We invite papers which question and explore the extent to which Open-space Learning in its current form benefits from, and contributes to, social, political and educational traditions which have their origins outside of Europe and the United States. Of particular interest to us here is the possibility of a ‘transcultural’ philosophy of education which seeks to dissolve certain obdurate binaries that have confounded and obstructed pedagogical development in Western higher education: knowledge/feeling, for example, or mind/body. We seek, therefore, to investigate ways in which the theory and practice of OSL relates to non-western philosophical and pedagogical traditions. ‘Space’ and ‘embodiment’ are two key factors, but they have been approached, thus far, mostly in terms of Western (British and American principally) theory and practice. Such an approach is far from homogenous and we note that paradigm-setting theoreticians such as John Dewey, Lev Vygotsky and David Kolb share, along with influential advocates of ‘Theatre in Education’ such as Augusto Boal and Paulo Freire, a compatibility with non-Western modes of thought.
20 May 2011, Institute for Advanced Teaching and Learning, University of Warwick
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