Main Article Content
Inspired by watching a group of children playing freely during their summer holidays, in this essay I am drawing parallels between the activities of playing and improvisation with learning and participatory action in our relational contexts. I am looking at improvisational participatory activity as key to learning, development and growth. Through the mentioning of the four stages of competence model, I am discussing how “mathematising” expert knowledge and competence in terms of stages of advancement, evaluation measures and de-contextualised accounting systems, may weaken our abilities for intuitive, spontaneous improvisations in our relational activities and restrict learning from within the doing and development of practice knowledge.
All works on this site are subject to a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License