scholarly journals Reflective or Diffractive Learning/Teaching? Concurrences of Paul Ramsden And Karen Barad’s Approaches

2020 ◽  
Vol 45 ◽  
pp. 175-183
Author(s):  
Karolina Rybačiauskaitė
Keyword(s):  
Iterative Process ◽  
Approach To Learning ◽  
Theoretical Assumptions ◽  
New Learning ◽  
The World ◽  
Karen Barad ◽  
Approach To Teaching ◽  
The Subject ◽  
Epistemological Position ◽  
Teaching Learning

In this article it is argued that the optical metaphor and critical practice of diffraction further developed by Donna Haraway and Karen Barad might be no less significant than the widely spread notion of reflection, when the questions of various practices of knowledge are addressed. By considering Paul Ramsden’s approach to learning/teaching and its underlying theory in higher education alongside Karen Barad’s methodology of diffraction, it is shown that Ramsden’s understanding of learning/teaching is rather based on the theoretical assumptions of diffractive practice. His notion that teaching/learning are closely related and actively shaping each other, and that learners are not disconnected from the environment and their previous experiences with the subject matter and learning process itself, adds to Barad’s onto-epistemological position that knowers know the world at the same time as being the part of the world in its ongoing intra-activity. Ramsden’s understanding of relation is diffractive, because it is not about predefined binary entities and their fixed identities, but about layers and entanglements of various previous experiences and reactions to the learning environment. In addition, looking at learning/teaching processes through a different perspective also leads to a different approach to teaching and other ways of problem-solving. Both Ramsden and Barad distrust homologies, analogies, and causality-based conceptions of knowledge sharing. Instead, the ability to respond to an always new learning/teaching environment is assessed, which implies a diffractive type of sensitivity to the context, iterative process of re-turning, and the creation of dangerously indeterminate relationships and commitments. In this way, some of Barad’s philosophical notions, i.e., the diffraction pattern, intra-activity, re-turning, and others, also may acquire new practical content.

The 21st Century Classroom-Scholarship Environment: What Will it Be Like?

1995 ◽  
Vol 24 (2) ◽  
pp. 97-112 ◽  
Author(s):  
William D. Graziadei ◽  
Gillian M. McCombs
Keyword(s):  
21St Century ◽  
Educational Technologies ◽  
Scientific Process ◽  
Learning Module ◽  
21St Century Classroom ◽  
The World ◽  
Approach To Teaching ◽  
Ubiquitous Access ◽  
Use Of The Internet ◽  
Teaching Learning

The convergence of computing, communications, and traditional educational technologies enables us to discuss, plan, create, and implement fundamentally unique strategies for providing access to people and information. The scientific process is used as an approach to teaching-learning through discovery. Over the last several years, SUNY Plattsburgh, like many universities across the world, has created a technology environment on campus which provides ubiquitous access to both on- and off-campus information resources for faculty and students. The article describes the development of a teaching-learning module in biology which makes creative use of the Internet and other communications and computing media. This example is placed in the context of strategies which must be employed—both locally and globally—in order to realize the authors' vision of the 21st century classroom-scholarship environment.

scholarly journals Las matemáticas como recurso para estimular el desarrollo de la flexibilidad como cualidad de las potencialidades creadoras de los estudiantes en el preuniversitario

2018 ◽  
Vol 3 (3) ◽  
pp. 53
Author(s):  
Yendry Llorente Guilera ◽  
Nelsy Perfecto Pérez Ponce de León
Keyword(s):  
High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Social Needs ◽  
Palabras Clave ◽  
Theoretical Assumptions ◽  
The Subject ◽  
Teaching Learning ◽  
Theoretical Foundations

  Las Matemáticas en el preuniversitario cubano exigen de los estudiantes la capacidad de enfrentar y resolver problemas, y que los mismos sean pertinentes y respondan a las necesidades sociales (Aprender a Hacer, Aprender a Ser, Aprender a Convivir, y Aprender a Aprender). Esto sin duda alguna, implica desarrollar la creatividad desde la escuela, ya que la apropiación del conocimiento puede resultar inútil si no se sabe emplear este para crecer como persona y hacer frente a los problemas de hoy y del futuro con eficacia y creatividad. Este trabajo tiene como objetivo estimular el desarrollo de la creatividad, en particular la flexibilidad del pensamiento, de los estudiantes del preuniversitario. El estudio epistemológico permitió revelar limitaciones teórico-metodológicas en presupuestos teóricos que sustentan el objeto de estudio y proponer ideas tendentes a la superación de esas limitaciones. Se parte del análisis de los fundamentos teóricos de la creatividad y de los diferentes enfoques para su estudio. Se realiza una caracterización del concepto creatividad y se determinan las regularidades del mismo en un ambiente sociocultural del proceso de enseñanza-aprendizaje de las Matemáticas en la Educación Preuniversitaria Cubana. El enfoque de aprendizaje que se fundamenta teóricamente toma como referente práctico el proceso de aprendizaje de las Matemáticas en el IPUEC “Ismael Ricondo Fernándezˮ, en el municipio Sagua de Tánamo de la provincia de Holguín.   Palabras clave: estimulación, creatividad, potencialidades creadoras, enfoque creativo, enseñanza aprendizaje.   Abstract   Mathematics in Cuban Senior High School require students with capacity to face and solve problems, and they should be relevant and should respond to social needs (learning how to do), (learning to be), (How to Live Together), and (How to Learn). This certainly means developing creativity from school, because the appropriation of knowledge can be useless, if you do not know how to use it in order to grow up as a person and to deal with today and future problems, effectively and creatively. This paper is aimed to stimulate the development of creativity, particularly the flexibility of thought from pre-university students. This epistemological study allowed revealing theoretical and methodological limitations in theoretical assumptions that support the subject of study, and proposing ideas aimed to overcome these limitations. Starting from the analysis of the theoretical foundations of creativity and different approaches for their study, a characterization of the concept of creativity is made and its regularities are determined within a socio-cultural environment in the teaching-learning process of Mathematics in Cuban High School Education. The learning approach theoretically supported, takes as a practical referent the learning process of mathematics in the IPUEC "Ricondo Ismael Fernandez", in the municipality of Sagua de Tánamo Holguin.   Key words: stimulation, creativity, creative potential, creative approach, teaching and learning.

43. Criminological engagements

2017 ◽  
Author(s):  
Alison Liebling ◽  
Fergus McNeill ◽  
Bethany E. Schmidt
Keyword(s):  
Iterative Process ◽  
Research Community ◽  
Knowledge Generation ◽  
Social Environments ◽  
Policy And Practice ◽  
Institutional Structures ◽  
The World ◽  
Practice Teaching ◽  
Teaching Learning

This chapter considers the relationships between criminology and the worlds of penal policy and practice. It focuses in particular on the day-to-day interactions the authors of the chapter forge in their research lives and on their ‘effects’ and failures as ‘engaged criminologists’. The chapter supports forms of criminological engagement that are subtle, long term and relational rather than occasional, mechanical, linear, or instrumental, and proposes that these forms of engagement improve understanding but require constant reflection and negotiation. This chapter argues that knowledge-generation is slow and cumulative; it takes time to ‘read a situation’ in complex human and social environments and it should be an iterative process with the research community and the world of practice teaching, learning from each other at every step of the way. Research participants welcome a ‘full’ research presence of the kind described in this chapter. For knowledge to ‘do good’, it needs to be (qualitatively) ‘good’ and should be produced through patient, honest, rigorous, and disciplined but also deeply engaged forms of enquiry. This chapter suggests that our institutional structures often fail to support this model of research.

scholarly journals Editorial

2019 ◽  
Vol 10 (2-3) ◽  
Author(s):  
Katie Strom ◽  
Jessica Ringrose ◽  
Jayne Osgood ◽  
Emma Renold
Keyword(s):  
Western Society ◽  
Political Movements ◽  
Critical Approach ◽  
The World ◽  
Karen Barad ◽  
Vitruvian Man ◽  
Teaching Learning ◽  
Materialist Feminist ◽  
Poverty Levels ◽  
Fundamental Shift

This Special Issue offers PhEmaterialisms as a way to explore the world asvital and complex, while simultaneously being response-able to the multiple ethical imperatives of late-stage capitalism. We argue that PhEmaterialist thinking and practices can help us grapple with growing educational complexities, enabling strategies toresist and create alternatives to the patterns of injustice occurring across the world, from burgeoning ethno-nationalist and neo-fascist political movements, to rising global poverty levels, to massive population displacements, to environmental degradation, to toxic internet movements grounded in misogyny, homophobia, transphobia, and xenophobia (Strom & Martin, 2017a). To understand, enquire into, and generate action worthy of the complexity of our times requires a fundamental shift in our thinking and research practice. This shift disrupts the foundational logic on which dominant thinking in education (and indeed, all Western society) is based—humanism and anthropocentrism (Braidotti, 2013; Murris, 2016; Snaza et al, 2014). Instead, we argue that we need to put theories/concepts to work in education and educational research which can better account for the multiple, entangled, ever-shifting, difference-rich nature of processes of teaching, learning, schooling, and activism. For this work, we also draw on a rich feminist legacy attentive to unequal power relations (e.g., Ahmed, 1998; Anzaldua, 1999; hooks, 1994; Spivak, 1978), and our critical approach to rethinking Vitruvian “man” is especially informed by posthuman/new materialist feminist thinkings and thinkers, including Rosi Braidotti, Donna Haraway, and Karen Barad.

scholarly journals The own body as a nurse's living experience on assisting others in their dyng process

2007 ◽  
Vol 15 (3) ◽  
pp. 466-473 ◽  
Author(s):  
Maria Teresa B. Mariotti de Santana ◽  
Maria Salete Bessa Jorge
Keyword(s):  
Learning Process ◽  
Health Professionals ◽  
The Other ◽  
Religious Knowledge ◽  
The Real ◽  
The World ◽  
The Subject ◽  
Teaching Learning

It refers to the study of the researcher's perception when analyzing her own existence, aiming to learn the sense and meaning of her own body as a living experience while assisting the other in the process of dying. The Merleau-Ponty phenomenology and the new hermeneutic approaches were chosen. A point of contact was established between the living experience of the approximation of the object, unveiled by the own body inserted in the world, the object and the subject of the study. The themes that emerged were about the magical-religious knowledge influences of the perceived world, the real knowledge and the teaching-learning process. The phenomenon elaborated, result of the study, allowed the learning of the thesis of the existence of a sense and meaning for the own body of health professionals when assisting others in the dying process.

scholarly journals Changing Students’ Approach to Learning Physics in Postsecondary Gateway Courses

2017 ◽  
Vol 2 (3) ◽  
pp. 16 ◽  
Author(s):  
Calvin S. Kalman ◽  
Bruce M Shore ◽  
Mark W Aulls ◽  
Tetyana Antimirova ◽  
Juss Kaur Magon ◽  
...  
Keyword(s):  
Graduate School ◽  
Approaches To Learning ◽  
Collaborative Group ◽  
Approach To Learning ◽  
Introductory Course ◽  
Gateway Courses ◽  
New Learning ◽  
The Subject ◽  
The Impact ◽  
Introductory Calculus

This study investigated if and how a combined set of specially developed activities can help students change their approach to learning physics. These activities included (a) reflective-writing activities, (b) critique-writing activities, and (c) reflective write-pair-share activities combined with conceptual-conflict collaborative-group exercises. Each of these activities was previously successfully tested as a stand-alone activity. This investigation was conducted at two different institutions over a three-year period. At each institution the same instructor taught students in two sections. At the first, a university with a substantial graduate school, sections were relatively large (over 100 students each) covering a typical introductory calculus-based mechanics course. At the second, a community college, there were relatively small classes (32 students each) covering a typical algebra-based introductory course in mechanics, electricity, and magnetism. The courses at the two institutions used different textbooks and had different formats. Measured data included student interviews and writing products. We developed rubrics for evaluation of the impact of the writing products and interviews of students. The main results of this study were the changes in students’ approaches to learning physics, especially as revealed in the interviews. Students who experienced the full suite of activities (a) changed their understanding of physics from solving problems to creating a network of interrelated concepts, and they also (b) modified their approach to learning physics from repetitious review to consideration of the interconnections of the subject matter and (c) related their new learning to key concepts in an overall physics framework.

Docência: Entusiasmo e Paixão

2020 ◽  
Author(s):  
Elcio Alberton
Keyword(s):  
New World ◽  
Point Of View ◽  
Teaching Staff ◽  
Human Being ◽  
Professional Perspective ◽  
The World ◽  
The Subject ◽  
Teaching Learning ◽  
Political Economic ◽  
The Relationship

Mystagogical education of the teaching staff in the contemporary civilizatory metamorphose deals with the deep transformations which the civilization passes through, considering the sociological, environmental, political, economic and technological aspects. It deals with human being in this complex relationship analyzing the possible consequences of this process and, in the same way, it points alternative to a right assimilation and the convenience in this new world that rises up result of the metamorphosical process. The main indication remains in comprehending the adoption of mystagogical attitude by the teaching staff and in the formation of the educators. When the subject is the education task intending to overcome its utilitaristic function and preparation for the transactional environment, it suggests that the education points supportive and mystical alternatives in the teaching / learning. It proposes the cultivation and the preparation of the integrator people which teaching condition gets over the technical and the professional perspective, being firstly mystagogos (mystic educators) i.e, people teaching more with their lives and examples than words and contents. The text suggests that the educator’s task is to value the relationship between ourselves, others, the world and the supernatural. The searching points that more than technically prepared teachers, the mystic takes in account the human dimension considering all the potentiallities of the human being to develop himself under professional, intellectual, emotional, spiritual and social point of view.

Auf dem Weg zur finalen Krise des Kapitalismus?

2005 ◽  
Vol 35 (139) ◽  
pp. 267-285 ◽  
Author(s):  
Miriam Heigl
Keyword(s):  
System Theory ◽  
System Approach ◽  
World System ◽  
Critical Assessment ◽  
Current Debate ◽  
World System Theory ◽  
Theoretical Assumptions ◽  
The World ◽  
The Subject ◽  
Informal Imperialism

Once again, imperialism is the subject of critical debate. Amongst the contributions to this debate, we find approaches as different as Empire (Hardt/Negri), informal imperialism (Panitch/Gindin) or works from a worldsystem perspective (Arrighi, Chase-Dunn and Wallerstein). The article intends to explore impulses offered by the world-system approach to the current debate on imperialism and deliver a critical assessment of new works in the field of world-system theory. It is argued that major problems of the new works of world-system theory consist in insufficient foundations of their basic theoretical assumptions (economic and hegemonic cycles) and often in a fixation on the approaching final crisis of capitalism.

scholarly journals Subjectobject and Movementmaterial: A Diffractive Reading of the Becoming of Dance through the Subject

2020 ◽  
Vol 11 (2) ◽  
pp. 42-49
Author(s):  
Rebecca Yates
Keyword(s):  
Research Topic ◽  
External Factors ◽  
Embodied Knowledge ◽  
Teaching Context ◽  
The World ◽  
Karen Barad ◽  
The Subject ◽  
Situational Experience ◽  
Internal And External Factors ◽  
Nomadic Subject

Abstract With this study, which is linked to the research topic of ‘choreography’, I wish to contribute to our understanding of how internal and external factors are involved in the becoming of dance through the subject. I want to increase our understanding of the multilayered relationships that are ongoing in the becoming of dance and provide and develop understandings for didactical and pedagogical contexts. By studying my own praxis in a teaching context, I want to understand what is involved in the becoming of dance through the subject. In the article, I use post-humanist theories, with an emphasis on materialists such as Rosi Braidotti and her concept of the nomadic subject. The nomadic subject is fundamental for this study because it uses materialistic understandings of the world without renouncing the subject’s previous situational experience and embodied knowledge. In addition to the nomadic subject, I use concepts such as diffraction, intra-action and agents. These concepts have their roots in the theories of Karen Barad, also a post-humanist. I am interested in what agents are entangled in the process of becoming and what hierarchies are at work within my practice. I want to determine how they figurate and whether it is possible for these hierarchies to reach positions that are more anti-essential.

Alignment

2016 ◽  
pp. 33-50
Author(s):  
Pier Giuseppe Rossi
Keyword(s):  
Teaching And Learning ◽  
Enactive Approach ◽  
The World ◽  
Strategic Role ◽  
Education Today ◽  
Current Context ◽  
The Subject

The subject of alignment is not new to the world of education. Today however, it has come to mean different things and to have a heuristic value in education according to research in different areas, not least for neuroscience, and to attention to skills and to the alternation framework.This paper, after looking at the classic references that already attributed an important role to alignment in education processes, looks at the strategic role of alignment in the current context, outlining the shared construction processes and focusing on some of the ways in which this is put into effect.Alignment is part of a participatory, enactive approach that gives a central role to the interaction between teaching and learning, avoiding the limits of behaviourism, which has a greater bias towards teaching, and cognitivism/constructivism, which focus their attention on learning and in any case, on that which separates a teacher preparing the environment and a student working in it.

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