Learning, Knowledge, and Meaning: A #WorkingOutLoud Post

I shared last week that i am revisiting some of my earlier thinking and understanding around ‘learning’: an act of graffiti to find a new story from the old. This sketch relates to a body of work i originally published as a short book on ‘Learning, Knowledge, and Meaning’: it was an attempt to understand the concepts that we could argue are at the heart of learning. To discover or synthesise knowledge, through a process of learning, and to create new meaning.

In that original work i talked about the skyline: individual architects and Organisations work together to put up buildings, but the skyline, the vista that we see of our favourite city, that is an emergent feature. So who is responsible for the skyline? It was a view that we each construct our own sense of that view: so ‘meaning’ is constructed partly on an individual level, and partly collectively (within dominant narratives and shared stories).

More recently i have linked this work into a broader framework which i think takes a greater account of how ‘meaning’ provides an active context for ‘sense making’ – so ‘meaning’ is both a product of, and constraint on, our thinking.

In this illustration, this piece of learning graffiti, i try to illustrate that: the process of learning, and the creation of knowledge, takes place within the ‘walls’ of meaning. The other aspects, the language around ‘learning’ and ‘knowledge’ i will write more about later this week.

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.
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