Integra
Member
- Joined
- Jul 11, 2016
- Messages
- 118
Hey @barefooter , that's really wonderful to hear! Unfortunately, I never went back to that class. You win some, you lose some, eh?
On the suggestion to just 'drop it' and 'flow': I completely agree with you that some people first need to be taught skills (or just believe they need, but it doesn't matter as it affects their behavior the same) to learn to be able to 'flow'. I think it's fair when a person asks "How should I do this?" many, many times, for the teacher to actually offer guidance. I am not against directing people when it really seems that they need it. I feel like that about many activities, but not dancing, for example. I was one of those people that can sort of just 'relax into it,' but then, if asked to teach to dance, I would have no idea how to do it.
I think this has to do with how I conceptualize levels of knowledge (when it comes to skills such as dancing or acting):
1. conscious declarative knowledge (you can define, explain, point out formal aspects, analyze)
2. conscious procedural knowledge (you can perform when focused and perhaps with some guidance)
3. implicit declarative knowledge (you just 'know' things but it's hard to explain why they are the way they are)
4. implicit procedural knowledge (you know how to apply things, to perform, may not be able to explain how)
(1 & 2 overlap, so do 3 & 4, I mean this as more like an outline, not some kind of a hierarchy)
So this is why I think when you jumped to 4 in drawing let's say, it's very difficult to deconstruct your action in a way that will have explanatory value to someone who's looking for type 1 instruction. Okay, this was a lot of speculation.
On the suggestion to just 'drop it' and 'flow': I completely agree with you that some people first need to be taught skills (or just believe they need, but it doesn't matter as it affects their behavior the same) to learn to be able to 'flow'. I think it's fair when a person asks "How should I do this?" many, many times, for the teacher to actually offer guidance. I am not against directing people when it really seems that they need it. I feel like that about many activities, but not dancing, for example. I was one of those people that can sort of just 'relax into it,' but then, if asked to teach to dance, I would have no idea how to do it.
I think this has to do with how I conceptualize levels of knowledge (when it comes to skills such as dancing or acting):
1. conscious declarative knowledge (you can define, explain, point out formal aspects, analyze)
2. conscious procedural knowledge (you can perform when focused and perhaps with some guidance)
3. implicit declarative knowledge (you just 'know' things but it's hard to explain why they are the way they are)
4. implicit procedural knowledge (you know how to apply things, to perform, may not be able to explain how)
(1 & 2 overlap, so do 3 & 4, I mean this as more like an outline, not some kind of a hierarchy)
So this is why I think when you jumped to 4 in drawing let's say, it's very difficult to deconstruct your action in a way that will have explanatory value to someone who's looking for type 1 instruction. Okay, this was a lot of speculation.