Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1043936
E. Panitsides, S. Anastasiadou
Abstract The Lisbon European Summit in 2000 has been a milestone in reframing education policies to foster a ‘knowledge economy’, whilst amid the challenges of the new decennium Lifelong Learning (LLL) has been propounded as a powerful lever for attaining ‘sustainable growth’. The present article aims to elucidate the development of an integrated European Union (EU) policy framework for LLL in light of the ‘Lisbon’ and ‘Europe 2020’ Strategies. Through a bi-level analysis of policy texts with high political significance representing a point of reference for a given discourse, it seeks to explore trends and identify interrelations between EU LLL policy and emerging challenges within the Union, as well as global socio-economic mandates that inform contemporary education policy. On the first level, Critical Discourse Analysis was employed, categorizing the data in five main discourse strands. On the second, the data underwent Implicative Statistical Analysis. The results have indicated a substantial shift in the relationship between education and politics, with education assigned a monolithic role in providing for a flexible ‘up-to-date’ workforce, so as to enable the EU to remain a strong global actor.
{"title":"Lifelong Learning Policy Agenda in the European Union: A bi-level analysis","authors":"E. Panitsides, S. Anastasiadou","doi":"10.1080/23265507.2015.1043936","DOIUrl":"https://doi.org/10.1080/23265507.2015.1043936","url":null,"abstract":"Abstract The Lisbon European Summit in 2000 has been a milestone in reframing education policies to foster a ‘knowledge economy’, whilst amid the challenges of the new decennium Lifelong Learning (LLL) has been propounded as a powerful lever for attaining ‘sustainable growth’. The present article aims to elucidate the development of an integrated European Union (EU) policy framework for LLL in light of the ‘Lisbon’ and ‘Europe 2020’ Strategies. Through a bi-level analysis of policy texts with high political significance representing a point of reference for a given discourse, it seeks to explore trends and identify interrelations between EU LLL policy and emerging challenges within the Union, as well as global socio-economic mandates that inform contemporary education policy. On the first level, Critical Discourse Analysis was employed, categorizing the data in five main discourse strands. On the second, the data underwent Implicative Statistical Analysis. The results have indicated a substantial shift in the relationship between education and politics, with education assigned a monolithic role in providing for a flexible ‘up-to-date’ workforce, so as to enable the EU to remain a strong global actor.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1043936","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1061445
E. Lewis, C. Baudains
Abstract Many threats face the freshwater turtle, Chelodina colliei, also known as the oblong turtle. A community education project, Turtle Watch, focused on this target species and enabled effective conservation action to be implemented. Turtle Watch was conducted in the Perth Metropolitan Area of Western Australia, as the oblong turtle inhabits the wetlands of Perth. Predation, habitat loss, road deaths and climate change are key threats to this species. Nest predation issues arose during stage 1 of Turtle Watch (2005–2008), so Turtle Watch 2 (2010–2012) aimed to identify predators and foster community partnerships, including citizen science, to promote awareness and conservation of turtles. Turtle Watch 2 focused on four eco education centres and involved collaboration between government and community groups concerned about turtles. Camera surveillance was undertaken to determine predators. Various strategies were also adopted to promote community education and participation, such as, public talks, fair stalls, media publicity, and the ‘Turtle Hotline’ and ClimateWatch website for recording turtle sightings. Project results included camera surveillance evidence of fox predation. In addition, numerous partnerships, ranging from research organizations, educational institutions, and input from community citizen scientists made valuable contributions to the project by working collaboratively on turtle conservation issues. Following completion of Turtle Watch 2 (2013), it was agreed by project stakeholders that the initiative would continue given considerable community momentum to support an ongoing Turtle Watch commitment. This strong community and school engagement continues to contribute to improved knowledge, skills and action in relation to oblong turtle conservation.
{"title":"Turtle Watch: Community engagement and action","authors":"E. Lewis, C. Baudains","doi":"10.1080/23265507.2015.1061445","DOIUrl":"https://doi.org/10.1080/23265507.2015.1061445","url":null,"abstract":"Abstract Many threats face the freshwater turtle, Chelodina colliei, also known as the oblong turtle. A community education project, Turtle Watch, focused on this target species and enabled effective conservation action to be implemented. Turtle Watch was conducted in the Perth Metropolitan Area of Western Australia, as the oblong turtle inhabits the wetlands of Perth. Predation, habitat loss, road deaths and climate change are key threats to this species. Nest predation issues arose during stage 1 of Turtle Watch (2005–2008), so Turtle Watch 2 (2010–2012) aimed to identify predators and foster community partnerships, including citizen science, to promote awareness and conservation of turtles. Turtle Watch 2 focused on four eco education centres and involved collaboration between government and community groups concerned about turtles. Camera surveillance was undertaken to determine predators. Various strategies were also adopted to promote community education and participation, such as, public talks, fair stalls, media publicity, and the ‘Turtle Hotline’ and ClimateWatch website for recording turtle sightings. Project results included camera surveillance evidence of fox predation. In addition, numerous partnerships, ranging from research organizations, educational institutions, and input from community citizen scientists made valuable contributions to the project by working collaboratively on turtle conservation issues. Following completion of Turtle Watch 2 (2013), it was agreed by project stakeholders that the initiative would continue given considerable community momentum to support an ongoing Turtle Watch commitment. This strong community and school engagement continues to contribute to improved knowledge, skills and action in relation to oblong turtle conservation.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1061445","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1074868
Luis F. Mirón, Victor Goines, Joseph L. Boselovic
Abstract What appeared decades ago as solely a European model—Thatcherism—is now a global trend with no apparent end in sight. Neoliberalism in the public sector, and within the educational sphere particularly, pervades within a larger pattern of hegemonic ideologies. In sum, market forces and global capitalism make it quite difficult for public education, both nationally and internationally, to retain its democratic ethos, the historical aim of common schools. Is there an antidote to corporate, global capitalism ideologies undermining the democratic aims and the common good in public education? In this article the authors assert that, indeed, there are discursive spaces where scholars and citizens can turn. One space is the arts, especially jazz. In jazz the discursive, social practices of improvisation, call and response and the tradition of ‘standing on the shoulders of those who came before you' (honoring elders) facilitate deep democracy. This article borrows both from the metaphors and discursive practices of jazz, including improvisation and the habits of mind fostering deep listening and hearing one's fellow combo members. The authors argue that as in jazz, education can embrace and return to its democratic impulses. In so doing the consumers of public education—students, families, and local communities, can systematically resist the destructive consequences of neoliberalism. Moreover by embracing the aesthetic of jazz in public education, consumers can exploit the concomitant the more constructive opportunities of the ideologies of neoliberalism, namely innovation, creative autonomy, and individual liberty. In the end civility in public discourse is rendered possible by such an aesthetic move. The authors welcome dialogue and debate on their arguments.
{"title":"Jazz Aesthetics and the Democratic Imperative in Education: A dialogue","authors":"Luis F. Mirón, Victor Goines, Joseph L. Boselovic","doi":"10.1080/23265507.2015.1074868","DOIUrl":"https://doi.org/10.1080/23265507.2015.1074868","url":null,"abstract":"Abstract What appeared decades ago as solely a European model—Thatcherism—is now a global trend with no apparent end in sight. Neoliberalism in the public sector, and within the educational sphere particularly, pervades within a larger pattern of hegemonic ideologies. In sum, market forces and global capitalism make it quite difficult for public education, both nationally and internationally, to retain its democratic ethos, the historical aim of common schools. Is there an antidote to corporate, global capitalism ideologies undermining the democratic aims and the common good in public education? In this article the authors assert that, indeed, there are discursive spaces where scholars and citizens can turn. One space is the arts, especially jazz. In jazz the discursive, social practices of improvisation, call and response and the tradition of ‘standing on the shoulders of those who came before you' (honoring elders) facilitate deep democracy. This article borrows both from the metaphors and discursive practices of jazz, including improvisation and the habits of mind fostering deep listening and hearing one's fellow combo members. The authors argue that as in jazz, education can embrace and return to its democratic impulses. In so doing the consumers of public education—students, families, and local communities, can systematically resist the destructive consequences of neoliberalism. Moreover by embracing the aesthetic of jazz in public education, consumers can exploit the concomitant the more constructive opportunities of the ideologies of neoliberalism, namely innovation, creative autonomy, and individual liberty. In the end civility in public discourse is rendered possible by such an aesthetic move. The authors welcome dialogue and debate on their arguments.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1074868","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995369","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2014.986189
Bakhtiar Shabani Varaki, Robert E. Floden, Tahereh Javidi kalatehjafarabadi
Abstract This article focuses on the criticisms of current approaches in educational research methodology. It summarizes rationales for mixed methods and argues that the mixing quantitative paradigm and qualitative paradigm is problematic due to practical and philosophical arguments. It is also indicated that the current rise of mixed methods work has increased problems with quantitative and qualitative methods. In this article we offer a different symbolic system, with different logical form for describing educational phenomena based on the philosophical assumptions and new mathematical reasoning: para-quantitativism. Para-quantitative theory is an approach which has been developed in respect to close relationship between paradigm and method, using a postpositivist transcendental realism as a philosophical beginning of the research methodology, taking Operational Logic System or Fuzzy Logic System (OLS/FLS) as logic of scientific research in education.
{"title":"Para-quantitative Methodology: Reclaiming experimentalism in educational research","authors":"Bakhtiar Shabani Varaki, Robert E. Floden, Tahereh Javidi kalatehjafarabadi","doi":"10.1080/23265507.2014.986189","DOIUrl":"https://doi.org/10.1080/23265507.2014.986189","url":null,"abstract":"Abstract This article focuses on the criticisms of current approaches in educational research methodology. It summarizes rationales for mixed methods and argues that the mixing quantitative paradigm and qualitative paradigm is problematic due to practical and philosophical arguments. It is also indicated that the current rise of mixed methods work has increased problems with quantitative and qualitative methods. In this article we offer a different symbolic system, with different logical form for describing educational phenomena based on the philosophical assumptions and new mathematical reasoning: para-quantitativism. Para-quantitative theory is an approach which has been developed in respect to close relationship between paradigm and method, using a postpositivist transcendental realism as a philosophical beginning of the research methodology, taking Operational Logic System or Fuzzy Logic System (OLS/FLS) as logic of scientific research in education.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.986189","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59994833","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2014.996768
J. Reveley
Abstract By focusing on positive education, this article draws out the educational implications of Binkley's Foucauldian critique of neoliberal subjects being pressured to learn how to manage their emotions. From the latter author's perspective, positive education self-technologies such as school-based mindfulness training can be construed as functioning to relay systemic neoliberal imperatives down to individuals. What this interpretation overlooks, however, is that young people are not automatically and unambiguously disempowered by the emotion management strategies they are taught at school. Arguably, positive education contributes to the formation of resistant educational subjects with an emotional toolkit that equips them to mount oppositional action against neoliberalism. Foucault's work can be interpreted in a way that is not inconsistent with seeing positive education as having such liberatory potential.
{"title":"Foucauldian Critique of Positive Education and Related Self-technologies: Some problems and new directions","authors":"J. Reveley","doi":"10.1080/23265507.2014.996768","DOIUrl":"https://doi.org/10.1080/23265507.2014.996768","url":null,"abstract":"Abstract By focusing on positive education, this article draws out the educational implications of Binkley's Foucauldian critique of neoliberal subjects being pressured to learn how to manage their emotions. From the latter author's perspective, positive education self-technologies such as school-based mindfulness training can be construed as functioning to relay systemic neoliberal imperatives down to individuals. What this interpretation overlooks, however, is that young people are not automatically and unambiguously disempowered by the emotion management strategies they are taught at school. Arguably, positive education contributes to the formation of resistant educational subjects with an emotional toolkit that equips them to mount oppositional action against neoliberalism. Foucault's work can be interpreted in a way that is not inconsistent with seeing positive education as having such liberatory potential.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.996768","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995206","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1056220
E. Foreman, Carolyn Perry, A. Wheeler
Abstract The community-managed mental health sector is facing a crisis. Funding is less certain, demand for services is increasing, and retaining a skilled and competent workforce is proving a challenge. In order to respond to this workforce crisis a literature review was conducted on the effectiveness of higher education scholarship programmes, as a workforce strategy to encourage mental health workers to remain in the community sector and to determine the key elements in the design of a successful scholarship programme. The review focused on whether undertaking tertiary studies influenced workers’ intentions to remain in their chosen area of work and their future career plans; however evaluations on the successful provision of higher education scholarships and their influence on workforce retention proved limited. The review resulted in the development of a list of key elements that may contribute to the successful design and delivery of an industry focused, higher education scholarship programme.
{"title":"Higher Education Scholarships: A review of their impact on workplace retention and career progression","authors":"E. Foreman, Carolyn Perry, A. Wheeler","doi":"10.1080/23265507.2015.1056220","DOIUrl":"https://doi.org/10.1080/23265507.2015.1056220","url":null,"abstract":"Abstract The community-managed mental health sector is facing a crisis. Funding is less certain, demand for services is increasing, and retaining a skilled and competent workforce is proving a challenge. In order to respond to this workforce crisis a literature review was conducted on the effectiveness of higher education scholarship programmes, as a workforce strategy to encourage mental health workers to remain in the community sector and to determine the key elements in the design of a successful scholarship programme. The review focused on whether undertaking tertiary studies influenced workers’ intentions to remain in their chosen area of work and their future career plans; however evaluations on the successful provision of higher education scholarships and their influence on workforce retention proved limited. The review resulted in the development of a list of key elements that may contribute to the successful design and delivery of an industry focused, higher education scholarship programme.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1056220","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995351","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1084478
Jeffrey W. Murray
Abstract This article explores how critical thinking activities and assignments can function to enhance students’ ethical awareness and sense of civic responsibility. Employing Levinas's Other-centered theory of ethics, Burke's notion of ‘the paradox of substance’, and Murray's concept of ‘a rhetoric of disruption’, this article explores the nature of critical thinking activities designed to have students question their (often taken-for-granted) moral assumptions and interrogate their (often unexamined) moral identities. This article argues that such critical thinking activities can trigger a metacognitive destabilization of subjectivity, understood as a dialectical prerequisite (along with exposure to otherness) for increased ethical awareness. This theoretical model is illustrated through a discussion of three sample classroom activities designed to destabilize moral assumptions and identity, thereby clearing the way for a heightened acknowledgment of otherness. In so doing, this article provides an alternative (and dialectically inverted) strategy for addressing one of the central goals of many General Education curricula: the development of ethical awareness and civic responsibility. Rather than introducing students to alternative perspectives and divergent cultures with the expectation that heightened moral awareness will follow, this article suggests classroom activities and course assignments aimed at disrupting moral subjectivity and creating an opening in which otherness can be more fully acknowledged and the diversity of our world more fully appreciated.
{"title":"Critical Thinking Activities and the Enhancement of Ethical Awareness: An application of a ‘Rhetoric of Disruption’ to the undergraduate general education classroom","authors":"Jeffrey W. Murray","doi":"10.1080/23265507.2015.1084478","DOIUrl":"https://doi.org/10.1080/23265507.2015.1084478","url":null,"abstract":"Abstract This article explores how critical thinking activities and assignments can function to enhance students’ ethical awareness and sense of civic responsibility. Employing Levinas's Other-centered theory of ethics, Burke's notion of ‘the paradox of substance’, and Murray's concept of ‘a rhetoric of disruption’, this article explores the nature of critical thinking activities designed to have students question their (often taken-for-granted) moral assumptions and interrogate their (often unexamined) moral identities. This article argues that such critical thinking activities can trigger a metacognitive destabilization of subjectivity, understood as a dialectical prerequisite (along with exposure to otherness) for increased ethical awareness. This theoretical model is illustrated through a discussion of three sample classroom activities designed to destabilize moral assumptions and identity, thereby clearing the way for a heightened acknowledgment of otherness. In so doing, this article provides an alternative (and dialectically inverted) strategy for addressing one of the central goals of many General Education curricula: the development of ethical awareness and civic responsibility. Rather than introducing students to alternative perspectives and divergent cultures with the expectation that heightened moral awareness will follow, this article suggests classroom activities and course assignments aimed at disrupting moral subjectivity and creating an opening in which otherness can be more fully acknowledged and the diversity of our world more fully appreciated.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1084478","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995072","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2014.998159
L. Benade
Abstract In the twenty-first century, learning and teaching at school must prepare young people for engaging in a complex and dynamic world deeply influenced by globalisation and the revolution in digital technology. In addition to the use of digital technologies, is the development of flexible learning spaces. It is claimed that these developments demand, and lead to, enhanced reflective practice by teaching practitioners. This article is based on a project that has used multiple New Zealand case studies to engage teachers and leaders in interviews to explore their experiences at the futures–digital–reflective intersection. Critical theoretic and critical hermeneutic approaches inform the exploration of the relationships between reflective practice and twenty-first century learning by analysis and comparison of educational theoretical discourses with voices from a group of principals and ex-leaders on the one hand, and teachers, on the other hand.
{"title":"Teachers’ Critical Reflective Practice in the Context of Twenty-first Century Learning","authors":"L. Benade","doi":"10.1080/23265507.2014.998159","DOIUrl":"https://doi.org/10.1080/23265507.2014.998159","url":null,"abstract":"Abstract In the twenty-first century, learning and teaching at school must prepare young people for engaging in a complex and dynamic world deeply influenced by globalisation and the revolution in digital technology. In addition to the use of digital technologies, is the development of flexible learning spaces. It is claimed that these developments demand, and lead to, enhanced reflective practice by teaching practitioners. This article is based on a project that has used multiple New Zealand case studies to engage teachers and leaders in interviews to explore their experiences at the futures–digital–reflective intersection. Critical theoretic and critical hermeneutic approaches inform the exploration of the relationships between reflective practice and twenty-first century learning by analysis and comparison of educational theoretical discourses with voices from a group of principals and ex-leaders on the one hand, and teachers, on the other hand.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2014.998159","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995213","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1084477
M. Peters
Pierre A. Lévy is Professor in the Department of Communication, University of Ottawa, Canada. He occupies the Canada Research Chair in Collective Intelligence where he is engaged in research on the design of a universal system for semantic addressing of digital documents. He completed his MA at the Sorbonne and his PhD at Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris. His Habilitation (PhD) was in sciences of information and communication at the Université de Grenoble. Professor Levy studies the concept of collective intelligence and knowledge-based societies. He is a world-leading thinker on ‘cyberculture’ and the author of many books, including L’intelligence collective (1994), Qu’est-ce que le virtuel? (1995), Cyberculture (1997), World Philosophie (2000), Cyberdémocratie (2002), La sphère sémantique (2011), The Semantic Sphere (2011) (Photo: http://arts.uottawa.ca/communication/en/ people/levy-pierre).
{"title":"Interview with Pierre A. Lévy, French philosopher of collective intelligence","authors":"M. Peters","doi":"10.1080/23265507.2015.1084477","DOIUrl":"https://doi.org/10.1080/23265507.2015.1084477","url":null,"abstract":"Pierre A. Lévy is Professor in the Department of Communication, University of Ottawa, Canada. He occupies the Canada Research Chair in Collective Intelligence where he is engaged in research on the design of a universal system for semantic addressing of digital documents. He completed his MA at the Sorbonne and his PhD at Ecole des Hautes Etudes en Sciences Sociales (EHESS), Paris. His Habilitation (PhD) was in sciences of information and communication at the Université de Grenoble. Professor Levy studies the concept of collective intelligence and knowledge-based societies. He is a world-leading thinker on ‘cyberculture’ and the author of many books, including L’intelligence collective (1994), Qu’est-ce que le virtuel? (1995), Cyberculture (1997), World Philosophie (2000), Cyberdémocratie (2002), La sphère sémantique (2011), The Semantic Sphere (2011) (Photo: http://arts.uottawa.ca/communication/en/ people/levy-pierre).","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1084477","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995027","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2015-01-01DOI: 10.1080/23265507.2015.1015940
A. Gibbons
Abstract The learning child, the child that is the object of interest through modernity and into mutated modernity, in the knowledge economy, is a digital age identity of great interest. Talk about childhood and the digital age invokes a range of questions about what is happening at this time and with these technologies and that creates more or less of a distinction that makes it both possible and necessary to start or to continue talking. This article identifies and engages with different positions in the debates on digital childhood. A range of philosophical questions are presented and their importance to the debates are explored. A series of metaphors and examples are presented in order to play, in a serious way, with the meanings and experiences and narratives of digital childhoods. To explore these questions it is worth considering a politics of digital childhoods and the ebb and flow of perceived tensions—of the sense that there is a problem with other ways of thinking about digital childhoods that are not accepted, not approved. That this talk might have the quality of a debate orients us to the probability that there will be significant differences in relation to not just the positions that can and should be taken in relation to children's digital lives but also what is meant by a digital age and digital lives. The focus of this article is constructing an overview of the debates around digital childhood and the ways in which the work of a philosophical line of questioning might contribute to the debate.
{"title":"Debating Digital Childhoods: Questions concerning technologies, economies and determinisms","authors":"A. Gibbons","doi":"10.1080/23265507.2015.1015940","DOIUrl":"https://doi.org/10.1080/23265507.2015.1015940","url":null,"abstract":"Abstract The learning child, the child that is the object of interest through modernity and into mutated modernity, in the knowledge economy, is a digital age identity of great interest. Talk about childhood and the digital age invokes a range of questions about what is happening at this time and with these technologies and that creates more or less of a distinction that makes it both possible and necessary to start or to continue talking. This article identifies and engages with different positions in the debates on digital childhood. A range of philosophical questions are presented and their importance to the debates are explored. A series of metaphors and examples are presented in order to play, in a serious way, with the meanings and experiences and narratives of digital childhoods. To explore these questions it is worth considering a politics of digital childhoods and the ebb and flow of perceived tensions—of the sense that there is a problem with other ways of thinking about digital childhoods that are not accepted, not approved. That this talk might have the quality of a debate orients us to the probability that there will be significant differences in relation to not just the positions that can and should be taken in relation to children's digital lives but also what is meant by a digital age and digital lives. The focus of this article is constructing an overview of the debates around digital childhood and the ways in which the work of a philosophical line of questioning might contribute to the debate.","PeriodicalId":43562,"journal":{"name":"Open Review of Educational Research","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2015-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/23265507.2015.1015940","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"59995253","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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