Most analysis of liminal spaces focuses on the transition of one stage (previous stage) to the next (future stage). Reference reading. When a student is unable to understand a concept, it leaves them in a state of ‘liminality’, where they feel stuck. When students come out from this liminality and fill in the gap in their knowledge, students may be happy, but they may also be unsettled or lost.
If Liminal is the in between process, we can label the process before and after this between process as preliminal and post Liminal. Preliminal stage could further be explained as coming in to contact with a problem, and post Liminal explained as the transformation of moving from one problem to the next. (Reference)
As a teacher, we must be acutely aware that students come to our lessons knowledgeable about many things. Some are a useful base which we can build upon, but others are innocent and naïve perceptions about how the world works. When we teach a new concept, this may not align with their perceptions and we can change their mind on what they believe they are and are not able to do.
If we give students time and encouragement that it is okay and part of the learning process to remain in the medium Liminal space for as long as needed, they are more likely to make internal changes and master advanced concepts rather than mimicry a genetic or general answer, or worse the dreaded statement – I can’t do it. Second reference.
Millie Thomson 