Learning through making, focusing on the work of Ingold
Learning through making, often referred to as "learning by doing," is an educational approach that emphasizes active engagement and hands-on experiences as a means of acquiring knowledge and skills. This approach aligns closely with the work of Tim Ingold, a prominent anthropologist and scholar in the fields of anthropology, archaeology, and environmental studies. Ingold's work has explored the intersection of human creativity, skill development, and learning through practical activities.
Here are some key concepts from Ingold's work that relate
to learning through making:
Skill and Practice: Ingold argues that skills are not abstract entities but are embodied in the actions and practices of individuals. Learning a skill involves continuous practice and refinement through doing. Skills are honed through engagement with materials and the environment.
Making as a Way of Knowing: Ingold suggests that making is not merely a means to an end but a way of knowing and understanding the world. Through making, individuals engage with materials, tools, and processes, gaining insights and knowledge that may not be accessible through passive observation or abstract thinking alone.
Materials and Tools: The choice of materials and tools plays a significant role in the learning process. Ingold emphasizes the importance of a deep relationship between the maker and the materials they work with. Different materials and tools offer unique affordances and constraints that shape the learning experience.
Process-Oriented Learning: Learning through making is a process-oriented approach. It values the journey of exploration, experimentation, and problem-solving, rather than focusing solely on the end product. Mistakes and failures are seen as opportunities for learning and growth.
Embodied Knowledge: Ingold's work highlights the embodied nature of knowledge. Learning is not a purely cognitive activity but is deeply connected to the body and sensory perception. Through hands-on engagement, individuals develop a bodily knowledge that complements intellectual understanding.
Contextual Learning: Learning through making is deeply contextual. It takes into account the specific cultural, social, and environmental contexts in which making activities occur. This context shapes both the practices and the knowledge that emerge from them.
Community and Collaboration: Ingold's work also emphasizes the role of communities and social networks in learning through making. Knowledge and skills are often shared and transmitted within communities of practice where individuals collaborate, share experiences, and learn from one another.
Incorporating these ideas into educational settings can involve project-based learning, experiential learning, and hands-on activities that encourage students to actively engage with the subject matter. By embracing learning through making, educators can help students develop not only practical skills but also a deeper understanding of the world and a sense of agency in their own learning journey.
