A Photo Essay
[O]bjects, through their ability to embody problematic needs, feelings, or ideas, have a rather important place in the Freudian view of human experience.
Csikszentmihalyi, M., & Halton, E. (1981). The meaning of things: Domestic symbols and the self. Cambridge University Press. Chapter 2, p23
In the exploration of the role of objects in design and especially design in education, we explored how the objects of a space define and determine the action and emotion within that space. Through reading Csikszentmihalyi we explored the philosophy and psychology of objects and developed a visual essay that would explore the themes of space, emotion and education.
For my photo essay, I wanted to gather inspiration for teaching that teachers were gifted from students. Sacred objects that they returned to in order to [re]establish their teaching purpose. These objects had a wide range and were a beautiful insight into the multifaceted way in which teachers conceive of their vocation.
Embedded in the context of exchange, objects become containers for the being ofthe donor, who freely gives up part of him or herself to another. If the gift is reciprocated, a definite tie is
Csikszentmihalyi, M., & Halton, E. (1981). The meaning of things: Domestic symbols and the self. Cambridge University Press. Chapter 2, p 37
established between the partners in the exchange. Again, this is
not a metaphorical tie, for what has been exchanged is real energy: A small part of my being has been given to another for a
small part of his or hers. Presumably gifts are necessary when the relationship between people is problematic, and a person needs concrete, permanent signs of its existence
The fact that these were gifts add a layer of dimension to the objects as they showcase a level of generosity in the exchange of knowledge and time that is inherent in education environments.
Learning Flourishing 