Learning amongst the Dust The Educational Potential of Archaeological Excavations Florian Oepping / Alexandra Wrathall The following paper seeks to present the educational potential of archaeological excavations as secondary classroom settings for text-based students. The goal is to outline the concept of archaeological excavations, their educational benefits, and the ways in which the participation in such projects supports a range of additional benefits such as scholarly collaboration, social interconnection, and community connectivity. This paper also intends to present the nuances of such cross-disciplinary collaborations, as well as consider the real-world processes that are involved in the successful execution of such projects. 1 Introduction Developments in international collaborations and interdisciplinary research has evolved on a global level across the past 20 years and created an entirely new landscape of “classroom” settings for educators and students. As with many disciplines, the field of archaeology has developed alongside technology and science, moving away from traditional interpretive models and “sole authors” and into a realm of collaboration, scientific investigation, and post-colonial perspectives. 1 The work of Israeli academics is largely a part of this scholarly shift in perspective, wherein domestic projects include scholars and students who collaborate with international colleagues to place and frame the expansive history and material record of the Southern Levant within a series of world histories and processes. Yet, as Israeli-international projects have evolved with space, time, and technology, it has become evident that all advancements are undermined without the cultivation and development of teaching, learning, and student experiences. As such the archaeological field has become a center of not only the discovery of the past, but also of future student potential. The “archaeological field” can take many forms in Israel. The geographical diversity of the Southern Levant supports the exploration of a range of envi- 1 Davis, History, 35-42. For recent examples of cross-disciplinary (but related) archaeological studies see, Lipschits, Age of Empires; Vaknin et. al, The Earth’s Magnetic Field; Ben-Yosef et. al, Six centuries. DOI 10.24053/ VvAa-2022-0004 Verstehen von Anfang an 7/ 1 (2022) Learning amongst the Dust 47 ronments and ancient sites (i. e. Tels [human-made mounds], national parks, caves, desert and open-air) in a variety of ways (i. e. research institutes, private archaeological institutes, and government archaeological agencies). 2 This paper is focused on the potential of research/ institute projects that excavate multi-layered sites i. e. Tels. Such projects support international cooperation, and draw students from a range of learning settings i. e. archaeology, history, theology, Biblical studies, linguistics, geography, iconographic studies. With consideration to the diverse student cohort that is created on an excavation, this paper seeks to present the didactic potential of archaeological settings for those who are principally exposed to text-based student learning environments. As this learning potential is of great benefit to students, it follows that research institutions consider reprioritizing the pursuit and cultivation of such settings in a bid to develop and maintain innovative learning environments. 2 History of Research As the setting for several chapters of human history, alongside its starring role in the Biblical text, the intensive archaeological investigation of the Southern Levant already began in the late 18th and 19th century. 3 Traditional (20th century) archaeology and Biblical scholarship were intertwined, with text and material interpreted along a shared framework. 4 Yet, advancements in the archaeology and material of the region, alongside shifts in Biblical scholarship (historical-critical exegesis) transformed this relationship into an equal partnership. As such, while modern excavators are far from the “first” to utilize the field as a classroom, the increasing accessibility of such opportunities for non-archaeology students, is indeed quite new. Israeli archaeology (21st century) has a productive history of collaborating with international institutions and scholars. 5 Such collaborations support the international movement of students, who often travel between partnership universities, and are able to experience a variety of learning environments. Yet the advancement of “fieldwork schools” in particular has drawn students out of the library and into the dust. These outdoor class settings allow text-based students to explore the physical realities of the 2 Israel Nature and Parks Authority, Archaeology and Heritage: http: / / www.en.parks.org.il/ archeology. 3 See Chevalier, Early excavations. 4 See Finkelstein and Silberman, Bible Unearthed, 19-22. 5 See Lipschits, Gadot, and Oeming, Tel Azekah 113 years after; Koch et al., Forced resettlement; Kisilevitz/ Lipschits, Another temple; Hagedorn et. al., Tel Moza, 66; Fantalkin/ Berlejung, Aschdod-Yam, 66; Zangenberg/ Münger, Horvat Kur, 58-60. Verstehen von Anfang an 7/ 1 (2022) DOI 10.24053/ VvAa-2022-0004 48 Florian Oepping / Alexandra Wrathall ancient past and develop skills and perspectives that are otherwise inaccessible in a traditional classroom-learning setting. The VARK (visual, auditory, read/ write, kinesthetic) learning approach is a basic educational rubric/ inventory initially designed to frame different forms of learning in the 1980’s. 6 Over the past 40 years the field has developed in nuance and scope but still remains as a basic theoretical approach to the effective teaching of a group of diverse learners. 7 The method is employed to identify the multi-modal capacity of students i. e. uni-modal, bi-modal, tri-modal, or quad/ multi-modal; and has already demonstrated that learning modes are driven by individual learners rather than by disciplinary approach. 8 Further to this, while classic VARK learning aspects such as “reading, writing, and listening” are present in traditional text-based classroom settings, archaeological classrooms create the opportunity for students to learn as they “see” (visual) and “do” (kinesthetic). 3 Learning in the Field Developments in field-school learning is a direct result of the practices of modern expeditions. The following is a presentation and discussion of the ways in which non-local scholars and students are able to work with local counterparts, expeditions, and teams. In addition to this, is the presentation of the various ways in which archaeological excavations and fieldwork schools support dynamic student learning i. e. VARK. 3.1 Setting and Schedule There are several classroom settings that are active in the learning experience of text-based students on an archaeological excavation. Typically such text-based students are accustomed to interior learning, with much of their education taking place in classrooms (university/ institutes), libraries, and home learning environments. These settings are anchored by the role of texts, and as such are limited by the realities of text-based learning i. e. the interpretive processes of imagination in relation to text. Students are challenged in their ability to extract meaning from the text based on their own horizon of expectations and experiences. 6 See Fleming, Active learning site; and Fleming/ Bonwell, VARK. 7 See Marcy, Adult learning styles, 118; Mozaffari et al., Relationship; and Zoorvarzi et al., Training models, 355-356. 8 See Fleming/ Mills, Catalyst. DOI 10.24053/ VvAa-2022-0004 Verstehen von Anfang an 7/ 1 (2022) Learning amongst the Dust 49 Yet the journey to the Southern Levant opens these settings to include the sensory landscape of outdoor learning, as well as kinesthetic (the “doing” of archaeology), and visual (active discovery) processes. These, in-turn, expand the students’ horizon of expectations and allow them to place their text studies within a physical (historical/ archaeological) landscape. Such a process is also supported by the environmental and cultural interactions that are an inevitable byproduct of working in such spaces. This is also an essential aspect as such interactions encourage non-local scholars and students to engage with the modern political and social realities of their local partners and colleagues. This process is essential for the decentralization of colonial perspectives, which are often unconsciously perpetuated by non-local teams. 9 Archaeological expeditions vary between institution and scholar, however many operate along similar vectors. Most institute-led projects are between three to six weeks long, include accommodation near the site, and involve a range of local and non-local partnerships. Each day follows a general schedule, with excavators working from first-light (05: 00) until early afternoon (13: 00), returning to accommodation to rest, process finds, and participate in classes. Each day is further divided by regular meals, tea/ coffee breaks, and time for questions. Afternoons are organized to balance the needs of the expedition with the needs of its participants. While people rest and reset, it is key that all team members return to manage their finds responsibly, analyze the results, and plan for the next day. 3.2 Teacher Frameworks and Student Learning The success of such a venture is dependent upon a clear dynamic between project participants, their project leaders, and their specific research questions. Senior scholars are responsible for presenting students with a variety of frameworks that extend far beyond the logistics of the experience alone. Scholars must navigate three critical landscapes, 1) the archaeological process and practical learning, 2) the way in which Biblical and text studies relate to the practical experience of excavating, and 3) the link between archaeological investigation and textual/ Biblical/ historical investigation. Alternatively, students are required to widen their horizon of expectations, and become open and flexible to the process of learning across various (but related) frameworks. This flexibility is useful to students of all levels, as it supports critical learning and thinking. 9 See Gulati/ Jain, Education Policy; Sydiq/ Ketzmerick, Decentralising Europe, and Zamjani, Politics, 46. Verstehen von Anfang an 7/ 1 (2022) DOI 10.24053/ VvAa-2022-0004 50 Florian Oepping / Alexandra Wrathall 3.3 Learning Targets and Objectives 3.3.1 Archaeological Targets and Objectives Archaeological learning environments require the negotiation of several teaching, learning, and research agendas. Often expeditions are an opportunity for local teaching communities to educate and specialize in their own student learning, i. e. archaeological field schools for the Bachelor of Archaeology. For many bachelor students the excavation is one of their first opportunities to leave their classroom and begin to work with the material directly. As such most expeditions are focused on introductory learning and guiding junior archaeologists through the multilayered reality of archaeological investigation. This creates the ideal opportunity for non-local text-based scholars to join and learn from introductory courses, tours, and explainations, i. e. field school. The active nature of an archeological excavation is grounded in pedagogy as it facilitates “the processes and relationships of teaching and learning”. 10 Archaeological field schools are most simply defined as a core learning environment for students of archaeology. 11 Due to the physical and practical realities of archaeology, students often learn “between” spaces, working with scholars in universities, researching in libraries, training in the field, and with state-level organizations. The “field school” is (usually) a four week course that includes practical field assignments (methodology, documentation, practical skills), specialist lectures (processes of analysis, specialty approaches, and publication), workshops (observe and trial practical processes, i. e. ceramic and metal production), field trips to neighboring sites (to place the location of an excavation within a wider landscape), and final assessment (to incorporate all learning aspects). This dynamic “classroom” which was created for students of archaeology is also a productive setting for non-archaeology students; as the introductory nature supports text-scholars as they too learn about the field of archaeology. Students are able to find specific passions for material, text, or general history - as the field brings a range of narratives to the forefront. This, in turn, bolsters student enthusiasm and morale, which has shown to be a crucial aspect to effective VARK learning. 12 10 See Stierer/ Antoniou, Methodologies, 277, and Cobb/ Crouch, Assembling Archaeology, 2, with further literature. 11 See Baxter, Archaeological field schools, 55. 12 See Marcy, Adult learning styles, 118-121. DOI 10.24053/ VvAa-2022-0004 Verstehen von Anfang an 7/ 1 (2022) Learning amongst the Dust 51 3.3.2 Historical/ Theological Targets and Objectives While it is productive for text-based students to learn archaeological methods and skills, the primary goal of such learning is to encourage students to relate the ways in which archaeology can (or can not) impact their own theological and historical frameworks and analyses. Exposure to the process of archaeology not only allows students to critically engage, but it also diminishes the “power” of arguments anchored in the evidence of an unfamiliar (yet related) field. Rather than viewing archaeology as “unquestionable evidence” students are able to understand the potential and limits of the field, and the difference between the “questions asked” by different disciplines. Beyond the ability of students to move between approaches, archaeological classroom settings also reveal the interpretive leaps that text studies can also be vulnerable to. When working with the physical reality of material, students are able to appreciate the ways in which their own questions may exist outside of/ beyond the scope of physical reality. Here, the question arises as to how text-based students can best prepare for the physicality of excavations. There is no blanket answer to this question, as it depends on the site and the overarching research questions that relate to it. As a basic foundation it is useful to facilitate the students’ initial engagement with associated texts. For text-based students, such engagement can be related to the identification of biblical and extra-biblical references to the site, and an assessment of the role of the site in those references. In terms of student preparedness, exploring questions related to the site’s role in the evolution of textual traditions and historical processes is grounding, particularly alongside the discussion of the site’s geography and its place and role within the wider landscape. Such student-preparation should provide participants with a profound knowledge of the essential texts and site-related scholarship. 3.4 Challenges and Solutions The inherently intense nature of an archaeological excavation comes with unique challenges and solutions. For non-local participants they must often overcome jet-lag, adjust to an unfamiliar climate (heat and hydration), negotiate different languages and cultural approaches, and process traveling and staying with their fellow students and scholars for an extended period of time. Senior staff are responsible for the wellbeing of students, and as such it is essential that teams have clear “codes of behavior” and transparent protocols for reporting behavior or situations that are either inappropriate, concerning, or even dangerous to students. In the field especially, senior staff may be mindful that students can experience physical shock at the nature of “digging” and the physical labor behind it. Further to this is the note that senior staff remain mindful that just as Verstehen von Anfang an 7/ 1 (2022) DOI 10.24053/ VvAa-2022-0004 52 Florian Oepping / Alexandra Wrathall the classroom shifts in setting for students, so, too, does their perception of their teacher. Changing the setting in which students experience their educator can also have an impact on the learning relationship between the two, as students see their teachers alongside them in the dust. Beyond the technical logistics lie the challenges of additional emotional realities. While students of all levels (bachelor, masters, doctoral, post-doctoral) are able to participate; a student’s own horizon of education can at times be a challenge for them to negotiate in the field, as they attempt to also develop a basic understanding of a secondary field. Further to this is the “emotional expectations” of students, who may expect to discover special finds, but must manage the disappointment of unpredictable archaeological realities (sometimes devoid of special finds). Student leaders can overcome this issue by conditioning their expectations beforehand, consistently motivating the cohort during that process of excavation, and regularly emphasizing the “bigger picture” that their efforts contribute to. On a group level, students can also become invested in their work, and as such when mistakes are made (which are to be expected) they can become particularly emotional or reactive. It is key that teachers remain mindful of the emotions that drive student efforts, and remain communicative and patient with students at all times. An additional emotional aspect is the way in which the entire team negotiates modern political discourse. Archaeological projects often draw a diverse community of people (and politics), but archaeology in the Southern Levant can often also draw participants with a range of personal religious/ spiritual/ political perspectives and ideologies. As such while communities can meet, share, and learn from one another, they are also susceptible to disagreement and conflict. To overcome this, local and non-local project leaders are responsible for monitoring the tone and manner of such discussions, and diffusing discourses that can be divisive, judgemental, or counter-productive to team cohesion. 3.5 Advantages, Potential, and Outcomes There are many legalities, protocols, research questions, and budgets that coordinate to create an active archaeological excavation. Excavations are only possible with the approval of the Israel Antiquities Authority and an issued government license to excavate. Such licenses can only be renewed with proper excavation methods, thorough documentation methods, and regular publication. 13 Further to this, specific individuals must sign their name to the license (and are thus liable), and non-local archaeologists cannot excavate without a 13 See Seligman, Departments of Antiquities, 125-146, with further literature. DOI 10.24053/ VvAa-2022-0004 Verstehen von Anfang an 7/ 1 (2022) Learning amongst the Dust 53 local partner. 14 Excavations that are managed by research institutions are often self-funded and rely upon private donors, grants, and international partnerships. Modern law also regulates the movement of recovered finds as they are not allowed to leave the country, and as such must be appropriately stored and studied domestically. It is therefore important that non-local scholars understand and appreciate the role of local scholars in creating the active excavation (during season), and also in managing the material and bureaucracy related to the project during the year (off season). The ability of non-local collaborators to appreciate “the bigger picture” to which they join is key for maximizing the potential and outcomes of such a partnership. While directors of excavations are invested in the needs and outcomes of partnership teams, their role in managing the wider project leaves the specifics of the agenda of the non-local learning experience as the primary responsibility of non-local team leaders. Teachers are “translators” for students in so far as they communicate the logic behind decision making processes, and ground students in the learning potential of seemingly unconnected actions, i. e. excavation of fills, “bucket line”, pottery wash. The advantage of this setting for teachers is that it supports attempts to teach students the connection between archaeology, theology, and text through the discovery of specific finds and contexts. The specificities of the excavation support VARK learning as the discovery of specific objects/ contexts are able to add depth to a students’ understanding of ancient realities. As VARK facilitates broad learning processes, such a classroom setting presents a democratized learning environment for students of all types and learning forms. Further to this is the impact that the physical expression of “time” can have on a student. Often in the text, time is understood through lifetimes and Empires, decades or centuries. Yet in the field, sometimes ten centimeters can separate entire historical periods, while at other times, meters and meters of earth movement can reflect but a single moment. The ability for students to “move through time” through an excavation offers them a new way to think about the physical expression and preservation of human activity. 3.6 Insights: Balance between Challenges and Advantages Engaging with the archaeological field as an educational setting allows teachers and students alike to return to their original classroom setting post-project, with new perspectives and a renewed enthusiasm for studied material. Adding a new dimension to the learning process engages all aspects of VARK learning, 14 See Israel Antiquities Authority, Policy for Granting Excavation Licenses in Israel. Verstehen von Anfang an 7/ 1 (2022) DOI 10.24053/ VvAa-2022-0004 54 Florian Oepping / Alexandra Wrathall activates student morale, and provides a new scholarly lens through which students’ can view the past. Herein lies the primary advantage of participating in an excavation for text-based students. This advantage becomes particularly clear when analyzing texts back in the original-setting of the classroom. Here however, the task is now to apply what has been learned. The possibilities for such an application are endless, whether it be in regards to specific texts or topics. Central to this process is the fundamental relationship between archaeology and theology, as students’ develop their confidence in practicing current methodologies, e. g. historical-critical exegesis and archaeology. Beyond the totality of the experience itself, the results and finds of excavations can offer new impulses to the analysis of the texts. 15 Furthermore, the dynamics of the excavation experience emphasizes scholarly self-awareness; as the process offers a renewed ability to see oneself within a modern era, within a discipline, and within the ancient past. On a social level the intensity of the time spent with their cohort and general archaeological team supports the development of important interpersonal connections for students, scholars, fields of research, communities, and institutions. Critically, the opportunity to “leave home” to excavate abroad also allows participants to return, and “bring back” their stories and experiences to their local communities. In a discipline defined by lifetime careers, the opportunity for young students and scholars to work together often fosters lasting collaborative ties and research collaborations. 4 Conclusions In summary, the setting of an archaeological excavation is its own form of classroom. As a classroom, excavations support standard classroom practice by offering a complimentary learning space to a range of learning modes, i. e. verbal, auditory, read/ write, and kinesthetic. The ability to engage various modes of student learning for a group of students while also engaging with their enthusiasm for content; supports the lasting and effective teaching of text-based scholarship, i. e. theological, Biblical, historical. The unique passion that is unearthed in the process of an excavation supports student/ teacher dynamics for the better, strengthens community networks, and serves as a foundation for lasting international research and collaboration. This paper demonstrates that while classroom learning is essential, the educational potential of archaeologi- 15 F. e., what archaeology can teach us, see Bloch-Smith, Archaeology, 16-25. DOI 10.24053/ VvAa-2022-0004 Verstehen von Anfang an 7/ 1 (2022) Learning amongst the Dust 55 cal excavations for students and teachers is endless, and well worth some time spent in the dust. Figure 1: Students at Tel Moza learn and use new methods such as picking (photo provided by Florian Oepping) Figure 2: Students on landscape-focused educational tours, here at Tel Burna (photo provided by Alexandra Wrathall) Verstehen von Anfang an 7/ 1 (2022) DOI 10.24053/ VvAa-2022-0004 56 Florian Oepping / Alexandra Wrathall Figure 3: Students documenting features in the fi eld at Tel Azekah (photo provided by Alexandra Wrathall) Figure 4: Academic fi eld lectures here at Tel Moza (photo provided by Florian Oepping) DOI 10.24053/ VvAa-2022-0004 Verstehen von Anfang an 7/ 1 (2022) Learning amongst the Dust 57 Bibliography Baxter, Jane Eva: Archaeological field schools: A guide for teaching in the field, Abingdon/ New York, NY 2016. Ben-Yosef, Erez et. al.: Six centuries of geomagnetic intensity variations recorded by royal Judean stamped jar handles, Proceedings of the National Academy of Sciences 114.9 (2017), 2160-2165. 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