{"id":40141,"date":"2025-01-23T14:42:11","date_gmt":"2025-01-23T22:42:11","guid":{"rendered":"https:\/\/blogs.georgefox.edu\/dlgp\/?p=40141"},"modified":"2025-01-23T14:42:11","modified_gmt":"2025-01-23T22:42:11","slug":"troublesome-thoughts-on-electromagnetic-forces-and-deconstruction","status":"publish","type":"post","link":"https:\/\/blogs.georgefox.edu\/dlgp\/troublesome-thoughts-on-electromagnetic-forces-and-deconstruction\/","title":{"rendered":"Troublesome Thoughts on Electromagnetic Forces and Deconstruction"},"content":{"rendered":"

I reached a liminal space trying to understand what threshold concepts are. Overcoming Barriers to Student Understanding: Threshold concepts and troublesome knowledge and its companion book[i]<\/a>, feel like a whole lot of learning and knowledge about a whole lot of learning and knowledge (which I think may be what metacognition is about).<\/p>\n

In perfect timing, I had a conversation with my son the day before I started to read this book that seemed to be a great example.\u00a0 My son is a white, Christian, hetero male in a physics\/ engineering major, a field that has traditionally been taught to such as he. He was talking with me about an equation regarding electromagnetic forces.\u00a0 I was responding in awe of how all these unseen forces, particles, etc. work to make our universe work.\u00a0 Of course, we somehow ended up on quantum physics, which always blows my mind.\u00a0 My son proceeded to tell me that if I just knew how to do the equations that quantum physics is more unified with the laws of physics than I am implying.\u00a0 \u201cOk, 19-year-old son who knows everything and is always right! Knowing a mathematical model of how something may work does not take out the awe and mystery that is there.\u00a0 Also, I am so impressed that you figured out the unified field theory that no other physicist has been able to do for decades.\u201d was my impassioned response.\u00a0 I will never be able to do the equations my son can so excitedly do, and he has a hard time looking at the big picture and its implications for his life. Have we both reached a threshold? Are my thresholds more expansive then his because he can only see the details, head down? Are his thresholds farther out than mine because he can figure out all the details while I have my head up looking for the meaning of life in it all?\u00a0 In the end, he said that people just cannot understand if they cannot grasp the equations. To which I replied that I cannot do all the equations but wondered if he thought I had a pretty good understanding of the concepts of physics.\u00a0 He looked up, as in thought, smirked and graciously said, \u201cYou do have a pretty good understanding, so I guess my prior statement was untrue\u201d. We discussed further, which lead us to the agreement that physics seems to push us to a complex and creative God.\u00a0 Now that sounds integrative and transformative to me!<\/p>\n

Another connection to threshold concepts is the current trend in Christian churches and people to deconstruct their faith.\u00a0 A \u201cbeliever\u201d reaches a threshold in their ritualized knowledge (Land and Meyer 2006, 9-11)[ii]<\/a>. They have come to question the beliefs and knowledge that had formed the basis of their lives. They have stepped into their inconceivable. This can be a good and necessary thing to transform one\u2019s knowledge into a deeper and wider understanding of their faith and God. I see it as a brick tower in a field.\u00a0 Brick by brick or a sudden sledgehammer causes the bricks to scatter onto the surrounding field.\u00a0 In the end, some may have a foundation left and some may have a field of scattered, broken bricks with no sign of a tower at all. \u00a0Unfortunately, this is as far as many will go.\u00a0 They remain stuck in the liminal tunnel (Rattray 2016, 72)[iii]<\/a>.\u00a0 They are left with an empty field in place of their knowledge of God. \u00a0One must reconstruct (as an active, social and creative learner) to truly transform. \u00a0One can ask, What is left over to build upon? What can be used to build another structure? To reconstruct beliefs and knowledge may look completely different then the previous tower.\u00a0 It is something solid and new, maybe rebuilt with the bricks of the old. It is not until one can conceptualize a new way through that they can push past the threshold to the transformative space of meaningful and interrelated knowledge.<\/p>\n

After writing all this, I am not sure if I understand these concepts correctly through my experiences.\u00a0 Please offer me insight if you pick up on anything. I recognize that I blurred the line and spilled past knowledge and learning into broader areas of faith and belief.\u00a0 Do you think this is a fair thing to do in context of the readings?<\/p>\n

[i]<\/a> Flanagan, Micheal T., Ray Land and Jan H.F. Meyer. Threshold Concepts in Practice<\/em>, Rotterdam, Netherlands: Sense Publishers, 2016<\/p>\n

[ii]<\/a>Land, Ray and Jan H. F. Meyer. 2006. Overcoming Barriers to Student Understanding Threshold concepts and troublesome knowledge<\/em>, 9-11. New York, NY: Routledge<\/p>\n

[iii]<\/a> Rattray, Julie.2016. \u201cAffective Dimensions of Liminality\u201d in Threshold Concepts in Practice<\/em>, 72. \u00a0Rotterdam, Netherlands: Sense Publishers<\/p>\n

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I reached a liminal space trying to understand what threshold concepts are. Overcoming Barriers to Student Understanding: Threshold concepts and troublesome knowledge and its companion book[i], feel like a whole lot of learning and knowledge about a whole lot of learning and knowledge (which I think may be what metacognition is about). In perfect timing, […]<\/p>\n","protected":false},"author":218,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":""},"categories":[1],"tags":[3404],"class_list":["post-40141","post","type-post","status-publish","format-standard","hentry","category-uncategorized","tag-meyerandland","cohort-dlgp04"],"acf":[],"_links":{"self":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/40141","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/users\/218"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/comments?post=40141"}],"version-history":[{"count":2,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/40141\/revisions"}],"predecessor-version":[{"id":40143,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/posts\/40141\/revisions\/40143"}],"wp:attachment":[{"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/media?parent=40141"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/categories?post=40141"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.georgefox.edu\/dlgp\/wp-json\/wp\/v2\/tags?post=40141"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}