February arrived in light and went out in shade. We had gloriously crisp cold sunny days for the first half of February in North West England and wet, windy, stormy weather for the second half. It’s ironic that this should also reflect the light and shade around my working life and research practice.
At the beginning of February our first research paper about learner experiences in the Rhizomatic Learning: The Community is the Curriculum MOOC (Rhizo14) which took place at this time last year, was published.
Mackness, J. & Bell, F. (2015). Rhizo14: A Rhizomatic Learning cMOOC in Sunlight and in Shade. Open Praxis. 7(1), p. 25-38
In the spirit of openness, and because we were grateful to all those who participated in the research, we published this in an open journal, Open Praxis, and then on publication sought feedback in various locations, such as Facebook, Twitter, on our blogs and Google+. This has been both a light and shade experience, reflecting the light and shade experiences that we reported on in our research.
I’m not sure why light and shade have been perceived by some to be oppositional to each other. My perspective is that they need each other to be able to see each other more clearly. We learn from both. But the paper seems, for some readers, to have further polarized discussion about the learning experience in Rhizo14, making the light and shade even more obvious and oppositional than it was before. An emerging light for me is that some of the issues that were raised by the paper are being discussed, which is surely a better outcome than the paper being ignored.
Other aspects of shade dotted through the month have been continuing concerns about the effects of ageing, not on me personally, but on those around me. I now find myself sending 80th birthday cards more than I have ever done in the past. With respect to dementia, I have learned this month that many people with dementia become grazers in their eating habits and that the best way to deal with this is to leave small bowls of chopped fruit, vegetables, nuts, chocolate and so on around the house. This piece of information has been comforting.
Two highlights this month have again been around art exhibitions. The first was seeing a film about David Hockney, his life and work which prompted me to think about his recommendation that we try and see the wider picture. February has been all about trying to see the wider picture and reading Iain McGilchrist who writes that there are two ways of being in the world: in one (the way of the right hemisphere) we ‘experience’ the world, in the other (the way of the left hemisphere) we experience our experience, that is a re-presented version. The right hemisphere sees the whole. The left hemisphere sees the detail. What is new must first be present in the right hemisphere before it can come into focus in the left hemisphere (the new versus the known). The left hemisphere then returns the known to the right hemisphere for further experience. These are not McGilchrist’s words, but my understanding of his words. It seems to me that they might have something to say about experience, interpretation and practice in research. I am still thinking about this.
The other highlight on the last day of February was a visit to Liverpool to see a fantastic production of Educating Rita at the Liverpool Playhouse, a play that asks us to consider what we understand by ‘education’ and shows us the light and shade that can occur in the process of education. What could be a more fitting play for me to see this month? :-)
And this was followed by a visit to Liverpool’s Tate Gallery and the free Constellations Exhibition on the first floor, which explored connections between major contemporary works of art. There was a lot here that resonated with my learning this month, so I’ll finish off this post with a few images and observations, thoughts that struck me as I walked round, whilst still thinking about the meaning of education and the light and shade of the learning experience.
‘The spiral enables the incorporation of space into an art work as an architectural element, bringing the surrounding space into an active relation with the physical volume of the sculpture.’
My attention was drawn to this sculpture and the role of space in its construction because of the discussion about our research paper (mentioned above), where the question was raised as to whether a participant who was not active and did not contribute openly in the course had the right to fill in the survey and feedback on the course. This sculpture reminds me of the value of not ignoring the invisible and not assuming that it does not have a role to play. In this sculpture the nodes and connecting wires are as much dependent on the space for their definition as the space is on them.
Henri Matisse 1919. The Inattentive Reader. (Oil on canvas)
I have sometimes wondered in the past month and in reading the comments that have been made about our published paper (mentioned above), at some of the interpretations. Alternative perspectives are welcome and differences of interpretation are inevitable. As with any published writing, benefit from these alternative perspectives and interpretations can only come from close attention to the ideas presented in the text and a dispassionate attempt to discuss and understand them. What exactly did the authors say? Emotional responses might be inevitable, but might also be a distraction from focused attention, as for Matisse’s ‘Inattentive Reader’.
Mary Martin 1966. Inversion. (Aluminium, oil paint and wood)
Of this work Mary Martin wrote: ‘Establishment of the surface is a primary move, since the parting from and clinging to a surface is the essence of the relief. Then that space which lies between the surface and the highest point becomes a sphere of play, or conflict, between opposites, representing the desire to break away and the inability to leave the norm.’
In her work she recognizes the tensions and conflict that can arise when trying to interpret and/or break away from norms. For me it is interesting how this work fragments the reflected images, emphasizing that everything can be seen from multiple perspectives and as multiples.
Finally this photograph caught my attention.
Claude Cahun. I Extend My Arms. 1931 or 1932. (Photograph, black and white, on paper)
‘I extend my arms shows a dramatically gesturing pair of arms apparently emerging from inside a stone monolith of similar dimensions to a human body. Cahun’s photograph is a staged self-portrait in which her face and torso are replaced by inanimate stone, shielding her identity from the viewer.’
My reflections this month on light and shade have reinforced for me that our identities can be fragile and learners in ‘the open’ are vulnerable. The extended arms in this photo show a willingness to reach out, but the stone shield also suggests to me that we might need to protect our identities from open space. Open environments are spaces of both light and shade.
In a comment on this post Simon Ensor has posted a link to a post he has made on his blog to which he has given the title – In a tangle. This made me think of another sculpture that I saw and thought about on my visit to the Liverpool Tate. Here is a photo of the sculpture with the artist’s name and details of the work.
Leon Ferrari (1963)
Tower of Babel
Steel, copper wire, bronze, tin and lead