In her piece, More Than Words: The Generative Power of Trandmediation for Learning, Siegel goes into points surrounding the argument that students will be much more successful in education when the classroom revolves around teaching through more than language/ words. For example, the beginning of the text described a concept named "verbocentrism" as it specifically pertains to education. According to Siegel, in schools, verbocentrism ideology has "led us to regard language as the sole channel for learning and to separate it from other ways on knowing" (Siegel 456). For example, we fail to recognize other ways of knowing and learning such as music, art, dance, movement, etc. Siegel suggests that this closed off way of teaching, verbocentrism, is limiting for students and is not effective way to educate. When students learn through a variety of different modes of activity (drawing, painting, singing, staying active), they are much more likely to take meaning from their education and apply it in the future. Bottom line is, children need more than words to learn. Siegel notes that, "we must re-examine our bias toward language in teaching- learning and consider curricular possibilities that do not marginalize other ways of knowing" (Siegel 457).
I agreed with everything Marjorie Siegel was saying in regards to verbocentrism and how limiting it is for students to be closed off to learning beyond words. In my education experience prior to college, I was lucky enough to attend elementary, middle and high schools that required classes that went beyond lecturing through words. In elementary school, our classes that revolved around words and language were always followed up by either an art, music or gym class. This way, our classes were broken up enough to give our brains a break from straight lecture which allowed for time for creativity. In middle/ high school, we were required to take at least 2-3 "creative thinking" classes. I can remember being in courses such as fashion sewing, net games, choir and even baking. I honestly really enjoyed going to these classes and actually looked forward to school because I knew I would be able to be artistic, imaginative and active. Rather than being talked at, I was talking with others. And this really allowed me to grow as a student and learn in different, effective ways as well. College has been a bit more tough as classes are mainly verbocentric. Although we have options to take courses that stimulate learning through art or movement, but we are not required to take them, nor do students typically have enough room in their schedule to do so. I have found myself to be in heavily lectured classes where I am being lectured to the entire time. I have felt like this form of education has forced me out of my creative mindset and has made classes less appealing to attend. Although it is good to have a variety of teaching methods, I feel that I am missing out as a student not having those classes that go beyond verbocentrism.
Siegel, Marjorie. "More than Words: The Generative Power of Transmediation for Learning." Canadian Journal of Education / Revue Canadienne de l'éducation, vol. 20, no. 4, 1995, pp. 455-75. JSTOR, https://doi.org/10.2307/149508. Accessed 10 Oct. 2022.
I completely agree that everyone, kids especially, learn better when we can experience a concept in different ways rather than it being told to us verbally. The idea of combating verbocentrism can be seen by our use of board games in class occasionally as well! Although the games were playing in class don't specifically relate to current class topics, she's trying to exemplify how physical play can teach us how to be better communicators, problem solvers, and innovative thinkers. All of which are foundational skills for school children especially to learn and really won't sink in just through telling.
ReplyDeleteThe idea of needing to learn something in multiple, more physical or sensory ways applies to something else I think we're all experiencing as well, which is transitioning our education into practical, applicable job skills. For example, in my Account Planning class we're learning the basics of how to analyze data from MRI Simmons by essentially being told exactly what and how to pull specific insights. But those basics skills will translate in a couple years when many of us have to gather consumer insights from Simmons for our real jobs. So we will be learning the software by physically trying and manipulating it on our own, which is ultimately where we'll learn and remember it the most.