"Platforms" are the flagship learning series of The Fothergill Society's stretch and challenge provision. It is where the society meets as a whole group, as a minimum twice every half term, in order to take part in wider learning. The aim is to make the content of these platform sessions as eclectic as possible, delivered by external speakers, staff and students alike.
Why "Platforms" and not "Talks"? Because "talks" or "lectures" suggest a passive audience: the active member is the speaker; the audience - you - sit passively and listen. "Diving in" from a platform suggests an active participation from all: platforms are intended to be more immersive and collaborative experiences rather than solely lecture-based master-classes. These discovery "platforms” will ideally have speakers performing more as facilitators rather than lecturers; the audience will have a greater responsibility to actively listen, to participate, to question, to devate. A lecture on Crime and Justice is one thing: it is quite another to have a session facilitated by the director of a criminal resettlement charity, whose remit is to challenge groups of students to construct, ex nihilo, their own systems that effectively reintegrate ex-offenders into society without re-offending, which they then pitch back to the speaker, whose evaluation, praise and critique is informed by their own professional practice. A lecture on the social and political impact of 9/11 is one thing: it is quite another for a student to challenge groups of their own peers to consider the thought-processes behind, and pitch a design for, an appropriate memorial for 9/11, before sharing their own experiences of visiting the 9/11 Memorial Museum in New York.
Thrill or Fear? "Diving" into different ideas from these platforms also suggests something of a leap of faith. Exploring issues about which you know very little - or, indeed, nothing at all - is scary and disconcerting. It takes courage to jump in, to admit to your ignorance and uncertainties, and explore a new subject, a new set of ideas, a new way of thinking. The idea of platforms acknowledges the bravery and courage it takes to be willing to learn something new.
Active Engagement is key. This greater sense of immersion into ideas leads to the active engagement that is the hallmark of The Fothergill Society: students are challenged to apply their skills in unfamiliar but compelling experiential situations, in order to learn more widely through both action and reflection.
Why "Platforms" and not "Talks"? Because "talks" or "lectures" suggest a passive audience: the active member is the speaker; the audience - you - sit passively and listen. "Diving in" from a platform suggests an active participation from all: platforms are intended to be more immersive and collaborative experiences rather than solely lecture-based master-classes. These discovery "platforms” will ideally have speakers performing more as facilitators rather than lecturers; the audience will have a greater responsibility to actively listen, to participate, to question, to devate. A lecture on Crime and Justice is one thing: it is quite another to have a session facilitated by the director of a criminal resettlement charity, whose remit is to challenge groups of students to construct, ex nihilo, their own systems that effectively reintegrate ex-offenders into society without re-offending, which they then pitch back to the speaker, whose evaluation, praise and critique is informed by their own professional practice. A lecture on the social and political impact of 9/11 is one thing: it is quite another for a student to challenge groups of their own peers to consider the thought-processes behind, and pitch a design for, an appropriate memorial for 9/11, before sharing their own experiences of visiting the 9/11 Memorial Museum in New York.
Thrill or Fear? "Diving" into different ideas from these platforms also suggests something of a leap of faith. Exploring issues about which you know very little - or, indeed, nothing at all - is scary and disconcerting. It takes courage to jump in, to admit to your ignorance and uncertainties, and explore a new subject, a new set of ideas, a new way of thinking. The idea of platforms acknowledges the bravery and courage it takes to be willing to learn something new.
Active Engagement is key. This greater sense of immersion into ideas leads to the active engagement that is the hallmark of The Fothergill Society: students are challenged to apply their skills in unfamiliar but compelling experiential situations, in order to learn more widely through both action and reflection.