At the Isle of Iona, Scotland (2018). Image by Susanna Kohonen. Let’s recognise “(…) the legitimacy of a pedagogy that dares to subvert the mind/body split and allow us to be whole in the classroom, and as a consequence wholehearted.” –bell hooks, Teaching to Transgress: Education as the Practice of Freedom , p. 193. I experienced a crisis a few years ago, having to transform and re-design all my teaching from on-campus to online, due to faculty requirements. From then on, I have grappled with a paradox I thought I could never solve: How to combine embodied, experiential learning and digital pedagogy. I still consider it a paradox. But like the mystics, I believe in contemplation: You can hold on to and inwardly consider from a peaceful, non-confrontational stance, that is, contemplate, the seemingly opposite elements of the paradox, even though they may seem totally incompatible. Something, some sort of answers, will start to emerge. During Digital Pedagogy Lab (DPL) 2021 , in m...
On learning and education. Critically. Texts both in English and Finnish, side by side.// Oppimisesta ja koulutuksesta. Kriittisesti. Suomeksi ja englanniksi, vieri vieressä.