The Challenge of Change in Creating Learning Communities (1)
The phrase “learning community? is suggestive of many things. It has become a catch-all for a variety of initiatives that link the learning experience to different notions of community. What are those notions? And why has it become so crucial for educational institutions to define themselves through this metaphor? If we are to answer the question, what are the key processes involved in building a learning society? then we need to examine the underlying notions of community that have encouraged people to build institutions of learning in the first place.
A community can be many things to many people. It can be the set of boundaries that a particular culture uses to distinguish itself from others and these boundaries can be physical and symbolic, as well as psychological. It can be a certain identity that has been gained over time, through historical, social and cultural processes that symbolically unite different peoples, in a shared sense of connection and interdependence.
At its most basic, community stands for common interest. But, it is not the purpose of this short piece to define the meaning of community. Rather, what is most important here, is the relationship between community and the symbols that communities use to define their activities. For example, a farming community is largely defined by a shared economic activity that is underpinned by social and cultural interaction. The people in the community don’t have to tell themselves what they share; they know what unites and divides them by virtue of their everyday lives. On a smaller scale, a kinship system brings diverse people together under the heading of family and together they form a community of interest. Some families use religion as a unifying force, as do some communities. Others may use a shared historical experience, a traumatic event or even music to bring meaning to what connects them. (See the work of Anthony P. Cohen, in particular, "The Symbolic Construction of Community.")
In other words, every social formation has a variety of communities within it and an often-unpredictable way of portraying the ways in which those communities operate. The best way to understand community is to examine people’s experiences within the communities that they share. And one of the most important activities that communities concern themselves with is learning. It doesn’t really matter what form that learning takes, or whether it is formal or informal. The important point is that learning is seen as a central activity. It is also seen as a crucial example of whether the community has the vision and organization to communicate its historical, technical and cultural knowledge to its citizens. I would strongly argue that even in those communities with highly developed formal educational institutions, learning takes place in so many different venues, that it would be wise to examine this context with great care.
How then does learning take place within a community? The most obvious example is the school system. But how does one build, nurture and sustain learning experiences that are both growth-oriented and community-based? For the most part, even traditional schools make a valiant effort to “teach? their students. Is the notion of a learning community or a learning society all that different in intention from what communities have tried to do in creating their schools and funding them? I ask this question because it is all too easy to dismiss the heritage of the last one hundred and fifty years of experimentation in education.
The claim that the linkages between learning and community mean fundamental change, ignores the fact that links of this sort have been the defining ideology of most learning environments in the 19th and 20th centuries. Although it is true that education as a system has been run by central governments in most countries, it is also important to recognize that without local help and local commitment, it is unlikely that a school could survive. Even in those countries with the most highly developed and centralized curriculums, it is not easy, and may even be perilous, to ignore the needs of the community. So, we need to extend the definition of learning community to include the broader social context within which learning institutions operate and this brings us closer and closer to the idea of learning society.
To be continued.......