Abstract
Oriented by complexivist and ecological discourses, teaching and learning seem to be more about expanding the space of the possible and creating the conditions for the emergence of the as-yet unimagined, rather than about perpetuating entrenched habits of interpretation. Teaching and learning are not about convergence onto a pre-existent truth, but about divergence – about broadening what is knowable, doable, and beable. The emphasis is not on what is, but on what might be brought forth. Thus learning comes to be understood as a recursively elaborative process of opening up new spaces of possibility by exploring current spaces.
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Breen, C. (2011). Re-cognising Learning and Teaching: Opening the Space of Possibility. In: Voller, S., Blass, E., Culpin, V. (eds) The Future of Learning. Palgrave Macmillan, London. https://doi.org/10.1057/9780230306356_11
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DOI: https://doi.org/10.1057/9780230306356_11
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