I want to paint a picture and it\u2019s going to be messy. Paint card, sticky back plastic, feathers and thoughts are going to fly. I know that it should be in a linear process to aid the reader but Tough luck. You are going to have to come on my journey and spend a little moment inside a creative construct that has multiple irrelevant associations and dizzying tangents.<\/p>\n
As a child I was told stay inside the lines, what I want to say to that now.. NO, and no and no, see me, NO. Stop being disruptive, NO. Why do I have to stay inside the lines? You have placed this prescriptive 2 dimensional picture in front of me but I don\u2019t see that. I want to modify it. I want to doodle and scribble over it and see the new patterns or associations that occur. I want to screw it up with other textures and see what they feel like. I want to test all manner of elements in this learning process but you say stay inside the lines and if I don\u2019t I have somehow failed and have another picture given to me. So I have associated exploration with failure at 4 maybe 5 years old. Don\u2019t be disruptive, don\u2019t be difficult and don\u2019t be naughty.<\/p>\n
Then we move to Lego and free play\u2026 but I am told almost immediately to build a wall. BUILD A WALL\u2026. How is that free. A huge number of society\u2019s issues have been over segregation and as Dr Zeus showed in his \u2018dystopinan\u2019 book the butter battle<\/em> that escalation through segregation and perceived difference is a mortifying and central part of failed community. So there is a child wanting to move and place bricks in colour and texture in a pattern of non-symmetry and is instructed to build a wall. Then praised if even by chance one brick is placed on top of another. Praising the chance building of a cognitive prison to creativity.<\/p>\n The poem \u2018the boy that stares out of a window\u2019 is my journey. Stop being disruptive, I am asking a question. Looking for answers is suddenly wrong??? He who has a why<\/u> to live for can bear almost any how. (Friedrich Nietzsche<\/a>). Okay so being disruptive will lead to exclusion either from the learning space or worse within it. Conscribe and reiterate what is needed for examination. Those who follow process are successful those who don\u2019t are weighed down with the luggage of not being a part of our understanding the expectations, known as the low achiever. Worse still some turn of the creative and learn to become the passive learner or as John Biggs (1996) terms it the unengaged coaster.<\/p>\n This is the ember that is handed around to ignite the textured creative flame of the #poeticnursingheart . Essentially I am not happy and have never been happy to be indoctrinated in to sphere of discomfort unless it\u2019s within a learning culture where my Para-dynamic assumptions are being challenged. This passion for culture and development of the eternal and existential wobbler of a question; who are you? where are you? is vital in the evolution of the student and the professional in higher education.<\/p>\n We are building towards another symposium in the new academic year and my hope is to engage more hearts in to thinking about the why?<\/u><\/em> In all aspects of their lives not just the professional development plan but more the self-development plan. As I have come to learn through the completion of my masters conclusion and in the evolution of a model or theory for my potential PHD. If we are absent from the educational philosophy of the true self<\/em> then what is the point of making meaning through learning? As Barbara Larivee (2000) suggests learning is not and never will be in the blocks of content but in the mortar of coming to know.<\/p>\n #poeticnursingheart<\/p>\n