Wonder and wandering

We have just returned from a week’s holiday with extended family on Lord Howe Island, a small island in the Tasman Sea on the east coast of Australia. It was glorious. We spent the week immersed in nature — walking, bicycling, snorkelling and bird watching — and sharing meals and conversations. I have returned to work recharged and optimistic about the rest of the year.

My final work activity before I left was joining the second webinar in the Philosophy and Theory in Higher Education (PaTHES) slow academia seminar series: Wandering and wondering in the university. It could not have been a better theme to mark the beginning of a holiday that was full of wonder and wandering!

Frances Kelly (University of Auckland/Waipapa Taumata Rau, Aotearoa New Zealand) and Finn Thorbjørn Hansen (University of Aalborg, Denmark) provided a session that immersed the audience in their creative and imaginative research.

Fran’s presentation was entitled Guess what I found in the archive today! The wonder of research work. She shared an example of a nature diary kept by a 9 year old school student named June in the 1950s:

Fran spoke about Steedman’s writing on ‘archive fever’ (following Derrida) and the idea of ‘the vitality of dust’. In talking about wonder in academic work, Fran cited this article:

  • Pyyry, N., & Aiava, R. (2020). Enchantment as fundamental encounter: wonder and the radical reordering of subject/world. Cultural Geographies, 27(4), 581–595.

This is a personal and affective article that moves towards an understanding of enchantment as it re-orients people in relation to others and their place in the world:

Enchantment is a connective encounter, it proposes unforeseen attachments through a reordering of what has been. It opens up new ways of being and doing in the world. The deracination of the subject in enchantment clears space for re-imagining one’s place in the world through emerging associations: this is of fundamental importance to cultivating care for others, human and non-human. Enchantment then fights the evil of cynicism through both by intensifying our belonging to the world and by forcing us to face the situation we have been thrown to (Pyyry & Aiava. 2020, p 592).

Fran referred to June’s experience of keeping the nature diary, and her own encounter with it in the archives, as a type of ontological unfolding.

For more of Fran’s wonderful work, see:

  • Kelly, F. (2020). ‘Hurry up please, it’s time!’ A psychogeography of a decommissioned university campus. Teaching in Higher Education, 25(6), 722–735. https://doi.org/10.1080/13562517.2020.1746263
  • Kelly, F. (2018). The lecturer’s new clothes: An academic life, in textiles. In A. L. Black & S. Garvis (Eds.), Lived experiences of women in academia: Metaphors, manifestos and memoir (pp. 23–31). Routledge.
  • Kelly, F. (2015). A day in the life (and death) of a public university. Higher Education Research & Development, 34(6), 1153–1163. https://doi.org/10.1080/07294360.2015.1024628

In the second half of the session, Finn Thorbjørn Hansen’s presentation was entitled It takes time and a ‘higher care’ to truly get into deep wonder. He described his applied philosophical work on ‘contemplative wonder’ working with people in healthcare, design and education contexts. I must read more about wonder from the books Finn said he admires and questions!

He asked: what is being in deep contemplative wonder good for in higher education? There was a rich layering of ideas here inspired by the work of Heidegger: not-knowing and open ontologies when learning and doing research, the phenomenological and hermenutic experience as a path to wellbeing, flourishing, and soul-nuturing, and creating communities of wonder. At the risk of over-simplifying it, wonder is more than an emotion, but a state of being in relation to others and world.

Finn’s work on the Wonder Compass is fascinating and I am only beginning to grasp these ideas. Start in the West (phenomenological) with a narrative of lived experience, then move to the North (hermenutic) to explore the values evident in the narrative. Read and reflect on the work of others. In the East (Socratic and existential), engage with critical, playful and wondering questions and reflect on who and where you are in these thoughts. In the South (spiritual and contemplative), join a community of wonder.

Read more of his work here:

  • Hansen, F.T. (20 Learning to innovate in higher education through deep wonder. Philosophy and Theory in Higher Education, 1(3), 51–74.

You can listen to the presentations on the PaTHES website.

On the eve of going on holiday, Fran and Finn’s thought-provoking presentations reminded me to attune my senses, be attentive to place, immerse myself in the natural world, and open up to encounters with wonder.

Tending to reflection

This is the 16th post in Over a Cuppa, a series which prompts you to reflect on learning and teaching during the time it takes to make and drink a cuppa. Cross-posted from Teche, original artwork by Fidel Fernando.

What a year! As it closes, I hope you have the opportunity for a reflective break in whatever form most nourishes you. I will be spending time with friends and family, visiting the beach, gardening, cooking, reading and ruminating. Thinking of the sensory immersion of the upcoming holidays – especially the beach – I can already feel my shoulders loosening.

While relaxing, I will be idly considering questions such as: What have been the most memorable experiences of 2021? What have I learnt? How have I spent my time and energy this year? Is this how I want to continue using these finite and precious resources? What am I  grateful for this year? What am I proud of accomplishing?  What would I like to do differently in the new year?

This is a different type of reflection from the learning and teaching prompts I have written about in previous posts. The aim of these posts has been to ask questions (what are your teaching intentions? What are your memories of learning? What makes your teaching shine?), build a reflection toolkit of readings and resources (lenses for reflection, go to resourcescircular reflection), and share ideas that develop reflective practice: put on your teaching cloak, make your learning visible to students, and use your senses.

I believe reflection during the holidays still fits within what Harvey, Coulson and McMaugh (2016) call the “ecology of reflection” which they describe as the “situational, contextual and complex … setting … for reflective practice.” They write: “Ecology is used in its broadest sense of an holistic, interconnected system such as those used in human ecology, social ecology and systems theory … which examine the bidirectional interrelationship between humans and environments.”

Hence the prompt for this post: tend your reflection garden. By this, I mean focus your reflective skills towards yourself. If you are fortunate enough to have a break, what activities will allow you to renew your energy? How can you recharge in order to continue the work of caring and connecting with students and guiding their learning? What keeps you in balance?

This will be the final post in Over a Cuppa, at least for now. In the process of writing these posts, I have read (or reread) several books, including Schön’s (1983) The Reflective Practitioner; hook’s (1994) Teaching to Transgress; Brookfield’s (2017) Becoming a critically reflective teacher; Carter’s (2020) Academic Identity and the Place of Stories, and, most recently, Ashwin et al’s (2020) Reflective Teaching in Higher Education. For each post, my colleague Fidel Fernando created an original digital artwork. Sadly (for us), he is leaving Macquarie University for an exciting opportunity at the University of Technology, Sydney.

There is still more reading and thinking to do about reflection, but this will take different forms. Over a cuppa will be replaced with a new series on the ABCs of pedagogy, designed to give teachers the language to describe their practice. This may be for the purposes of reflection, but can also encompass scholarship, career progression and recognition.

Harvey, M., Coulson, D., & McMaugh, A. (2016). Towards a theory of the Ecology of Reflection: Reflective practice for experiential learning in higher education. Journal of University Teaching & Learning Practice, 13(2). https://doi.org/10.14453/jutlp.v13i2.2

Connecting through reflection

This is the 15th post in Over a Cuppa, a series which offers prompts to reflect on learning and teaching during the time it takes to make and drink a cuppa. Cross-posted from Teche blog with an original artwork by Fidel Fernando.

As anticipated, Over a Cuppa reflection posts have been sporadic this session. The previous post, Continuing to reflect (or how full is your cup?) was written in August, in lockdown while working and learning from home. After 106 days, we are slowly emerging. The intensity of this time has changed what reflection looks like, with limited air and light and time and space (to borrow Charles Bukowski’s words).

This post is a shout-out to many colleagues across the university, and is inspired by a comment from Rex di Bona in a post on tips for online teaching : “I found that the students were lonely [during lockdown].”

On our university blog, in a series of Spotlight on Practice interviews, teachers reflected on what worked in the transition to teaching fully online, and the value of connection was a recurring idea:

Janet Dutton summed it up well: “The notion of connection and care … is really a core dimension of my work as a teacher. I found that was heightened in the shift to online learning – the students really needed that connection.” Others echoed these words, with Andrew Burke emphasising the importance of “just really caring about the students.”

Shifting online changed the ways in which teachers connected. John Knox saw Zoom as a valuable tool but noted “the lack of non-verbal feedback from students is challenging – you can’t ‘read the room’, and you miss all those subtle clues.” Max Harwood spoke of “trying to replicate the physical presence of the teacher/student dynamic as best you can.”

There were also advantages to Zoom, as Fay Hadley revealed: “I really feel that as a result of COVID I got to know those students so much better than I’ve ever got to know them in the past. It is so wonderful with Zoom; their name is there – it’s just so good.”

For Yi Li, building an online learning community was critical: “I show students that I pay attention to them. Students easily feel left out, alone, and invisible in the online environment.” John Burrt’s performance students reimagined group work online, creating videos “where they were passing objects from one frame to another, or juggle in patterns, or do hand stands together. They explored things like connectedness, identity, and how they felt because they were all in isolation.”

With twenty years’ experience teaching in distance mode, Phil Chappell’s “golden rule … is regular communication with the students, and a flexible approach to their circumstances.” Similarly, Zara Bending discussed the importance of “connections in the room; you read expressions, gestures, emotions” and saw the role of teachers to “meet our audience where they are (and that includes their headspace).”

Connecting with colleagues is also important, as Nathan Hart reminded us: “My suggestion would be to reach out to your colleagues and find out how they are doing things because that sort of combined knowledge can be really useful.”

Today’s prompt is to practice reflecting in company with students and colleagues.

I’ve been doing my own connecting through reflection by meeting with the Reflection for Learning Circle (an invitation prompted by this blog series): Marina Harvey, Kate Lloyd, Kath McLachlan, Anne-Louise Semple and Greg Walkerden.

Their work includes a YouTube channel of exemplar videos guiding online reflective practice for student learning. There are 32 videos (and counting) available, and they offer ways to practice reflection in company.

The exercises are readily adapted to engage with concepts in various disciplines and offer prompts for students preparing for exams, moments of calm during challenging times, and some novel approaches to connecting with students.

Invite your students to ‘Give your brain a break’ and move away from the computer.

Reflect on learning with ‘five main points’

Ask ‘how mindful am I?’

More detail on the research behind these exercises is available in Reflection for learning: a scholarly practice guide for educators from AdvanceHE.

As we transition out of lockdown, socialise more and return to campus and face-to-face learning, finding opportunities for moments of calm will be important.