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Humour learning

(also see whole learning and other key terms)

JOKE

Two dyslexics in a car.
First one says: "Can you smell petrol?"
Second one replies: "I can't even smell my own name, mate."

One of a quartet

Here, we use idea of HUMOUR in the context of three other categories intended to define the whole learner:

An umbrella term

We use the notion of HUMOUR as a memorable way to discuss different aspects of learning:
The following examples are by no means exhaustive. They are offered as a way to open up discussion and action:

A means of achieving - or a byproduct of - collaborative innovation (see bisociation)
Possibly, part of a change strategy at the level of paradigms
Some social aspects of co-creative teamwork (see sympoiesis)
Conflict and contradiction
Cognitive dissonance (see the WikiWand entry)
Emotion

Likely HUMOUR activities

Creativity workshops (see bisociation)
Clowning and learning to fail
Exploring contradiction / cognitive dissonance
Joke telling (see catalysis)

Why is it important to learning?

Plato and others lamented the adoption of alphabetical writing for reducing the

Thinking between modalities

A critique of clock time

Newtonian
A critique of writing
The introduction of would have created uncanny and temporal anomalies between living in the moment and imagining the voices of the dead. This might explain Zeno's stories about Mullah Nasreddin

Creativity that surprises

In his theory of bisociation, Arthur Koestler argued that the core principle of being creative is the process of forcing seemingly incompatible notions into the same conceptual space. What results, he claims, is either something new, or spontaneous laughter.
A Nobel-prize winning chemist has cited the art of joke-telling to the way that catalysis works.