Expedition Theory: Bridging Teaching and Learning for Aesthetic Development

Abstract

This paper is gleaned from years of learning through various styles and limited experience as a design educator. A myth was broken in an effort to 'educate design students'. 'Teaching' and 'Learning' are not equal experiences as both are driven by entirely different motivations. In spite of a teacher's good intentions to inspire students to learn, a chasm lies unattended. Plato's Allegory of the Cave, illustrates the pains of learning first hand versus mere teaching or instructing. Within formal conventions of teaching and learning for employment, curriculum, semester, contact hours etc., Teaching gets governed by fixed time, lesson plans and learning outcomes. Teachers tend to 'enforce learning' through 'Push' and 'Pull'strategies. The paper, however questions this approach with an intention to re-look at Teaching and Learning for this day and age. Why not shift focus away from Teaching towards Learning? Why not go beyond instruction or sharing of past accumulated knowledge? What if learning could become a joint expedition opening out learners to new and present knowledge with or without the teacher? What is the essence of aesthetics required to be learned? Must aesthetics be taught as a subject with a heavy theoretical foundation? What could change if aesthetics became an act, practice and habit of simple observation, appreciation, and creation in response to these. Finally, could expedition theory be helpful to nurture aesthetics as an essential trait for every individual's growth and development? This theory also explores an evolved form of learning, that is 'Learning by Teaching'.



Author Information
Chitra Chandrashekhar, Mographies, India

Paper Information
Conference: ACEID2015
Stream: Conflicting perspectives in learning and teaching

This paper is part of the ACEID2015 Conference Proceedings (View)
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