Saturday, 7 March 2015

A notion of knowledge thus

Did I tell you that I love my job?

I'm currently involved in a project at work reviewing and updating the first of 4 modules offered to interpreter students and professionals, and I must say that I'm stoked.

This project has given me pause for thought on what I think "education" is ("education" = undefined). Recently, another, unrelated, issue at work (a metaphysical question) just fell into place and I saw this possible framework:

Terminology Development
Agreed-upon principles of nomenclature are foundational to any (professionalized) Terminology Development process—the unspecified "naming principles" spoken of here are a highly generalized set of logical elements that allow for productive and sustainable description/discourse (whether science, mathematics, politics, sociology, etc. etc.).

Demonstrating to the students that it is possible to build up (specialist/general) knowledge from this abstract set is a matter of demonstrating its...

Linkages to the real world
There is a subtle, world of difference between translating from one language to another and actually talking about a subject in your language of choice. Realizing this frees up the mind to play around with ideas and concepts outside of language where original insight/thought may articulate itself most readily.

However, it cannot be left so.

Learning is an evolutionary process
Exposure leads to new awareness and (instantaneous) recasting of the learning experience hitherto with respect to a subject. In an adult (interpreter/translator) classroom setting this process is best described by a Vygotskian framework where prior and existing knowledge figures sometimes significantly into the learning experience. The frequency and quality of individual and group discussions, then, become a gauge of how much is taken in and incorporated into their thinking, conduct and speech in real time.

In treating this phenomenon in Vygotskian terms we exploit prior and existing knowledge and focus upon solidifying its context by way of rational engagement.

At any rate, I think that this is how I learn.

Jay

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