Browsing by Subject "osallistumisprosessi"

The skills and knowledge stored by the body have been given lower value than the knowledge learned through thought. However, in today’s research the learning process is more comprehensive. Learning is not only about acting through though, learning includes also the learner's bodily sensations, feelings, and social interactions. The purpose of this study was to find out how embodied skill learning and teaching in a community appears in general and how the subjective embodied skill learning is recognized by a new participant in the community. In this research general embodied skill learning appearance was studied by ethnographic methods, which were refined to the auto-ethnographic method when looking at the subjective process of embodied skill learning. The research material was collected during spring 2019 from craft project which was carried by Visually Impaired Association of Helsinki and Uusimaa. Ethnographic data collection was carried out through participatory observation and interviews at craft evenings, clubs and other events for the visually impaired by collecting observations and discussions into the field diary. To collect auto-ethnographic data I as a re-searcher settled as a pupil into this craft community and produced two products. During handcrafting I observed my embodied skill learning process by writing a research journal, photographing and reviewing the finished products. The research data has been analyzed using content analysis. The results describe how the individual and the community draw from each other in the stag-es of embodied skill learning process during multisensory craft activities. Individual embodied skill learning and community support around the learner, as well as the knowledge and skills network, are in continuous circular interaction. It is possible for the learner to share subjective experiences in the community, where the experiences are articulated and given meaning. Multi-sensory teaching can provide building blocks for embodied skill learning for learners of different types, where meaningful experiential learning can enable more holistic learning. Sharing and acting in the community is an interactive activity where one can also learn to act more ethically towards others and the environment.