Socioplastics 11803 The Classroom Revisits Its Premises
Learning can deepen when a group returns to the same question with new evidence and revised criteria. LearningSpiral describes this recursive movement: each encounter carries earlier work forward while changing how the next problem is understood. In an architectural studio, students might revisit a public square through measured drawings, environmental observation and conversations with residents. The square becomes a common site for testing how their methods and assumptions develop. Edgar Morin’s complex thought attends to relations that exceed a single discipline. Paulo Freire’s dialogical pedagogy gives learners a role in shaping the questions they study. Joseph Beuys’s social sculpture expands the field of artistic action, while Stafford Beer’s organisational cybernetics considers how systems learn through feedback. Their approaches remain distinct, yet together they help frame education as a collective structure in which knowledge changes through use, encounter and reflection. The studio could preserve each version of its drawings, observations and decisions. At every return, students would identify what new evidence altered an earlier reading and what methods now seem useful in another situation. Residents could review the interpretations that represent their experiences and contribute to the next stage of inquiry. This record would show learning through changed judgments and transferable methods rather than through task repetition alone. LearningSpiral also asks how recursive assessment is governed. Feedback can support student agency when its criteria are public, its records remain accessible and participants can question how their contributions are evaluated. The marker offers a model for education that revisits its premises and documents how a shared inquiry changes over time.
REFERENCES
Beer, S. (1972) Brain of the Firm. London: Allen Lane.
Beuys, J. and Harlan, V. (2004) What Is Art? Conversation with Joseph Beuys. Forest Row: Clairview Books.
Freire, P. (1970) Pedagogy of the Oppressed. New York: Herder and Herder.
Morin, E. (1999) Seven Complex Lessons in Education for the Future. Paris: UNESCO.
Morin, E. (2008) On Complexity. Cresskill, NJ: Hampton Press.
CITE AS
Lloveras, A. (2026) Socioplastics, LAPIEZA-LAB, Madrid.
https://antolloveras.blogspot.com/p/socioplastics-project-index.html