This is my final ‘official’ blog post for my course on learning processes. I have thoroughly enjoyed taking this class. The content has been particularly interesting to me as well as I have continued to enjoy co-learning with a number of my classmates. As such, I would like my final post to end on a positive note linking learning, identity formation, social justice, and positive change.

I believe in the transformative power of education and that lifelong learning is a critical component of individual freedom, the well-being of self (e.g. prosocial identity), and emancipatory thought and action. I believe learning and education offer our species the best hope to (continuing to) develop the socially minded cultures necessary to end endemic and pervasive issues of racism, sexism, classism, and other issues of oppression. I believe that issues of equality, equity, and other social justice issues can be addressed and still allow for, and even celebrate, our cultural and individual differences. Learning will play a pivotal role in our continued progression toward freedom.

In supporting prosocial learning, we will teach all people respect and understanding for their own identity needs as well as the identity needs of other people. Such compassionate understanding and teaching will provide “recognition and enactment opportunities for students’ benign, prosocial identity contents, as well as for contents that support intelligence and learning” (Bracher, 2006, p. 161). As people’s identity structures grow more complex and prosocial, people will have a greater understanding of the barriers to learning (self and others) and an increased understanding of how to process, integrate, and otherwise deal with a positive manner with many negative, aggressive, or violent thoughts, feelings or impulses.

As Bracher discussed, this type of learning and prosocial teaching will take place on a number of different levels. One of the most obvious levels is identity recognition at the interpersonal level. Direct expressions of approval or admiration for the learner’s abilities, knowledge, understanding, and identity by a teacher or peer are “both immediately energizing and profoundly nourishing for identity” (p. 164). Even less direct or tacit forms of recognition (e.g. respectful listening) demonstrate that one has value, been understood and can feed our basic need for recognition.

Furthermore, structural recognition of identity will need to take place to promote prosocial learning. People have a need for their public self to be acknowledged as important. This acknowledgement of a person’s identity can be present in group activities and his or her relationships, as well as how those activities and relationships are organized. Examples of the type of changes one could expect would be to do away with the traditional row seating arrangements. Small groups or circles where every member is able to contribute and feels valued will assist in developing prosocial learning environments. Teachers will also have to consider how grading schemes, pedagogical design and course content, and testing affect students’ identities. Linked closely with structural recognition will be institutional recognition. “Institutional recognition for one’s public self comes in the form of grades, awards…, and degrees” (p. 167). It also comes by the inclusion of one’s own identity reflected in reading or literature deemed worthy, seminal, or canonical.

An additional two levels of identity recognition will be on a cultural level. Language and images are closely linked to our identity needs (see previous post for more information). As our learning and teaching begin to reflect the caring, compassionate prosocial style that Bracher is advocating for, there will continue to be shifts in language and images deemed valuable, meaningful, and potential more inclusive in their nature and meaning. For example, words and meanings will shift to include and recognize as valuable the non-traditional and other states of being that are presently not recognized. For example, the word family can and should move away from defining a traditional nuclear family. Such a traditional definition excludes a number of very real configurations and devalues the identities contained thereto within. Moreover, the images and sounds (imagistic-perceptual identity components) that cultures recognize will change. The often-noted effect of patriarchy on men is the repression of a number of felt emotions (e.g. sadness) while always appearing tough or stoic will help to positively shift concepts of masculinity. Changes in language and images of women will help eliminate our rape-culture[1], and the sexualization and objectification of women.

In the end, prosocial learning will not change any culture, language, institution, or relationship overnight. A lot of hard work, learning, personal and collective transformation is necessary before our world is truly free of oppression and issues of social justice, equality, and equity have been addressed…it is a goal certainly worth working toward and one that I believe in quite strongly. Learning is a critical component of the process and it has been my absolute pleasure to learn with all you. I will close with one of my favourite quotes.

If we face our unpleasant feelings with care, affection, and nonviolence, we can transform them into the kind of energy that is healthy and has the capacity to nourish us…offering us insight and understanding into ourselves and society. (Nhá̂t, 1991, p 52)

References:

Bracher, M. (2006). Radical pedagogy: Identity, generativity, and social transformation. New York: Palgrave Macmillan.

Nhá̂t, H. (1991). Peace is every step: The path of mindfulness in everyday life. New York, N.Y: Bantam Books.

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[1] For more on what I mean by changes in language and ending of rape culture see this blog post: http://bellejarblog.wordpress.com/2013/03/18/i-am-not-your-wife-sister-or-daughter/