Transition — From a Career to Being Independent

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  1. On “Education and Thinking for Grown-ups”, my thinking has been shaped in the publication of “Open Innovation Learning” , particularly in Chapter 9, where I make distinctions between “learning for”, “learning by” and “learning alongside”. There are two major influences (coming through a systems heritage) that might be relevant to you.

    The first, by Gregory Bateson, was published in 1972 as “The Logical Categories of Learning and Communication”. If you’re searching on the web, some commentaries by Paul Tosey may also be helpful. The question would be what level of learning would you expect from a grown-up? We might like the young to educated to level 3 (trito-learning), but realistically, adults may only get to level 2 (deutero-learning) or level 1 (proto-learning).

    The second, by Tim Ingold, speaks to the development of human knowing not as “the transmission of representations”, but instead the “education of attention”. In doing the research for “Open Innovation Learning”, I made a philosophical shift from epistemology (i.e. a primacy of ends and goals) towards ecological anthropology (i.e. the primacy of perception and affordances in a socio-material turn).

    Adults have had decades of being entrainment towards paying attention to aspects of their environments, so the question could be whether they can or should pay attention to some new phenomena in the changing world, or whether the prior affordances are still still available and effective.


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