A phenomenological approach to learning archaeological theory

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A phenomenological approach to learning
archaeological theory
Miss Imogen E. E. Wood AHRC Research Student
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Students introduction to Archaeological Theory
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Current Student views of Theory Modules

• Discuss how they view archaeological theory
• Facebook used as forum to pool thoughts for
  revision

(Quote)" I still think the history of theory has
no relevance today because, have u ever seen a
group of archaeologists sit around and discuss
the history of it, the answer being never, and
the fact that archaeologists have different views
and interpretations based on their own
experiences is obvious, so why do u need a whole
module on it. (Facebook Quote from Forum named
I fking Hate archaeological Theory)
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Titles of Archaeological Theory Modules

• Order of popularity in UK departments
• History (development)
• Thought (thinking, debate)
• Contemporary (current, recent)
• Need to decontextualise structural approach to
• teaching theory by removing chronological labels

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QAA Bench Mark Statement for Archaeological
Theory

• Archaeological theory is informed by
  self-reflection consideration
• of the material basis of archaeology, the
  contested nature of objects,
• the social relationships that are spun around
  them and the people who
• use and interpret them, have led to the
  conception of the past as an
• active, rather than a neutral activity, to
  'facts which are theory-laden
• and to issues of interpretation which cannot be
  ignored or trivialised
• because they are 'just' in the past. (20074).
• Social life is now conceived as interconnected,
  a network of
• relationships rather than simply a set of formal
  structures and
• institutions which need describing.
  Archaeological theory addresses the
• question of change and variation within such
  complex webs. It draws
• on the immense archive of past societies
  preserved through material
• remains to provide interpretations and to seek
  understanding of
• variation through comparison. (20074).

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Learning in the information age

• schools remain because education is primarily
  about human beings who need to meet together, as
  a group of people, if learning is to take place.
  
• BINGHAM, C. SIDORKIN, A. M. (2004) The pedagogy
  of relation an
• introduction IN BINGHAM, C. SIDORKIN, A. M.
  (Eds.) No education
• without relation. Oxford, Peter Lang.1-4
• Learning is concerned with its experience and
  environment
• Rejuvenate relational aspect of teaching

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To Let Learn

• Martin Heidegger in 1951
• Teaching is more difficult than learning because
  what teaching calls for is to let learn. The
  real teacher in fact, lets nothing else be
  learned than learning

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Experiential and self-reflexive approach to
teaching theory

• Theory more suited to Carl Rogers Student-Centred
  -Learning
• Replaces structural historic approach with
  heuristic self-reflexive learning environment
• Intrinsic relationship between the learner,
  facilitator and the other
• Conversation ideal medium for learning.

Dr. Carl Rogers
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Publications

• Teaching Development Project on Reflective
  pedagogies promoting reflexive practice in
  archaeological fieldtrips Fay Stevens, UCL
• Teaching Development Project on Communicating
  the Excavation Experience Production of a
  Training Film and Handbook
• Keith Wilkinson, University of Winchester
• Teaching Development Project on Practical Work
  Portfolios and Field Experience an evaluation of
  modes of assessment for archaeological skills
  Nyree Finlay, University of Glasgow

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Methodology

• Aims
• The aim of this module is to develop an
  understanding of archaeological theory through a
  process of self-reflexive learning and
  experiential involvement with the texts.
• The intended learning outcomes
• Improve their verbal performance skills
• Encourage an atmosphere where ideas can be
  discussed
• Encourage debating skills, justify an argument
• Encourage an interpretive thinking processes

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Assessment of Module

• Assessment
• Students will be assessed individually on
• Formative each term
• Self-reflection journals, to be submitted at end.
• Tutorials, to discuss the development of their
  journals in groups.
• Summative
• Verbal presentation, 10 minutes performed in
  class to student peer-reviewed discussant panel.
  20
• Final verbal presentation, 20 minutes based on
  the exploration and critical assessment of a
  concept selected by the student presented to a
  staff discussant panel 80
  
• Self-reflection journal is to be submitted
  to demonstrate the process of forming opinions
  presented. Along with any supporting notes or
  handouts that accompany their presentation.

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Introduction to Philosophy
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Self- Reflection Journals

• Forms central point throughout module
• 30 minutes after session devoted to writing
  personal viewpoints positive or negative.
• Used to create a quick reference theory Jargon
  dictionary.
• Focus of tutorials
• Used to comment on theory encountered in
  different modules
• Used to formulate final thoughts for assessed
  final presentation.

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Structure of Debate
Benefits 10 mins each
Disadvantages 10 mins each
Questions
5 minutes each
Followed by general comments on debate opened up
to rest of class
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Pie in the sky?

• Sounds idealistic
• Not all students will and lectures will be
  enthused
• Is already a part of a new wave in thinking
• New generation of interpretive archaeologists
• A philosophy of theory
• Leave behind historical approach and incorporate
  experiential and self-reflexive methods

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• Full paper on-line
• www.hca.heaacademy.ac.uk/REAjournal
• Research in Archaeology Education Journal
• Vol 1. Issue 1.
• A phenomenological approach to learning
  theory