Finding Nemo: discovery and disturbance in learning

I went snorkelling for the first time in Malaysia, off one of the southern islands, Sibu. I’m not a strong swimmer, so the thought of going out of my depth made me nervous, but the addition of a lifejacket dispelled this fear. The risk of sinking diminished, i was able to duck my head under the water for the first time and discovered a whole new world: a world of colour, movement and beauty, hidden from sight by the surface of the sea. After ten seconds, both Cath and i stuck our heads up above the water, both wide eyed, tripping over ourselves to express our amazement at what we’d seen.

Clown Fish

Whole worlds of experience lie just beyond our fingertips. We need the right disturbance and support to find them

I’ve lived my life by the sea: from early days building sandcastles and digging ditches, i’ve graduated to kayaking and sailing relentlessly, but all the time on the surface (if you ignore the ignominious dips into the soup after ill advised turns). It was only this trip, with lifejacket, mask and snorkel that the window on a whole new world opened up for me.

Perspective is a funny thing: we think we know something, then our eyes are opened and we realise we were missing a huge part of the picture. This initial disturbance is a key part of learning (as are the performance support and exploration tools that enable us to change our perspective). We have to disturb our current view before we can take on a new one.

Sometimes this disturbance is planned, sometimes accidental, indeed, unravelling ‘how we come to learn‘ was one of the themes i explored at the conference. Sometimes planned, sometimes needs driven, sometimes through curiosity, sometimes by accident, it takes disturbance to start the process, disturbance either externally (planned and need) or internal (curiosity).

I’d never have discovered this new underwater world without the support, literally, of a life jacket. I would never have had the confidence to jump, but it’s only by jumping that we learn. Maybe sometimes we should focus less on the end results of learning, more on supporting the process.

Helping people to jump in safety, creating the right type of disturbance, and celebrating when we find the riches that lie beyond. That’s got to be a great approach to take.

About julianstodd

Author, Artist, Researcher, and Founder of Sea Salt Learning. My work explores the context of the Social Age and the intersection of formal and social systems.
This entry was posted in Adventure, Discovery, Disturbance, Exploration, Learning and tagged , , , , , . Bookmark the permalink.

8 Responses to Finding Nemo: discovery and disturbance in learning

  1. Nick Chisnall says:

    An excellent example to bring the subject matter to life …. and you can never go wrong with Finding Nemo 🙂

  2. Pingback: 4 facets of learning culture: creation, ownership, technology and change | Julian Stodd's Learning Blog

  3. Pingback: A six stage methodology for learning. Part 3 – Demonstration | Julian Stodd's Learning Blog

  4. Pingback: A methodology for learning. Part 6 – Assessment | Julian Stodd's Learning Blog

  5. Pingback: Running in the rain: risk and reward in learning | Julian Stodd's Learning Blog

  6. Pingback: The risk of ritual | Julian Stodd's Learning Blog

  7. Pingback: On the ninth day of Christmas Learning: perspective | Julian Stodd's Learning Blog

  8. Pingback: Homecoming: getting lost in learning | Julian Stodd's Learning Blog

Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.