Академический Документы
Профессиональный Документы
Культура Документы
EDRHODG summery
Particularly suitable to the classroom because CR wants teachers and learners to think for themselves and
question what they are told.
This leads to research of a high quality, that is relevant.
Section 17 of Department of Education's white paper on education and training:
Learners should be encouraged to develop independent and critical thought as well as the capacity to
question, enquire, reason, weigh evidence, form judgements, and achieve understanding. Learners should
recognise the provisional and incomplete nature of most human knowledge.
Applying the principle of CR (problem-solving, questioning and argument) in the classroom will, encourage
learners to develop independent and critical thought, the capacity to question, enquire, reason, weigh
evidence and form judgements”.
Educator
The dictionary definition of the educator is “someone who imparts knowledge to learners”.
Another definition is “someone who gives instruction”.
It is necessary to mention that “all human beings are educators and learners”, because we all learn from each
other all the time. – To learn and educate is to be alive.
Researcher
Research is a more focussed form of learning.
We do research to find out something (search for knowledge). It could be very specific, or very general.
The moment you look for information, you are doing research.
Scholar
A learned person. Linked to being wise.
Someone who has made a point of learning as much as possible. To be a scholar, you need to be a researcher
and a learner, and you need educators.
An academic or an intellectual.
Someone who has learned a lot about a specific field of study.
A dictionary definition is “a learned person”.
An elderly person could be more of a scholar than a teenager, because he/she has had more years in which to
learn.
Lifelong learner
Developing a questioning approach to life and what one encounters in life.
Many questions do not have simple straight forward answers (a view embraced by national policy on
education).
Part of being a lifelong learner is being prepared to admit that we do not have all the answers.
Willingness to engage in lifeling learning, will make you a researcher and a scholar.
Section 17 of Department of Education's white paper on education and training:
Learners should be encouraged to develop independent and critical thought as well as the capacity to
question, enquire, reason, weigh evidence, form judgements, and achieve understanding. Learners should
recognise the provisional and incomplete nature of most human knowledge.
If you want to understand what is happening in your classroom or seek to solve a problem, you will
automatically practice lifelong learning, scholarship and research.
Interrelated
EDUCATIONAL PROBLEM→ EDUCATOR DOES RESEARCH → DISTRIBUTES RESEARCH
THROUGH PUBLICATIONS → BECOMES A SCHOLAR → EDUCATOR KEEPS ON ASKING
QUESTIONS AND IS THEREFORE A LIFELONG LEARNER.
(Socratic activity if self-examination, self-questioning and self-interrogation – courage to think critically for
oneself)
The willingness to engage in lifelong learning is what makes an educator a researcher and a scholar.
Lifelong learning, scholarship and research are all part of the activity of problem solving.
If we seek to solve a problem or improve our understanding or what happens in our classrooms, we will
automatically be practicing lifelong learning, scholarship and research.
Socrates
Developing a questioning approach. Appreciate the incomplete nature of human knowledge. Continue
through questioning, in the quest for rational and informed dialogue.
Socrates is known for puzzling his students with probing and mind boggling questions. At no stage was he
willing to give his students straightforward answers to their questions. Instead he would turn the question
around, explore numerous ways in which the same question could be asked. In this way, he got his students
to appreciate the incomplete nature of human knowledge, to continue, through questioning, in their quest for
rational and informed dialogue.
Educator vs "opvoeder"
Educator: someone who gives instruction or imparts knowledge.
Opvoeder: imparts knowledge as well as values, to parent someone, to prepare someone for life outside his
parents' house.
Link between wisdom and learning: you can have one without the other. Knowledge versus insight.
Learning: technical competence and "cleverness".
Sources of information:
1) Older more experienced educators. First hand evidence.
Consider generation gap syndrome: being in the field for so long that they have missed out on opportunities
to renew skills and attitudes at courses, seminars, workshops, conferences.
Might be stuck in the old ways, prone to stereotyping.
2) Textbooks and published research work.
Reading and thinking for yourself, using the work of experts in the field.
Subject librarians can help.
To bear in mind before simply downloading any information from the internet.
1) Not all internet sources are reliable. Confirm good credentials, that it is maintained by a professional in
the field.
2) Some sources are keen to push a certain theory or ideology. Realise the bias.
3) Most sources are western/first world (might assume everyone are Americans). Reflects an uncritical
cultural bias on the part of the website designers.
Intelligence vs intellect
Intelligence: a manipulative faculty. The secret world of spying and espionage, surveillance.
Intellect: a critical faculty. The critical examination of taken-for-granted, seemingly basic assumptions that
individuals hold.
Radical examining and clarifying those unarticulated forms of dogmatism, fixity, orthodoxy, frameworks
and paradigms, that often become so ossified and etrified that those who subscribe to them are never able to
become self-critical and self-corrective to engage in dialogical exchange.
Digital divide
Not everyone has access to the internet. Internet access divides the developed world and the developing
world.
Internet is only available in parts of the world that have a national electricity supply, and sophisticated
telecommunication systems.
Barriers
Not only lack of resources in communities.
In the developing world: resistance to the idea that technlogy is a quick fix.
They feel, Access to technology is not worth it when so many places on the continent are still without
electricity and running water.
Their priorities are hygiene, sanitation, safe drinking water - acces to the internet is not going to change that.
Phylosophy of education
Socratic in approach, critical and reflective.
Its basis is to question the taken-for-granted assumptions and presuppositions with a view to arrive at some
semblance of conceptual validity.
To critically and rigorously dissect the assumption.
Taking a statement or set of statements, and using them to claim that something else is or is not true.
Untested assumptions
Def: An untested assumption is a statement which has not been subjected to examination, experiment, or
experience. It is an unproven assumption.
Hidden assumptions
Def: A hidden assumption or implicit assumption is an assumption that is not made explicit. It includes the
underlying agreements or statements made in the development of a logical argument, course of action,
decision, or judgment that are not explicitly voiced nor necessarily understood by the decision maker or
judge. Often, these assumptions are made based on personal life experiences, and are not consciously
apparent in the decision making environment. These assumptions can be the source of apparent paradoxes,
misunderstandings and resistance to change in human organizational behaviour.
A good education is not about making money. A good education is about teaching people to think and act
responsibly.
It improves the overall quality of people entering the workplace.
Bussines world is dominated by profit motive and greed - lack of long-term planning and social
responsibility.
A good education gives people the ability to critically analyse dominant social values and this sort of critical
outlook is needed in the modern bussiness world.
A good education raises people's perspectives on, and perceptions about themselves, others and the world
around them, to a higher order reflection.
Technology has the power to destroy the human race - thus teaching learners moral responsibility is more
important.
Science helps to overcome religious fanaticism, it critically examines claims of religion.
Bio-ethics, helps learners become aware of the social and ethical aspects of science.
As long as we openly realise the limits of what we know, and as long as we openly acknowledge that we are
proceeding on the basis of assumptions - we can respond on that.
We should be open to learn form new information.
We need to avoid inconsistency in our arguments and in our actions. (we can all be inconsistent at times)
There are many different types of research.
There is nothing wrong with open-ended research. Open ended research can throw up some very
illuminating facts.
Open ended research tends to yield unexpected discoveries that may prove of immense worth.
There is much to learning that we do not know, this sort of proposal will lead us into new areas of
knowledge.
The word "elitist' tells us there is a hidden value system in the statement.
Resist the emphasis on technical competence.
Research can take onedown the road less traveled, can set you off in a direction you never thought of and
may even find rather alarming.
Can make major life changes as a result of research.