Potentialising the potential: Dream of everything you can become, and become everything you dream of

TY - JOUR

T1 - Potentialising the potential

T2 - Dream of everything you can become, and become everything you dream of

AU - Åkerstrøm Andersen, Niels

AU - Knudsen, Hanne

AU - Sandager, Jette

PY - 2024/7

Y1 - 2024/7

N2 - In education, the child is often observed as a potential to be shaped and realised. In this article, we analyse the educational program, First Lego League. Surprisingly, its aim is not simply to realise a potential, but to potentialise the child to become unlimited potential. Children should become ‘a force for change’, and they are told that ‘you can be anything, just do it!’. To implement this program, First Lego League develops a transition medium that consists of non-representative, presentational symbols such as play, fun, innovation, dance and discovery. Such a program does not come without costs. Our analysis reveals how negativity is negated, knowledge is devalued and the children’s selfnarratives are decoupled. This could result in children being confronted with paradoxical demands, which are difficult to navigate. Analytically, the article draws on Niklas Luhmann’s systems theory and in particular his concepts of form and medium.

AB - In education, the child is often observed as a potential to be shaped and realised. In this article, we analyse the educational program, First Lego League. Surprisingly, its aim is not simply to realise a potential, but to potentialise the child to become unlimited potential. Children should become ‘a force for change’, and they are told that ‘you can be anything, just do it!’. To implement this program, First Lego League develops a transition medium that consists of non-representative, presentational symbols such as play, fun, innovation, dance and discovery. Such a program does not come without costs. Our analysis reveals how negativity is negated, knowledge is devalued and the children’s selfnarratives are decoupled. This could result in children being confronted with paradoxical demands, which are difficult to navigate. Analytically, the article draws on Niklas Luhmann’s systems theory and in particular his concepts of form and medium.

KW - Lego

KW - Niklas Luhmann

KW - Potentialisation

KW - affect

KW - education

KW - form and medium

KW - play

KW - systems theory

U2 - 10.1177/14749041231167063

DO - 10.1177/14749041231167063

M3 - Journal article

SN - 1474-9041

VL - 23

SP - 578

EP - 597

JO - European Educational Research Journal

JF - European Educational Research Journal

IS - 4

ER -