Abstract
This chapter introduces the SER model and PEA method as elaborated tools to empirically answer three paradigmatic questions about learning: (a) how learning is connected to continuity and change, (b) what constitutes learning, and (c) what influences learning. The SER model draws on Dewey’s theory of inquiry and the distinctions between anoetic experience, significant and immanent meaning while the first-person perspective and transactionalism is used to provide a primarily transactional understanding of PEA. This framework is then applied to the mobility practice of dinghy sailing and an empirical analysis that explains the process and content of learning the body technique of roller-tacking is employed. In so doing, the SER model provides descriptions and explanations regarding learning processes and products from data collected using PEA.
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Notes
- 1.
Elsewhere, Dewey insists,
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The name objects will be reserved for subject matter so far as it has been produced and ordered in settled form by means of inquiry ; proleptically, objects are the objectives of inquiry . The apparent ambiguity of using “objects” for this purpose (since the word is regularly applied to things that are observed or thought of) is only apparent. For things exist as objects for us only as they have been previously determined as outcomes of inquiries. (LW 12: 122)
Ontology is a product of the process of inquiry ; to consider objects (data , natural kinds, etc.) exist prior to inquiry is to commit what Dewey calls “the philosophic fallacy,” which arises from the “conversion of an eventual function into an antecedent existence” (LW 1: 34). We must not confuse existence with the distilled import of existence for our finite human purposes , that is, meanings or logical essences.
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- 2.
In Dewey’s definition of inquiry , investigation terminates with the conversion of “the elements of the original situation into a unified whole” (op. cit.). The resultant satisfaction arises from the conversion into such a whole closely resembles Dewey’s analysis of having “an experience ” in Art as Experience. Indeed, in his Logic, Dewey remarks, “What I have said in Art as Experience, in chapter VII, on ‘The Natural History of Form’ can be carried over, mutatis mutandis, to logical forms” (op. cit.).
- 3.
The direction from which the wind is blowing. Tacking refers to changing the course of the vessel by passing the bow through the eye of the wind.
- 4.
For an illustration of a more detailed and technical analysis using an SER and a PEA (see Andersson and Östman 2015).
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Andersson, J., Garrison, J., Östman, L. (2018). A Method and Model for Studying the Learning of Body Techniques: Analyzing Bodily Transposition in Dinghy Sailing. In: Empirical Philosophical Investigations in Education and Embodied Experience. The Cultural and Social Foundations of Education. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74609-8_3
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