Learning in ELSITO

Learning in ELSITO

Tell me and I listen

Show me and I watch

Let me experience and I learn

Lao Tzu

Introduction – ELSITO as a learning partnership

ELSITO as a learning partnership, from the early stages of its development,explored key aspects of learning and how these would be understood within this particular partnership. An early discussion involved answering the question ‘who are the learners?’ In this partnership people are involved that hold a variety of roles that could define their place in the learning process in traditional ways (e.g. service user, occupational therapy student, occupational therapist, staff member), roles that usually prescribe a hierarchical learning structure involving teachers and students, therapists and clients. These roles were challenged when clients asked the question ‘who are the experts on mental disorder?’ and challenged a narrow definition of social exclusion as something that was only experienced by marginal groups. In addition the doing or lived experience of social inclusion during the learning visits, was a doing that involved all, in a common learning process. It became essential to state that all persons involvedwere considered learners, and the term ‘ELSITO members’ was used for all members of the group, regardless of their original role. It was understood that all members brought into the learning partnership their own unique skills, knowledge and experiences. Freire’s (1970/ 1996 pg 61) statement regarding problem-posing education is illustrative ‘Here, no one teaches another, nor is anyone self-taught. People teach each other, mediated by the world…’

The second question related to ‘what are we learning’. With the overall aim of the project the social inclusion of persons experiencing mental health problems, refugees and immigrants, it was identified that the knowledge that the partnership aimed to develop was related to social inclusion. Questions gradually emerged to make more specific the elements of social inclusion that we were struggling to understand: what is social inclusion and exclusion in our own lived experiences, and what are the factors that support and inhibit social inclusion.

The third element in understanding our learning, was to define and clarify the processes by which the group was learning. As a project established within occupational therapy, theories from occupation that included the importance of learning through doing, through action, were central. Occupational therapy emerged in part from Dewey’s theory of pragmatism and the importance of doing in the world. ELSITO is therefore underpinned by the understanding that social inclusion essentially includes the doing of daily occupations in the community and that an important element of learning to ‘do’ social inclusion will involve the doing of occupations.

The project developed a process that closely resembled the Learning Cycle as described by Kolb (1984). Each learning visit to the partners became an opportunity for the immediate experience of social inclusion as ELSITO members (users of mental health services, professionals and students) travelled and worked together. Workshops held during the visits provided opportunities for reflection on this immediate experience and previous experiences of social inclusion and exclusion. Between visits, local meetings and individual work provided opportunities for further reflection and the exploration and implementation of new forms of action, of learning. Engaging in the learning visits we all experienced moments when we were surprised and involved in events which required our interpretation (Law, 2010). The process of living social inclusion while at the same time studying it and reflecting on it in the workshops of the partnership, enabled an active learning cycle to develop.

As the partnership progressed we became increasingly aware of the power of the learning process in which we were engaged. We struggled to make explicit, the tacit knowledge that had developed. We engaged in a process of refining and developing a dialogue from the explicit knowledge.

The Knowledge Creation metaphor discussed by Paavola & Hakkarainen (2005) is a useful framework within which to understand the learning processes that have emerged within this partnership. In this model the focus in on the creation and development of new material and conceptual artifacts;a conscious advancement of knowledge, with innovation and discovery. The ELSITO partnership from the beginning aimed to uncover, explore and develop new knowledge and to explore existing knowledge regarding the nature and the processes of social inclusion. Methods involve groups of people coming together, involving activity in cultural settings. ELSITO was primarily a ‘doing’ group – living social inclusion at an experiential level, while through visits and workshops discussing and deepening knowledge, reflecting on the lived experience.

Paavola & Hakkarainen discuss the elements of this type of learning, which they describe as a third type, adding to the ‘Acquisition’ metaphor (the pouring of knowledge into a waiting mind) and the Participation metaphor (learning that emerges through dialogue and interaction). In the knowledge creation metaphor communities come together with the specific aim of systematically developing artifacts (concepts). The interaction is ‘trialogical’ because it focuses not only on the interaction between people or between people and the environment but on the specific activities being developed within the communities. In the case of ELSITO the learning community (mental health service users and professionals) came together in specific environments with the aim of further developing their knowledge and understanding of social inclusion. It was understood that collective knowledge advancement was an essential aspect as opposed to individual processes. Also learning was identified in a disciplined way (Bereiter, cited Paavola & Hakkarainen 2005), careful note taking followed all workshops and periods of reflection, areas for further exploration were identified.

It is important to emphasize the nature of the relationships between the members. Freire (1976) discusses the dialogue that must develop in order for understanding of the world to develop and for change to become possible. He discusses the humility that all those involved in the learning process must have in order for true dialogue to take place. ELSITO members in discussing core elements of an inclusive learning process, frequently mention the importance of equality and also the idea of truly meeting and knowing the other. Freire says (pg 71) ‘At the point of encounter there are neither utter ignoramuses nor perfect sages; There are only people who are attempting, together, to learn more than they now know’.

In summary, the learning processes that are taking place in ELSITO involve a coming together of people with a variety of skills and knowledge, aiming through experiential experiences, through doing together, to share and deepen our knowledge of social inclusion. Essential elements of this process can be explored through the learning stories recounted in our final meeting.

LEARNING STORIES

In our final learning visit in Athens in March 2011, we had a workshop focusing on our learning in ELSITO. After a brain-storming of ‘what have I learnt’ using post-it notes (see next section) we asked all members to write a short story about their learning. A summary of these stories with some extracts are presented below. The themes included: learning through communication, learning through doing, learning through reflection on doing. Members also reflected on how they learn and on learning in ELSITO , that is reflections on the ELSITO project as a learning experience.

Learning through communication

Communication was a core ingredient in the success of ELSITO, and the learning stories illustrate the quality and components of this communication.

As already mentioned equality was a key component of the ELSITO ethos.

-We are all the same, all human beings with drives and suffering. This gives great acceptance and self – and other- care

-Acceptance, equality, able to be yourself

Trust and safety were also important, growing steadily throughout the meetings as positive experiences were repeated

-By speaking my thoughts, by seeing people appreciate my thoughts, I got more trust and tried the next opportunity again to speak out my thoughts. So with every step my trust grows and it becomes easier to cross the borders

-a group of people who can talk so freely about their ideas, their thoughts, their struggles, pains, wishes and desires. It is almost surreal

Really talking, really getting to know the other, took place all through the meetings; during meals, on the train, in group discussions

-Through the stories, through the discussion…meetings full of passion and energy

-Empathy – taking them time to really talk to someone, to learn the details

-I learnt mainly by talking, having conversations that mainly took place during the informal moments, sitting on the bus, walking around, having dinner

-Because we are with the group for a long time, I got the chance and time to really get to know them…I’ve seen them more complete and get more respect and appreciation for them. This helps be to enter the world with less prejudgements and to be more open to people who are different and have more respect and empathy

Learning through doing

It quickly became apparent that doing was an important element in our learning process. We were learning about social inclusion by doing together: making travel arrangements, travelling, eating, playing games, visiting projects, running workshops. We learnt each other’s strengths and vulnerabilities, we learnt to respect each other’s needs and opinions, and we learnt to work as a group.

Again equality was a key element, this time related to our doing. All members were involved in leading groups and running workshops, planning visits etc.

-Doing as equals

-Doing as a team

-If you really want to do something and develop yourself, your life, the people who live around you, you can cooperate with a team, with a lot of people, and achieve your goal.

-I learnt overcoming (my fears) by just doing it, the reason why it works is because of the open atmosphere, the acceptance, the equality that you feel between the people who are included, it makes it easy to be yourself

The usually taken for granted daily activities of living provided the opportunity for doing together and so really getting to know the other

-And I find this process of sharing the same table by ordering newly flavoured foods for your guests the wonderful moment of realisation that something important is going on: the process of really seeing people as a whole, not as an outline given by a role... therapist, client. And that’s the biggest difference

-Living, every visit, together. Actively participating

-I experienced a lot of energy, synergy, between a group of people. Not clients or mental health user and therapist, but humans – people. Who can laugh, eat, drink, dance, etc, with eachother and have a common goal!

As mentioned in the previous extract we also understood that it was important to have shared goals that we were all working towards. The goals would also provide new and challenging experiences for us that would stimulate learning.

-I learnt when I was actually in the situation, with someone who could challenge me

-Learning by doing something new

-New occupations bring new experiences

-I felt the group was coming closer together, and that was very empowering for all of us. We worked together, and shared some nice experiences

Reflecting on doing

As mentioned in the discussion of Kolb’s reflective cycle and the Creative metaphor of learning (Paavola & Hakkarainen, 2005), reflecting on our doing was an important element in the programme, and identified by the members as an component of their learning experiences

-Doing and reflecting on doing with others

This reflection on doing was an important part of the development of the group, enabling relationships and mutual understanding to deepen.

-Through doing and talking about the doing you can learn about people’s needs and how the other person wants to be treated. This was an eye opener to see and understand how all needed space, time and support in the same, but also in different ways

-Co operating in workshops provides the opportunity for questions to arise, and have a chance of exchanging them during lunch

-Sharing experiences and talking with each other was a very “rich way”to learn.I learned in contact with the other members to listen (to stories), to be open minded, making contact, to do things together

Learning about learning

Members also learnt about learning, learning about new ways of being in the world, of exploring new situations, and how small steps can lead to big change. In this process the importance of having positive connections to other people while allowing yourself to be open to new situations was recognized.

-Learn to enter a new road:When you can open yourself in this new situation, you enter new worlds because you connect to people, get inspired and again new situations will arise with new experiences so your world gets enlarged. The process of learning is getting in a spiral

-How a small step may be huge, and a big step small

-To set yourself open, and listen and experience. And not to be afraid for a challenge. Just do it!

-How do you learn this? By doing and by positive experiences and the enthusiasm of the others

Members also recognised that learning opportunities can be all around us and that it may be necessary to focus on the experience itself and not be side-tracked by other factors.

-Each moment can be a learning experience

-Focusing on the experience rather than the procedures, otherwise it is possible to completely lose the learning moment

The ELSITO group

If the ELSITO project achieved its aim of being a ‘living’ workshop in which social inclusion could be experienced, it is useful to explore the elements of the group which seemed to facilitate members to experience inclusion.

An important element emerges to have been the concept of equality, as already mentioned, which was particularly strongly expressed in the idea that all ELSITO members were learners.

-And I ‘m used to “therapeutical” groups.. But the Elsito group is not that kind of group and we are all learners. We have the same goal and that is a good starting point to come to equality. Because everyone can learn, it doesn’t matter if you are a therapist, a student or a service user.

-I believe that the equality between professionals and service users enabled people to unlock themselves

-And never was it that easy to learn in a context where people invite you to learn, where people want you to talk, to listen, are really interested, not just fake interest...we are exactly all students here.

The open communication and participation in a wide range of activities (both serious and fun), providedthe possibility to ‘know the other’, recognizing skills, talents and needs.

-Everyone is a unique person with his/ her own qualities. And the little differences make it worthwhile and interesting. And the power of this group is that it’s is possible to be different and use your own special talents to make the group stronger.

-Dealing with strengths and vulnerabilities, with fun and seriousness.

Related to this seems to have been the change of perspective offered by the learning visits. Entering a new environment people were able to shift their perspective, change their roles.

The importance of flexibility was also central; Flexibility of boundaries in order to provide individuals with required dependence and independence, flexibility within the structure of the programme in order to provide for people’s needs for rest and reflection.

-Structure is important but also flexibility in order to fit with people’s needs for rest and reflection. From this flexible attitude “equality’and ‘inclusion’is possible.

Finally, ELSITO was undoubtedly a process, a process of learning that was built steadily over time. Essential to this was the genuine pleasure and enjoyment that we found in each other’s company and our shared goal.

-Honestly it started the evening before in the youth hostel. We met everybody. What was so remarkable to me was that everybody was so enthusiastic to see each other again, they were so joyful (rays of joy).

What I have learnt through ELSITO?

The following are based on the self-evaluations that were completed following each visit, and a workshop held during the final visit, where participants were asked to brainstorm, writing on post-it notes, what they have learnt from participating in ELSITO. The phrases have been coded according to emerging categories. Categories, descriptions of categories and examples from the written comments (in italics) are presented below.