Similarly, authentic situations are those encounters and interactions that learners have both in and away from the workplace. These situations command attention when they present difficulties, incur conflict, or point out the need for new or improved skills. Speaking to a co-worker about a persistent problem, presenting a thoughtful argument for change to a supervisor, listening to a contrary opinion with real understanding, dealing with a neighbourhood issue, organizing a company event, going through a performance review, talking on the phone in a second language — once again, the participants can choose the situations that should receive attention.

Your approach to education and your methods of teaching determine what you do with such tools. The same tool can serve a training end (performance or product) as well as critical inquiry.

A tool from home life — tax forms

Lessons on filling out tax forms begin with reading the in- striations, locating numerical information, calculating, and checking for errors. Tax forms also require people to categorize and interpret information. (Ask, for example, Does this item relate to my situation?)

A simple request for help with the forms led an instructor to develop a unit on taxes. Participants asked questions that no one could answer about taxes and benefits. Their interest began a process of research and inquiry for the whole group.

They reviewed graphs of the federal and provincial budgets as well as statistical information about categories of earners. They compared tax revenues from individuals and corporations. They compared their own priorities for spending tax revenues with those of the government and its critics. Participants from other countries explained different approaches to taxing and distributing wealth.

Their research and discussion revealed a complex web that held no easy answers to their questions. But they all gained knowledge through the research, explained to each other their understanding of the issues, and found patterns in tax policies. While they may not have gained financially, they practised the skills needed to make informed choices.