EDFD459 Article 4: The Liminal Learning space

The Liminal Learning space

The liminal space is a paradox, as one side contradicts the other. It explores the place in time between “what was’ and the ‘next” (Liminal Space, 2016, n.p.). Within the context of education, the ­­it can be a challenging and daunting environment for students causing feelings of uncertainty and anxiety. However, on the flip side, I believe that this space can be rewarding or thrilling when experiencing the potential of the unknown.

Figure 1: Liminal Thinking (Gray, 2014).

According to Lorenzi and White (2019), they suggest that teachers who facilitate a learning environment that embraces and accepts the unknown of learning allow for the possibility of thinking. To further this they wrote:

“The liminal space supports the development of creative thought and action and is, therefore, a fitting environment for fostering creativity” (Lorenzi and White, 2019, n.p.).

Therefore, I think that as teachers we have the responsibility to view liminal space from a positive lens. To help students manage the liminal space different strategies can be utilised, which include; opportunities for reflection and providing feedback (O'Dea, Brennan, Dempsey, 2018). Finally, I believe that although it may not seem easy in the beginning we need to find comfort in the unknown, because after all, it is a space that will travel throughout our lives, regardless of if when trying to avoid it or not.

Figure 2: Liminal thinking The pyramid of belief (Gray, 2015).

Strengths and Challenges in the liminal Space

References

Gray, D. (2014). Liminal Thinking. https://medium.com/the-xplane-collection/liminal-thinking-99f60ef57606

Gray, D. (2015, Jan, 24). Liminal thinking The pyramid of belief [Video file]. https://youtu.be/2G_h4mnAMJg

Liminal Space. (2016). Retrieved on 9th September, 2016 from https://inaliminalspace.org/about-us/what-is-a-liminal-space/

Lorenzi, F., & White, I. (2019). Liminality in education: generating a creative space of encounter and dialogue between teachers and students within educational structures. Pastoral Care in Education, 37(3), 190–207. https://doi.org/10.1080/02643944.2019.1648538