge building classroom, and it made me realize this is the type of classroom I want to have. I want to be this kind of teacher and create an atmosphere of “questionability” in my classroom. I want my students to think of concepts and ideas as unfinished. I want my students to challenge others’ ideas, question the world, be critical thinkers and not always accept things as they are. Providing opportunities in the safe environment of a classroom, will give them the confidence and skills that they need to continue to build their knowledge in the future.
Bereiter, C. (2013). Principled practical knowledge: Not a bridge but a ladder. The Journal of the Learning Sciences, 23(1), 4-17. DOI:10.1080/10508406.2013.812533
Sawyer, R. K. (Ed.). (2006). Cambridge Handbook of the Learning Sciences. NY, USA: Cambridge University Press. Retrieved from http://site.ebrary.com/lib/alltitles/docDetail.action?docID=10130369
Scardamalia, M. & Bereiter, C. (2010). A brief history of knowledge building. Canadian Journal of Learning and Technology, 36(1), 1-16. Retrieved from http://cjlt.csj.ualberta.ca/index.php/cjlt/article/view/574/276