Coming to Know

What is learning? How do we learn? As an individual coach, teacher, mentor and learner our actions will be closely linked to our take on these questions. In this session, we will explore the implications for our practices as coaches, teachers, mentors and learners of a belief that we come to know the world through the distinctions we make (Bateson, 1972; Lakoff, 1987; Varela, 1999). What do we see? How do we come to see more? How does what we see relate to what we do? The role of the more experienced and aware other, the one who is able to see more, in focusing the attention of the learner, rather than using such traditional behaviours as explaining, will be explored through a series of activities.

Laurinda Brown has fourteen years' experience of teaching mathematics.  Following this she worked simultaneously as co-editor of the professional journal, Mathematics Teaching, curriculum developer, and part-time PGCE mathematics tutor.  She moved to a full-time academic post at Bristol GSoE in 1990.  Laurinda edited the international research journal For the Learning of Mathematics for 4 years from November 2002, whilst continuing to teach and research. She is currently a Primary Unit Head.

• Baateson, G.: 2000, Steps to an Ecology of Mind, University of Chicago Press: Chicago. (Original edition published in 1976.)
• Lakoff, G.: 1987, Women, Fire and Dangerous Things: What Categories Reveal about the Mind, University of Chicago Press: Chicago.
• Varela, F. J.: 1999, Ethical Know-How: Action, Wisdom And Cognition, Stanford University Press: Stanford, California.