Models, illustrations and diagrams serve, together with mathematical signs, as basic epistemological tools in science
(Cathrine Hasse 2008 Postphenomenology: Learning Cultural Perception in Science)
Recently I had the pleasure of observing a pharmacology lab practical. As a neophyte academic developer I felt that it was important to familiarise myself with what ‘teaching’ meant in different disciplines, and so not rely solely on my own disciplinary perspective and theory. And this is where pharmacology comes in.
My own academic background is in education, and more specifically the sociology of education, and in recent years in the study of higher education. Although my move into academic development is requiring a re-forming of my structure of knowledge and practice, I am still operating in familiar landscapes. Recognising that many of my colleagues who participate in our courses do not approach this domain with familiarity – of concepts, language, genre of writing, etc., I wanted to put myself in situations where I had to struggle to become familiar.
And so, I found myself in a crowded chemistry laboratory, a guest of the pharmacology department.
As I stood there observing the activity I found myself making mental notes that related to two sets of literature that I had been engaging with – practice theory & posthumanism. I have written previously about my interest in practice theory and how this could inform academic development. So I was intrigued about how knowledge and learning was embedded in and across the varied practices the students were engaged in, and how this worked against a view of learning that placed undue attention on the purely cognitive. Simultaneously I was taken with the ‘dance of agency‘ between students and the non-human – the way we might understand how ‘doing’ science may be ‘unthinkable’ without also considering the active role of the apparatus the students engaged with and the chemical compounds they relied upon in the lab activity. That is, the way the students’ knowing and learning was essentially mediated by and entangled with apparatus, technology and chemical compounds.
As I observed the way pairs of students sought to align each other and align themselves with the apparatus, technology and chemicals, an idea slowly emerged. And this idea is taking the form of some ‘continuous publishing‘ whereby I will use this blog to develop and rehearse my thinking with the intention of writing an article over the coming weeks.
I begin by sharing with you some initial notes from my research journal.
My approach in this paper is ‘posthumanist’ and ’emergent’ in orientation. As such it differs in emphasis to more traditional, humanist accounts of learning in higher education. It touches directly on constructivist theories of learning which are distinctly humanist. As I will argue, my approach does not discount the importance of human agency in the learning process, but it does displace such agency as the final point of analytical reference. Instead, I extend constructivist understandings so that we consider the way human actors, processes, concepts, and non-human materials are intimately related. I argue that understanding, knowing and learning are effects of this entanglement of human, discursive and non-human. In doing this I am deeply influenced by the practice turn in social theory, especially the idea of knowledge as embedded in practice. Consequently, learning is viewed performatively, as an emergent quality, as something that emerges from practice and is not exterior to it.
Over the coming days I attempt to clarify my understanding of the two main literatures of posthumanism (as related to science and learning) and practice theory. The entries will, of necessity, be disjointed, provisional, EMERGENT.