David Lopez: Theory without practice is useless, practice without theory is dangerous
Short bio
Having been a teacher, facilitator, trainer, community leader and chairman of various associations for over 40 years, it is hard to describe my job in concrete terms. I am resolutely committed to education and training, to interculturality, culture, and the international dimension. I like to emphasise the versatility of the social facilitator, from project design to implementation, from political vision to day-to-day work.
My Story
I was lucky enough to learn the profession of teacher, educator, trainer and youth worker on the job. I worked as a facilitator in a public library, with the aim of bringing people closer to reading, books and culture, and learned how to set up exhibitions, create flyers and organise concerts with national and even international artists. I also learned how to get in touch with local associations to invite people along and provide them with support.
As a teacher/educator working with young people in great social distress, I learnt how to manage a group of 12 pupils in class who were wary of school and to invent methods based on my experience in non-formal education. I discovered how to support these young people at boarding school. I listened to their complaints, their anxieties and their violence.
As a facilitator at a holiday centre, I learned how to manage a budget, manage a group of leaders, prepare menus and plan shopping and activities. Then I trained generations of facilitators, directors and managers of holiday centres.
Finally, working in theatre with young people with severe mental disabilities,
I discovered the boundaries between reality, dreams, fiction and the anguish of presenting and being presented. As a result, I learned how to run a theatre activity.
But all this was made possible, in every action, by the kind support of professionals or volunteers who helped me to create a pathway, to develop a formative and high-quality pathway. This was followed by a series of professional and academic training courses, all of which helped me to become a manager in the social economy, working in the fields of education, interculturalism, adult education and European and international relations.
Theory without practice is useless, practice without theory is dangerous, as other trainers said in the 1990s and 2000s.
But that was all before.
Before the advent of digital technology, before the individualisation of relationships with society and education, and before the social, cultural and economic upheavals following the 30 years of post-war boom.
Before the transition from “we” to “I”. Far be it from me to say “things used to be better”.
However, the prospect of combining theory and practice in a training programme is often a distant one these days. Both roles and training have become increasingly specialised, creating boundaries that are difficult to cross.
And yet, I think there are some major constants in education. They will be at play in the years ahead:
- Education must strengthen social cohesion. Regardless of the methods used, education must promote life within society and must enable the emergence of free, conscious, critical beings who are part of a single destiny.
- Support from a person (and not a machine) will be needed more than ever. Otherwise, learners will be excluded from the learning and training process. A person cannot just be left alone in front of a machine or in front of learning tools. We need to exchange ideas and help each other to learn.
- The learner must be at the centre of the educational process, interacting with others and with trainers. The construction of the education system must be comprehensive. The educational community is considered in the broadest sense (parents, local stakeholders, businesses, etc.).
- Finally, the shift beyond real or personal borders should enable individuals to better understand the issues at stake. Learning languages and travelling within and outside Europe is essential if we are to avoid withdrawal and the emergence of forms of exclusion. This individual and collective shift is essential.
- Cross-curricular skills (education in democracy, knowing how to behave in a group, taking the floor, etc.) must complement basic subject-specific skills.
3 Skills for the future of adult learning?
Practice makes perfect
Currenty being involved in a project where mostly practice forms you into a professional worker, I clearly see how important theory is. While doing mostly real-life practice, I come across so many questions, that anyways, you start looking for books, theories and become an active listener to your lecturers. Most importantly, you find your inner motivation (which is the driving force for everyone) for learning and getting better in practice. Practice makes perfect, right?
However, the stress and anxiety of doing the job without theory and experience behind, sometimes is just too much to handle. Doing the job is a solo performance, so sometimes I find myself questioning my choice and my abilities.
But, as the author stressed, the learning is a shared process between many stakeholders. And I am very thankful for all the mentors and teachers I have been introduced and the advice I have been given by them.
So cheers to those who we share our learning journey with!