Stepping into the Void: The trials, tools, and dangers of reenactment based learning
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Stepping Into the Void The tools, trials, and dangers of reenactment-based learning Nicholas Cioran – April 5, 2014 Photo courtesy of Amanda Moore
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Reenactment has been described as the cutting edge of action research and a valuable tool for experiential learning. This presentation explores the concepts of experiential learning in the context of historical reenactment. It provides a framework for developing more structured experiential learning experiences through reenactment as well. It was presented as part of a group discussion at the Forward into the Past XXIV symposium at Laurier University in Waterloo, Ontario on April 5, 2014. http://www.fitp.ca/ It has been edited slightly from the presented format for the web and feedback received. The notes pages provide additional information used to structure the dialogue. Photos are courtesy of (in alphabetical order): Amanda Moore Aurora Simmons Chase Patterson Christian Cameron Christopher Duffy Gioacchino Sparrone John Conyard
Transcript of Stepping into the Void: The trials, tools, and dangers of reenactment based learning
Stepping Into the Void
The tools, trials, and dangers of reenactment-based learningNicholas Cioran – April 5, 2014
Photo courtesy of Amanda Moore
Nicholas Cioran Husband, father of two, IT manager, student, and reenactor
Photo courtesy of Nicholas Cioran
Photo courtesy of Christopher Duffy
Hoplologia Experimental archaeology and ancient arts, Martial and Domestic
500 BC to 1815 AD
The reenactment of past thought is not aprecondition of historical knowledge, but an integral element in it. - R. G. Collingwood
Photo courtesy of John Conyard
Students come to learn only when they experience what they take
- Martin Heidegger
Photo courtesy of ?
Experience alone does not create knowledge.- Kurt Lewin
Photo courtesy of John Conyard
Photo courtesy of Gioacchino Sparrone
Knowledge results from the grasping ofexperience and transforming it.
- David A. Kolb
Concrete Experience
Reflective Observation
Abstract Conceptualization
Active Experimentation
People experience what they expect to experience. - Jeffrey Schwartz
Photo courtesy of Nicholas Cioran
We fill in the gaps in what we see to create an experience based pattern on which we act.
- David Snowden
Photo courtesy of Gioocchino Sparrone
Exploration happens best by accident, not by following a schedule – John Stilgoe
Photo courtesy of Christian Cameron
Reflection is fundamental to learning. It providesa basis for future action. - Donald Schön
Photo courtesy of Gioacchino Sparrone
Photo courtesy of Nicholas Cioran
How can I know what I think until I see what I say?- Karl Weick
Group learning starts with dialogue, the capacityof members to suspend assumptions and enter into genuine thinking together. - Peter Senge
Photo courtesy of Aurora Simmons
Senge on Group Dialogue Share Observations
Reflect Together
Interpret the Experience
Decide to Act
Photo courtesy of Gioacchino Sparrone
The Action Research Cycle
Analyze
Plan
Act
Evaluate
Analyze
Plan
Act
Evaluate
Analyze
Plan
Act
Evaluate
Reflect
ReflectReflect
Photo courtesy of Gioacchino Sparrone
Personal Reflection
Group Dialogue
Develop Theory
Contribute to the
scholarly dialogue
How does it all fit together?
Photo courtesy of Nicholas Cioran
We shall not cease from exploration, and the end of all our exploring will be to arrive where we started and know the place for the first time.
– T. S. Eliot
Photo courtesy of Chase Patterson
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