An Enactivist Approach
Part 4: Value
! • P A R T F O U R • Value ! • C H A P T E R S E V E N • Enactivist Learning World and Value This chapter looks at enactivist learning worlds in relation to value, demonstrating how students develop values of professional practices in such learning worlds: to value the things professionals think of as important, interesting, and meaningful. Further, it describes powerful learning in such a world through students’ identity transformation. In addition to a discussion of the affective domain—a critical aspect of learning, focusing on emotions— this chapter also explores ethical issues, including questions related to privacy. Finally, the chapter concludes with a dialogue about important aspects of assessment. Value and Identity Effective learning occurs when learners participate in a social group or a learning community, and they take on new social identities. To borrow Gee’s (2007) ways of explanation, I enjoy dancing in my leisure time and have joined different dance schools during the last several years. Although I have a lot of experience dancing and watching performances, my views about dance have been largely shaped and continue to be reshaped by the many social groups of which I have been a part (such as the dance schools with the dance teachers and students). How should I interpret a particular type of dance in certain contexts? When I receive feedback about my dance movements, how do my reactions affect my performance? When I wear a costume representing a certain nationality, how should my movements...
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