The understanding of the phenomenon of silence is usual about reaching physical silence and gaining a silent mind. An impression could occur that giving importance to silence has no place in school, learning processes and classes. By claiming that knowledge cannot be carried out inside a silent learning process and that the students cannot accept the knowledge in silence. What is true at first sight, especially when it comes to formal school education, but this is not the case when we refer to adult education. Because adult educators and especially adult learners behave differently, often accordingly to their life experiences. This causes situations where the learning process needs to be not only more interactive between educators and learners, but it needs to take place in a different learning atmosphere where the issue of silence plays an important role. Using silence is about supporting educators and/or learners in triggering and deepening silence moments inside the adult learning process.
Using silence would not be to support educators in strengthening their primary professional fields inside adult education (whatever that involves), or to support learners regarding transmitted contents during the adult learning process, but to support them in strengthening their capacity in performing silence moment. It is about how to achieve pleasant silence moments inside the learning process that contributes towards richer and more comprehensive insight about the adult learning process.
The topic of silence can be relevant for adult educators and adult learners:
For adult educators:
For generating an atmosphere in class, based on which learners can come to better understandings and insights about acquired knowledge
For easier approaching especially to elderly who need that all the learning process goes on slowly and in a peaceful atmosphere
Using of silent moments as a good lever for contemplation, based on which educators can strengthen their self-leading what supports them in mastering adult learning processes
Using silence moments for increasing educators’ personal growth, based on which they strengthen their capacity to become a role model for their learners.
For adult learners:
For learners in being faced with a different atmosphere in the adult learning process, according to which they can easier share their existent knowledge to educator and other learners
For activating learners’ deeper understandings and insights about mediated knowledge
For more intensive triggering and defining creative potentials at learners
Structure of the Silence Agenda
To approach this silence agenda comprehensively, the agenda need involvement of through various levels and several associated issues:
Physical level - Silence as attendance in the common situation, including issues as the relationship between time and space in the light of physical and virtual reality, the paradox of being in present state in the light of silence, the relationship between one’s body and mind.
Communication level - Silence regarding the diminishing of verbal communication, including issues as the levers for constant and often unnecessary communication, the communication process between unpleasant and pleasant silence, conditions for producing pleasant silence.
Behavioural level - Silence in the light of the non-verbal communication, including issues as the contradiction between self-evident and rare communication, behaviour regarding non-verbal communication, self-knowledge towards reflecting mind and emotional state.
Thinking level - Silence inside the disclosure of the thinking process, including issues as pre-definition and framing of one’s thinking process, the paradox of being in a state without thoughts, the phenomenon of the insightful type of thinking.
Identity level - Silence in the light of the rethinking of our identity image, including issues as rethinking identity regarding the relationship between humanistic and data society, alternative identity pillars for youngsters.
Shaping of potential Intellectual Output
The suggested issues can be further developed into Intellectual Output inside the KA204 project or to become a part of wider Intellectual Output at somebody else. Listed topics can be shaped in many ways, according to the actual project's needs.
Center Spirala-Center of Selfmobilty is a non-profit institute in the social and humanistic field. Because of our organisational development-research nature, because of which we are always primarily focused on substance, it is our interest to perform the partner’s role in potential KA2 project, and not the applicant’s role.
If you by chance plans to design a KA204 project, do not hesitate to contact us on firstname.lastname@example.org