Abstract:

We introduce a new term, " Exstruction" in this chapter to cover the action a teacher takes when they do not instruct. We define extrusion as an inductive way of working where the teacher, as an active choice, steps back to promote learner-centeredness, and learner competence to develop and apply knowledge and skills to master challenges and solve tasks in known and unknown contexts and situations. Exstruction then describes a pedagogical action, or a pedagogical practice, which involves not acting, but which is nevertheless a consciously didactically justified action.

In order to shed light on the concept and its significance for educational practice, we have chosen to see non-action as part of a tense relationship in which instruction as active action will be a counterpoint. After an introduction to the concepts, we will discuss how such a possible polar tension related to the two pedagogical actions relates to deep learning and the relationship between experiencing oneself and being explained. Next, we discuss two approaches to a teacher's intervention in learning processes in light of an example related to outdoor education and snow cave digging.

Keywords:

Exstruction-instruction, inductive learning, skill learning, outdoor education.