Addressing the problem of being caught in knowing rather than being

A short account of a Teaching Development Project that attempts to address the problems that 3rd year students have returning to making when they are writing and researching for their dissertations ( being caught in knowing mode). Taking note of Brookfield's Critical Lenses and Carl Rogers' Core Conditions of Teaching I modeled the problems first through a lecture asking the same questions of myself as I then did to the students in a subsequent workshop. The focus was on recognizing intuitive rules/constants in an aim to embrace the implicit tacit knowledge they all have to re embrace being in a place of uncertainty or Not Knowing that is so important to art practice.