This is my second of a series of videos that explore the potential significance of McGilchrist's the Master and his Emissary to our work at The Institute.
Video 2: Writing as metaphor
A practical illustrated demonstration: writing as a physical activity and the implications of this example for Work Based Learning projects.
The experience of writing in my media background is intensely physical. I use this experience, though so familiar to you on TV, to illustrate the particular quality of effectiveness reported by students carrying out Work Based Learning Projects at the Institute: what I call the 'whole body experience'.
The implication of this sequence are first: the limitation of abstract 'holistic' academic theories that inform Work Based Learning and second: an alternative interpretation of the way pleasure and sense of fulfilment become integral, not just to academic, but commercial success.
The implications of the video may only be fully appreciated if McGilchrist's redefinition of metaphor is fully understood, (which will be the subject of Video 3!).
In a field. On location. In the open air where I have done much of my broadcast writing and speaking.
Behind me Bowland High or Bolland High as my neighbour's remind me. To the North Ingleborough. Over there Slaidburn in the Trough. And Settle and Giggleswick over there.
The tups are in here at the moment after doing their job last month.
SITTING DOWN
This is my second video on metaphor – this time the example is writing. Yes Writing.
[ edited out] CUTAWAY PREVIOUS VIDEO
My first exotic example used metaphors in sailor's ropework – the Turks Head, Dead eye, marline spike, starter bight, and belay there! Not to mention all the ship board metaphors of, bitter end and toeing the line.
Why then am I talking about Writing? And in a field? The significance has come to me recently. The penny has dropped.
CUTAWAY STILLS WRITING CONFERENCE
I gave a practical workshop in writing at Middlesex University http://elearn.mdx.ac.uk/engaging/programme.htm CUT TO http://altcmu.blogspot.com/2010/07/report-on-mike-howarths-workshop.html
The Self-Editor: was a simple list of activities to engage students in taking control of their writing. These activities included physically reading out aloud while walking around.
Lecturers joined in enthusiastically – movement action noise fun even.
CUT TO me with rope
Now at end of the session out came the rope and I tried to explain the physical activity as a component of writing. This intrigued but largely mystified my audience.
Here is a second bite at the cherry.
DOWN BY GATE
The writing in this context is a activity. It has a physically element. Mind and Body are working engaged together. This is not just a mental academic activity. Students might improve their writing walking and reading out their work.
But the big picture. This is writing as metaphor.
In just the way writing can be improved and be a richer experience so Work Based Learning Candidates combining physical work and academic writing on their work based projects are engaged fully mind and body.
Candidates report they feel whole, engaged and involved feels good. Feels real. Feels alive.
They are living the Work Based Learning metaphor and that feels good.
TO STRIMMER
Now to get on with a work based project of my own. But I know that I will have the same involvement and pleasure in a job well done as my students.
