The desire to facilitate a learning "adventure" started when I realized that learners had to take ownership of their learning to be able to truly learn. My "guidance project" with Eva went further than facilitating and you will see how. My project was to show Eva what understanding meant in her own mind. The real difficulty for me was not to share my own understanding do with fear of not being a "mediator of knowledge", I decided to define my intention: I wanted to guide Eva and for that, I had to forget about me! I consciously chose to be there with her and to listen to her only. After our first dialogue, I understood that Eva loved art and music but she didn't dare being creative and imaginative in her academic subjects.
So I decided to present a task with images and words : Magritte's rebus painting. As I moved step by step towards the presentation of the task, I suddenly felt unsettled by Eva's answer: "I don't know how to connect the words and the images". After a few seconds, her answer resonated with me and I told her that "everything was to be discovered. "At that moment, her answer echoed in my mind and in fact, "I didn't know either what her mind was about to produce, only she would. "I remember at that moment telling myself that it was important to respect wether she was ready to do it or not. She had to decide gradually if she wanted to move forward. This moment of exchanges in "zigzag", sowed with uncertainty, forced me to take some time to highlight her "evocative" mindful work. At that moment, I felt like Eva was becoming "an actress of her own meaning" when I brought her to explore her inner world with tranquility. On my side, I had to let go and accept unanswered questions. I wanted to give her the power to hold the key to knowledge. The role of "midwife", in the Socratic sense of the word, seemed to me at the heart of this meeting because I wanted Eva to give birth to her "tools of thought", without any judgment. With curiosity, we walked together to meet her "procedures of knowledge".
As we probed her strengths, Eva had a form of eureka: she stood up and said to me "Oh yes, that's it, that's what I've been told to do all my life. I understand what I have to do now. "I remained silent to let Eva go through with her thought...
Eva was standing in front of me, ready to take action: "from power to action" Aristotle's injunction made sense. This awareness, this "motility" moved her forward. An immense joy overwhelmed me: I had become a companion of learning. The emotion of her happiness touched me.
While I had taken care to put "a mirror" in Eva's head, it also seemed to me that I had answered my own questions. During this meeting, a mirror had also been lodged in my consciousness: suddenly, through my questions and her answers, I had just understood what it really meant to dialogue in order to acquire one's own knowledge.
The meaning of the term encounter between "two ignorances" during the pedagogical dialogue took on its full meaning. Indeed, only Eva's information could enable her own understanding and then pass it on to me so that I could understand it. I was no longer the holder of knowledge. This thought came to my mind at the same time as her thought appeared. This probing intelligence was generously sharing "infinitely more" to me: I didn't have to understand everything before her in order for her to understand herself.
I wonder if facilitating learning is an adventure through which the facilitator emerges greater from this experience?
What are your thoughts?