How might freedom, playfulness and learning within practice be shared?

Explorations of philosophical perspectives on freedom, playfulness and learning become more interesting and intriguing when considering how they may relate to practice. For anyone involved in educational practice there are many possibilities, of which only a few may be pursued. There are many ways that the choice to move between these possibilities may be limited, through intrinsic, perceived or extrinsic factors. Using the shared metaphors associated with playfulness and freedom could provide a catalyst for possibility. Some aspects of practice may mirror playfulness as a state-of-mind. For example Max van Manen (1999) examines some of what is intangible within practice – outlining practice as explanation stopper, practice as lived experience, (un)reflective practice and the complexity of practice. On (un)reflective practice he states:

…the theory of reflective practice seems to overestimate the possibility of introspective "reflection on action while acting" (van Manen 1994, 1995). Phenomenologically it is very difficult, if not impossible, for teachers to be immersed in interactive or dialogic activities with their students while simultaneously stepping back from the activity. (van Manen, 1999)

Supporting teachers while they explore and embody the complexity and variety of learning in practice provides the environment for this study. It also provides direction for inquiry. If it is impossible to be reflective when immersed within practice then where does that leave the practitioner? Do they feel free to:

enable students to learn – can practice have playfulness as its state-of-mind?
act or do they feel played within games of their own or others construction?
explore their own and shared possibility?