Episode 1: Karjalanpiirakka from Finland
Naomi Moriyama and William Doyle are the authors of the book that I'm demonstrating in the video below. They invite readers to embark on a journey into North Karelia in Finland which inspired J.R. R. Tolkien to write his Middle Earth fantasies.
The Sisterhood of the Enchanted Forest
They moved to Joensuu/North Karelia with their seven-year-old child for William Doyle's research in an educational field and spent six months here. So, the book is about their experiences in Finland. I loved reading the book for many reasons, one of which is its feature of being a Joensuu city tour guide for me, and I had a chance to explore the city and region from the authors` perspectives. The book includes many clues on what to do, where to go, where to eat, and several how to make Finnish food recipes. One of the recipes in the book explains how to make Karjalanpiirakka, Finnish Karelian pies.
Martat Cafe, Joensuu
`The best place to taste one or more of these local snacks is Martat Cafe in the city center square in Joensuu...The second-best place, I must say, is your own kitchen. Pg. 223.
The Karjalanpiirakka recipe from Martha´s Cafe, which the authors claimed to be the best, takes its place on the same page. I have the recipe. What else do I have? I have my own kitchen, which the authors claimed to be the second-best, to make the recipe, and I have an internet connection.
Far from Joensuu in Antalya/Turkey, I know someone who has the kitchen and an internet connection but not the recipe. She is 11 and practices English with me once a week. Her English level is quite good.
Have you already started to visualize the scenario in your mind?
Asya (11) and I had an online English session to make Karjalanpiirakka from Finnish cuisine. I gave her the ingredient list beforehand, and they were all on the kitchen counter by the time the session started. I bought them, too. We went through each ingredient and step. While the Karelia pies were being baked in the oven for 10-15 minutes, we talked about the steps from the beginning and explained which part felt more enjoyable and relaxing. Once they were ready, we tasted them. She served them to her parents. After the session, it was time to visualize or verbalize the process by using ICT. She would record a video or voicemail or make a presentation. She chose the third option.
Underlying pedagogical meanings between the lines:
Lines | Underlying Pedagogical Meanings for me |
Asya (11) and I had an online English session to make Karjalanpiirakka from Finnish cuisine. | Using English for a real-life experience and engaging in a meaningful task. Learning by doing. Supporting multicultural awareness. |
I gave her the ingredients list beforehand, and they were all on the kitchen counter by the time the session started. | Giving the pupil the responsibility of preparing the ingredients before the session. Supporting time-management skills. |
I bought the ingredients, too. | Supporting the learning process by using realia and building stronger bonds by collaborating on the same task. |
We went through each ingredient by naming and step by doing one by one. | Practicing English speaking skills. Vocabulary acquisition. Learning by doing. |
We talked about the steps from the beginning and which part felt more enjoyable and relaxing. | Assessment opportunity to see what the pupil learned and remembered. Promoting self-reflection skills in the pupil. |
Once they were ready, we tasted them. She served them to her parents. | A sense of accomplishment for the pupil as she was actively involved in the process from the beginning to the end. A sense of accomplishment has a positive effect on self-esteem. Involving parents into the process. The teacher, the pupil, and the family members collaboration. Unity. |
It is time to visualize or verbalize the process by using ICT. | Integrating ICT into the session so promoting ICT skills in the pupil. |
She would record a video or voicemail or make a presentation. She chose the third option. | Practicing the related language form, content, and use by using ICT. Giving options to the pupil to support her autonomy. |
What does this chart tell us about the joy of learning leading to lifelong learning?
I think there is a sense of purpose throughout the session. The student is engaged with an authentic experience. Her understanding of, and appreciation for the experience might develop because of her active participation in it. It might create meaning and supports motivation for the learner in her learning journey. In a vicious cycle, motivation increases the joy of learning, which in turn increases motivation. When learning happens out of an inner motivation with a curious state of ´being´ experiencing the joy of learning, it might amplify the chances of lifelong learning.
From everyday experiences to lifelong learnin
It makes sense because life, itself, is full of experiences. They don´t have to be pre-arranged happenings to be called an experience. Our everyday life and routines are experiences, too. Life is generous in providing us with experiences if we have eyes to see. Helping learners to appreciate the beauty in these experiences is the most precious gift we can give them, I suppose. I also believe that children already have this innate capacity to recognize and appreciate them.
I end my post with a tasty photo taken at the end of the online session.
The summary of the baking experience through the pupils' eyes:
Apart from what is written in the Karjalanpiirakka recipe from Martat Cafe, there is one more thing to add to finish it: butter eggs. We also included this part to get the whole experience.
Ceyda 💗
Reference:
Moriyama, N., & Doyle, W. (2021). The sisterhood of the enchanted forest : sustenance, wisdom, and awakening in Finland’s Karelia. New York: Pegasus Books.
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