Potentialising the Potential: Dream of Everything You Can Become, and Become Everything You Dream of
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| Title: | Potentialising the Potential: Dream of Everything You Can Become, and Become Everything You Dream of |
|---|---|
| Language: | English |
| Authors: | Niels Åkerstrøm Andersen (ORCID |
| Source: | European Educational Research Journal. 2024 23(4):578-597. |
| Availability: | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Peer Reviewed: | Y |
| Page Count: | 20 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Secondary Education |
| Descriptors: | Secondary School Students, Academic Aptitude, Student Educational Objectives, Aspiration, Student Motivation, Play, Dance, Discovery Processes, Discovery Learning, Creative Thinking |
| DOI: | 10.1177/14749041231167063 |
| ISSN: | 1474-9041 |
| Abstract: | In education, the child is often observed as a potential to be shaped and realised. In this article, we analyse the educational program, First Lego League. Surprisingly, its aim is not simply to realise a potential, but to potentialise the child to become unlimited potential. Children should become 'a force for change', and they are told that 'you can be anything, just do it!'. To implement this program, First Lego League develops a transition medium that consists of non-representative, presentational symbols such as play, fun, innovation, dance and discovery. Such a program does not come without costs. Our analysis reveals how negativity is negated, knowledge is devalued and the children's self-narratives are decoupled. This could result in children being confronted with paradoxical demands, which are difficult to navigate. Analytically, the article draws on Niklas Luhmann's systems theory and in particular his concepts of form and medium. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1427722 |
| Database: | ERIC |
| Abstract: | In education, the child is often observed as a potential to be shaped and realised. In this article, we analyse the educational program, First Lego League. Surprisingly, its aim is not simply to realise a potential, but to potentialise the child to become unlimited potential. Children should become 'a force for change', and they are told that 'you can be anything, just do it!'. To implement this program, First Lego League develops a transition medium that consists of non-representative, presentational symbols such as play, fun, innovation, dance and discovery. Such a program does not come without costs. Our analysis reveals how negativity is negated, knowledge is devalued and the children's self-narratives are decoupled. This could result in children being confronted with paradoxical demands, which are difficult to navigate. Analytically, the article draws on Niklas Luhmann's systems theory and in particular his concepts of form and medium. |
|---|---|
| ISSN: | 1474-9041 |
| DOI: | 10.1177/14749041231167063 |
