In this post I discuss my understanding of the term 'pedagogy' and the ability for the process of documentation to act as a tool to critically think about the assumptions, beliefs and practices that shape a learning environment.
This post explores the work of the late Italian artist, Bruno Munari (1907-1998). Munari was a self-proclaimed 'inventor artist writer designer architect illustrator player-with-children' (The Independent, 1998) whose creative practice intertwined with the education philosophies of Jean Piaget and Maria Montessori.
This post investigates the book chapter Learning to be free by the late American humanistic psychologist, Carl Rogers. The chapter was written in 1967, two years before his well-known 'Freedom to Learn' was published. Learning to be free explores the notion that human 'congruency' and curiosity serves as a catalyst for growth, empathy and understandings between oneself and the world. Rogers argues that these emerge from interconnected relationships between an individual's freedom from things and freedom to choose and be.
In this post I explore the question of 'what is a children's creative learning environment in an art museums?' I use my understandings of this question to consider how these interconnect and transform through the meanings of other terms such as 'space' and 'relational learning.'
This post reports on the 'Space, materials, the body: Researching young children's experiences in museum' symposium held at Manchester Metropolitan University on May 23, 2017.
This post discusses the potentials of combining 'critical' and 'possible' discourse in gallery education. I draw upon the work of Maxine Greene and Elliot Eisner to consider how the combination of these 'languages' can be used to construct new individual and collective relations, boundaries and ways of thinking.
This post explores the principles of the Italian Renaissance, a period of monumental cultural and social change. The movement saw the resurgence of humanistic values, a philosophy that focused on the potential and possibilities of humanity in shaping the structures, beliefs and activities of society as opposed to a reliance on Christian doctrine.