Tegevusõpe on kantud probleemide lahendamise eetosest. Siinviidatud vabalevis olev artikkel võib huvi pakkuda nendele, kes tõsimeeli on võtnud nõuks tegeleda kogukondade edendamisega. Artiklis analüüsitakse ühe projekti tulemusi ning kus teooria ja empiiria on harmoonias.

Kontekstist:

In 2002 the government’s Neighbourhood Renewal Unit published a report titled The Learning Curve. According to this report, ‘top-down’ approaches to neighbourhood renewal have been disappointing. Key features of the ‘top-down’ model are ‘hierarchy’, ‘social engineering’ and ‘privileging the knowledge of professional experts over that of those with local/contextual knowledge and experience’.

Eesmärk:

The main objective of this paper is to provide an account of the philosophy or theory underpinning an action learning programme for social change.

Programmi aluseeldus:

The programme was not intended for people who wanted to acquire skills and knowledge of neighbourhood renewal for its own sake or to prove themselves by passing an assessment in the ‘subject’ of neighbourhood renewal. […] The programme was aimed at those who wanted to actively contribute to neighbourhood renewal and wished to learn whatever they need to learn to do so.

Tegevusõppest:

To summarise: instead of learning a pre-specified set of skills and knowledge the participants would learn whatever they needed to learn to help effect positive change in the designated neighbourhoods.

Tegevusõppe filosoofiast:

The programme aimed to help participants learn whatever they need to learn to undertake a project that contributes to neighbourhood renewal.

Õpetamisest tegevusõppes:

The programme interpreted the term ‘teaching’ to mean ‘helping people to learn’. Its philosophy of teaching followed from its philosophy of learning.

Mõned järeldused:

a substantial portion of the knowledge and skills required for tackling projects to bring about positive change in neighbourhoods is likely to be first-hand knowledge. That means a substantial part of the knowledge (broadly interpreted) of a neighbourhood renewal project champion is likely to be knowledge that is experiential, first-hand and local

Asher Rospigliosi & Tom Bourner (2021) Action learning for neighbourhood improvement – from practice to theory. Action Learning: Research and Practice, DOI: 10.1080/14767333.2021.1930514