Summary: More on deuterolearning and my beliefs (shared in previous entry on topic here ), as yet unproven, that weblogs can play a major part in aiding and abetting deuterolearning's progress. This entry makes the parallel between journal writing (and its established effects) with an inferred and similar effect for weblogs. (Links and extrapolations are at the end).
-------------
It's quite easy, really, and typical, for students, even higher education students, to 'go through the motions'. I mean by this that they go through all the motions of growing with the object of not changing. That is, they shape their instructor, if they can, to the point that s/he becomes a confirmation of present beliefs, skills [all are 'code' in system terms]. The growth-leary have been generally successful, i.e.,too many teachers show their complicity supporting the illusion; a teacher agrees that the appearance of movement (without actual movement) is 'real'. (The teacher assigns a grade (average or above, generally) that substantiates the reality of movement [when what is actually being substantiated is complicity in the smoke-and- mirrors illusion]).
Documenting the Movement without Movement Phenomenon:
If you have difficulty imagining this, perhaps a personal, instruction-related anecdote will help you understand at my sense of student disinvestment in the travail of true growth.Journals and weblogs can exercise influence over sense of self and one's capabilitiesI'm conducting class (the second or third in a sequence 10 classes in the doctoral program); we're discussing, say, non-quantitative research methods and at some point just before class conclusion, the subject of the doctoral thesis arises. I observe, in roughly the following words, "I found the thesis to be a transforming and empowering experience. I find, and I suspect you will find, that I will never forget those heady, focused research and writing days. I was significantly changed by organizing, conducting, analyzing, concluding and explaining the work and findings in which I was involved."
The response of one, and then several others, was that they, none of them, expected to be transformed in any way by a research project--even a project as large as one involved in producing 100+ page thesis. [And, no, this was not because this subgroup were published or experienced in the conduct of research].
In short, my conclusion was that, for this subgroup of this advanced class, the expectation was that the thesis (and the courses leading there) were an exercise-- relatively empty of deep significance --which would lead to a degree [and presumably elevated employment options] but certainly would not lead to any significant changes in their views, their sense of personal capability. And as for transforming (or even jostling) individual senses of selfhood: not one whit!! They were adamant and convinced, if not convincing.
Take the following entries (part of required thrice weekly journal entries (and roughly 7500 words over the course of a semester; other class responsibilities include text readings, quizzes, active participation in class discussions, a longish research paper).A final fillip or two.
[Student notes an effect of journaling here--this was in 1993--I had taken little time creating a mental expectation of change; as I recall I was, in fact, leary of creating a self-conscious self-consciousness -??!! );o< ??!!] "[one third of the way through semester]--Perhaps he [the teacher, moi-SPH] is wanting us to develop critical thinking skills (--)I have indeed been (--) exercising my critical thinking skills to a greater extent"[A junior education major]] Writing journal entries has had a tremendous effect on me. I hadn't written in a diary since I was in sixth grade. Writing thoughts down makes you question their origgins which is healthy. It's easier to really get to know yourself if you see your thoughrts written on paper. At times, I thought it was a pain---. I hope I can continue to keep maybe a nightly journal even after this class has ended. I once read soewhere that it would be a good idea to write [down] the best thing that happened to you every day. Then when you need uplifting you can just read the list.The journal is very representative of my thinking about the class. Sometimes I didn't understand just what we were supposed to be learning--. I've concluded that we have learned not only about the facts of disabilities and the techniques for [their] accommodation, but how to treat and respect people. That includes ourselves. Writing in a journal helped me gain respect for my own thoughts. [emphasis mine-SPH]
An adult learner whose journal documented the basis for misery in a life in which small children, little money and infrequent work played too large a part . Somehow this person struggled to, and actually did, maintain a focused --- positive outlook, chaotic event after chaotic event. [Lest you think that this is some kind of "teacher pleasing" material, the following:
The journal dis not, as prescribed, contain a dominance of education-related content. This cooptation of the project from an individual whose submissions were otherwise high quality, on time, and whose class participation was articulate and thoughtful but clearly designed less to please the teacher than to represent her view from her unique position in the universe]. However, at the end of the semester in this, her personal journal, she wrote the following in her last two entries.[From second to last entry. As a preface to the chronicling of an awful employment experience and big time intimidation by a collection agency she says,]
"I think I figured out what has been keeping me on an even keel these past couple of months - writing in this journal! I may just have to keep this up after I hand this in - I've grown to like it - even look forward to it. It's as if [by]writing down my thoughts I am better able to control my outward actions and put things in a more reasonable perspective [emphasis mine, SPH]
[And as a last entry] I feel like I should write a conclusion - but about what? I don't think I could sum up these past few months- it's still happening. My grandma is still sick, we still have no money, I'm still unsure but hopeful about the future of my family and so on.
---
So, goodbye- but I'm going to start keeping another journal as soon as I can get to Target for another notebook! }:o) [she exits with the smiley face and signs with a flourish!!]
"Weblogs not only enable interaction with other webloggers, they offer a way to engage in a discoursive exchange with the author's self (intrapersonal conversation). A weblog becomes an active partner in communication, because it demands consistent criteria for what will be posted to a weblog (and how). This »indirect monologic dialog« of weblogs allow to conduct communicative acts that otherwise would only be possible in very particular circumstances.
That is what weblogs have in common with diaries. But in opposition to diaries, weblogs are usually a form of writing in public and with the intention to offer opportunities for communication. A weblog is a constant invitation for conversation - directly and indirectly."
A weblog will have an audience. That effect on deuterolearning may enhance objectivity, just as does journaling . On the other hand, it may have a constraining effect, as I have noted elsewhere and in a slightly different context. The writer has to accept and rise to the occasion of the possibility of another's observation, even of that person's criticism. In short,
may have quite distinct--occasionally opposite--effects.diary for self, and weblog for 1 to ?
______________________
(1) An earlier summary of mine on deuterolearning which includes links to Bateson's explanation.
(2) The mention of two connections to organizational development. Why? Because deuterolearning for the individual is variously known as 'organizational development', or organizational learning or organizational autopoiesis. And group discourse (via a group weblog?, a wiki?) is a central avenue in the construction, suggest several, of the system equivalent the individual's 'center'. (In the organization the 'center' is called, say, a common culture. )
Anyway, check out the following:
a) Randall Whittaker's Autopoiesis Websites, b)Magalhães' '96 paper on Organizational Learning and, finally, c) see the Society for Organizational Learning's SOL website. Some examples of links to follow: Capacity Building, Purpose & Principles and Knowledge Repository
[Edited and amended - 6/8/03]
