A Book Review of The Original Learning Approach
by Professor Maria Sfyroera - National and Kapodistrian University of Athens Department of Early Childhood Education
This is the English translation of the review given at the event at the end of March 2024 in Athens to celebrate the publishing of my book The Original Learning Approach” into Greek.
“First of all I would like to thank Metahimo Publications for the honour of presenting such an interesting book with all of you who are here today, where we can share our thoughts and reflections on the crucial and interesting topic that the book deals with.
For me the challenge is a big one. Not only because the central theme of the book, play, but also the concepts that Suzanne Axelsson connects it with, such as active listening to children, authentic learning (Original Learning has been translated into “Authentic Learning in Greek), a holistic approach to learning, joy, choice, curiosity. risk, imagination, interaction, reflection and at the same time respect for the time of those involved in any educational process are concepts that need to be repositioned at the centre of education and teacher training.
And I confess that when I picked up the book, from the first moment I leafed through it I felt a familiarity with its contents and an inner satisfaction because I saw condensed in its concepts and approaches that many of us in early childhood education departments very systematically work with, are trying to work with our students, who have come from an educational system (as we did) in which many of the concepts were “outside the classroom” and in which a dichotomous understanding between play and learning dominated (and still dominates).
The phrase “now we learn… we don’t play” may be ringing in everyone’s ears.
Given that the lived experiences of teachers influences their personal theory of learning and consequently their pedagogical practices (even if their university studies have a different orientation), books such as this one, which in a very systematic way put forward evidence based research arguments and provoke ruptures are particularly important.
But beyond the “dichotomous” conception of the relationship between play and learning the book manages in an excellent way to counter a more “dangerous” in my opinion use of play that exploits it while nullifying it: it’s “instrumental” use for learning.
The author does an excellent job of separating authentic play from “playful learning” which is not play, placing play in the wider ecosystem.
At the same time, the approach meets many other particularly important concepts such as differentiated pedagogy and inclusion.
Let’s take it from the beginning.
First of all, the way the author chooses to write (as my colleague Maria Birbili very aptly points out in her really informative and clear introductory note, which is an excellent navigator for reading the book, summarising its basic positions) is narrative and is not academic. Even the title of Suzanne Axelsson’s introduction chapter “Listen with your ears, eyes, heart and mind” which urges us to read the book with “our whole being” is perfectly consistent with the overall philosophy of the book.
The book in Axelsson’s writing style is a space for conversation. Beyond the imaginative and provocative chapter titles, the author facilitates us in a variety of ways.
She explains how to navigate through it, she addresses us by speaking in the first person, she asks us questions and concerns, she challenges us to reflect (eg to ask ourselves what our own ethics of play are), she gives us stories/examples (of the sofa, the devil, the shell…), she helps us summarise each chapter, she challenges us not to read the book linearly. The question at the end of each chapter “What does your inner voice say? Which chapter should you choose next? Do you need to reread a chapter?” seemed to me to fit perfectly with the book’s overall philosophy of exploration, freedom, joy, connection, ecosystem, non-linearity, and more. In fact, her writing style, her personal narratives, her open-ended pedagogical suggestions makes the book so complex in meaning so accessible: the theory and depth of meaning are not intimidating!!!
So although the author herself invites us to walk our own path and not to read the book linearly, I will take a detour here in order to run through its contents a little (linearly)
Initially the idea of authentic (Original) Learning is likened to a loom with threads of wonder, curiosity, joy, knowledge, imagination, interaction, risk, time, reflection and active listening, concepts that represent play and that the more that exist and interact the more stable the gabric, interweaving play and learning, the idea of authentic learning (OL) therefore creates an excellent framework for understanding play.
The importance of play being “the brain’s way of evolving”, the co-existence of the individual and the collective that goes beyond the Western definition of play and non-play, the notion of choice and joy, and the idea of the child as an observer of the play of others are the focal points of the chapter, in which the author seeks to define play/autonomous play while leaving (as she does throughout the book) room for the reader to build their own definitions. The following chapters then deal separately with the concepts of the the ten essential threads….
They are functionally and originally linked to play, intertwined with each other, while at the same time functionally linking emotions and the state of mind with the educational process and learning. Active listening also looks like a process that encompasses many of the above concepts. Finally, it is the concept of complexity that concludes the book by focusing on authentic learning (OL) that weaves all of the threads together. “Children - as Suzanne Axelsson writes - are entitled to each of these and need them all to unleash their full learning potential”.
Something else particularly important about the book is that all these concepts are to be proposed to be internally negotiated by the teachers themselves, since they concern them as much as the students as part of the ecosystem. The reflection questions at the end of each chapter places the teacher in front of their own personal theory and their own practices eg “How do you know that you are full of a sense of wonder? How does it make you feel? Does your programme allow you and the children to experience joy? What adjustments can you make to reduce unnecessary moments that steal their joy and increase well-being?” etc
Finally, the last chapter “One step at a time” reveals that there is no culmination of authentic learning (OL) but that through reflective processes we must give time to children and ourselves, without taking too large steps towards change. I find this position to be comforting and disarming for teachers who are trying to create “rupture” within the play ecosystem.
Something that I have not yet emphasised is how this book, without having any elements of a “good practice guide” (which would be contrary to Axelsson’s position), manages to give current and future teachers ideas for actions and practices that are, however, inextricably linked to its theory, so simply and indirectly formulated, and which can then help in reflection. To give an example - “To design an inclusive space where play is at the heart of democratic interactions will require you to reflect upon the following:
choose resources and play with a wide range of difficulty levels to ensure that children of all ages and abilities are actively involved
ensure that all children can see themselves reflected in the indoors and outdoors spaces through pictures, books, cultural items and other objects
ensure that this does not idealise or reinforce stereotypes
In the above quote, as in many others in the book, theory and practice converse directly.
In conclusion, I would like once again to say that the contribution of this book is enormous in the field of education and current teachers and I am particularly pleased that we have it in our hands in the Greek Language with such a good translation and such an elegant edition.”
As always… if you have questions or comments please share them with the “leave a comment” button.