Author: Mundy, Brian, Cacciattolo, Marcelle, Kelly, Claire, Gavran, Sunny, Weaven, Mary, Hooley, Neil, Burridge, Peter, Arnold, Julie, Cara, Coral
Type of paper: Abstract refereed
This presentation explores the role of diagrams and graphics as a method for both presenting ideas and developing thinking about how each of us understands praxis and the praxis model of education. In particular this paper examines and draws upon diagrams that can help us understand consciousness, inquiry and experience with regard to praxis. The author draws upon his own visual journals, personal reflections and discussions with colleagues to explore the evolution of diagrams, various models for interpreting praxis and how his own concept of living praxis emerged. The diagrams developed represent and add depth, perspective and understanding to the personal theories created. The diagrams contain components, interactions and processes that illustrate developing understanding. They both represent and further comprehension. Construction of new diagrams, alternative conceptions or modification of pre-existing diagrams represents developing thinking and an internal dialogue. Each type of diagram constructed, component, link, shape or colour chosen represents a decision based upon an understanding made at that moment. Reflections lead to modifications and improvements. The conversation and external dialogue that occurs when the diagrams are shared with colleagues, such as those in the praxis group, then provides feedback to further understanding and new variations or refined editions of the diagram may be developed. The diagrams are being used as a think tank to further understanding and unpack the complexity of ideas. Insights into values, philosophical positions and biographies can also be gained through an analysis of the diagrams. Hence the diagrams may be used as a valuable form of self-study and provide at the same time a narrative of developing ideas, concepts, realities and understandings.