Siinviidatud vabalevis olev kommentaar leidis oma koha peamiselt kahel põhjusel. Esiteks on tegevusõppe praktikatel mitmekülgne võimekus nii probleemidega tegelemisel kui kollektiivse teadmuse arendamisel ning relatsioonilisuse perspektiiv lisab siia mitmeid konteksti ja sisu mõistmiseks olulisi aspekte. Teiseks on tegevusõpe (action learning) ja aktiivõpe (active learning) nii sisult kui vormilt üsna erinevad, kuid teadmiste omandamise seisukohast väga asjakohased vahendid, mida sageli kas lihtsalt segi aetakse või siis ei olda neist midagi suurt kuulnud. Siit artiklist võib leida siinviidatud teksti n-ö kandvaid mõttekäike ning tekst on samuti vabalevis kättesaadav ja võiks huvi pakkuda avarale lugejaskonnale alates lapsevanematest kuni hariduskäsutajateni.

Kontekstiks:

In my experience, currently Action Learning groups or sets are made up of a number of individuals who are ‘strangers’ in that they come from different work sites, teams, communities or organisations. Each brings their own problem or issue with regard to which they receive support and challenge from the other set members.

Varasemate praktikate piiratusest:

It seems to me that this approach might work well for what have been called ‘simple’ or ‘tame’ problems, but it is inappropriate for complex or ‘wicked’ problems.

Relatsiooniline perspektiiv nõuab erinevaid praktikaid:

Thus in a Relational Action Learning set all the members are connected with a common issue, albeit in different ways and with different roles and tasks.

Vajalikud oskused:

  • recognising and respecting difference
  • dialoguing rather than arguing or trying to ‘sell’ my/our views . listening rather than dominating
  • empathising with others and their perspectives
  • being open to diversity rather than insisting that I/we are right
  • seeking ways of moving forward rather than dwelling on past disagreements and differences
  • finding things we can do together and/or support each other in doing rather than seeking total consensus

Boydell, T. (2022). Relational Action LearningAction Learning: Research and Practice, 1-3.