Practicing the Rock
Field Experience and Diffractive Thinking
DOI:
https://doi.org/10.26512/vis.v16i2.20760Keywords:
New materialism. Aesthetic. Geologic time. Poetic response. Subjectivity. A/r/tography.Abstract
This visual essay presents beginning understandings of diffraction versus reflection in relation to our interest in augmenting teacher education field experience as a participatory and field-oriented contribution. We share images and inquiry from a month-long field experience in Newfoundland where we inquired through immersive practices into notions of diffraction patterns and diffractive thinking and what they might mean to us “in the field” of teacher education pedagogy. Many arts practice-based theorists and scholars from a variety of interdisciplinary perspectives as well as many practicing contemporary artists are turning towards the material world as a source of explanation and inspiration. Timothy Morton (2012) describes the work of art as tuning to the depth of the physical waves of the fields in which we are unavoidably inside, and then, involving a tuning to our tuning. This is a shift from practices of reflection in teacher education that situate the changing self only as social definition and role.
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