Journal Article — Deep Learning in the Sociological Classroom: Understanding Craving and Understanding Self — by Linda R. Weber
Deep learning is a dialectical process; the tension between the intellectual understanding and the emotional experience of a subject matter can result in self-insight that has transformative potential. Insight into the self in relationship to the subject matter is the hallmark of this symbolic interactionist understanding of deep learning. Students in two iterations of a senior-level seminar on symbolic interaction abstained from an object of desire for a two-week period; during this time, they blogged about their experiences abstaining, craving, and relapsing. At the end of the two-week period, these blogs were combined to form a qualitative database that was subsequently uploaded into a qualitative data analysis program for phenomenological analysis. The students used this database to write a seminar paper about the overall structure and process of craving that elucidated both the intellectual and the emotional components of learning. This researcher analyzed the students’ blogs and papers for signs of deep learning. In general, the integration of the emotional experience with craving and the associated intellectual learning about craving and the transformation of self, signifies that the dialectical process of deep learning about craving can occur in a college classroom.
Weber, Linda R. 2013. “Deep Learning in the Sociological Classroom: Understanding Craving and Understanding Self.” Pp. 135-151 in Conversations with Enrique Dussel on Anti-Cartesian Decoloniality & Pluriversal Transmodernity (Human Architecture: Journal of the Sociology of Self-Knowledge: Volume XI, Issue 1, 2013.) Belmont, MA: Okcir Press (an imprint of Ahead Publishing House).
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