The year after the journal ACCESS originally launched, Octavia Butler (1983) published a short story titled “Speech Sounds” in the science fiction monthly Asimov’s Science Fiction. The story takes place in the aftermath of a pandemic that seemingly has one of multiple effects: one either loses the ability to speak coherently, or one loses the ability to read and write (but not both). In this paper, I will discuss how this story has utility as an example of future studies. Futures studies is an attempt to game out multiple futures by using our present-day anxieties, institutions, and value systems to consider what is probable, what is possible, and what is preferable. Through future studies, I am looking for a new way for thinking about theory so that we can engage in imagining any number of educational futures, one that takes the scaffolding of futures studies and both looks to science fiction as its object of inquiry and reads educational research and policy as science fiction writing.
{"title":"(Nothing But) Futures","authors":"D. Kupferman","doi":"10.46786/ac20.2409","DOIUrl":"https://doi.org/10.46786/ac20.2409","url":null,"abstract":"The year after the journal ACCESS originally launched, Octavia Butler (1983) published a short story titled “Speech Sounds” in the science fiction monthly Asimov’s Science Fiction. The story takes place in the aftermath of a pandemic that seemingly has one of multiple effects: one either loses the ability to speak coherently, or one loses the ability to read and write (but not both). In this paper, I will discuss how this story has utility as an example of future studies. Futures studies is an attempt to game out multiple futures by using our present-day anxieties, institutions, and value systems to consider what is probable, what is possible, and what is preferable. Through future studies, I am looking for a new way for thinking about theory so that we can engage in imagining any number of educational futures, one that takes the scaffolding of futures studies and both looks to science fiction as its object of inquiry and reads educational research and policy as science fiction writing.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"6 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"87830077","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}
The Science of Learning (SoL) is fundamental to the renaissance of learning, reinstating learning, and how to promote it as the core business of education. Emerging as a new endeavour of study at the beginning of the 21st century, SoL adopts a multi-disciplinary approach to increase our understanding of learning through the convergence of neuroscience, psychology, and education. While many question the potential for SoL to impact education, arguing the gap between neuroscience and the classroom is ‘a bridge too far’, we suggest a bridge already exists, taking on slightly different forms globally. Here in Australia, the bridge has strong foundations in both research and practice, the product of a collaborative undertaking between academics and educators, and supported by government policy. The triad of academia, education practice, and government policy has worked together to close the divide between research findings and implementation.
{"title":"Reflections on the Australian Research Council–Special Research Initiative Science of Learning Research Centre: The promise of a new narrative and evidence base for education","authors":"A. Carroll, Ann Nugent, S. MacMahon, J. Hattie","doi":"10.46786/AC20.6232","DOIUrl":"https://doi.org/10.46786/AC20.6232","url":null,"abstract":"The Science of Learning (SoL) is fundamental to the renaissance of learning, reinstating learning, and how to promote it as the core business of education. Emerging as a new endeavour of study at the beginning of the 21st century, SoL adopts a multi-disciplinary approach to increase our understanding of learning through the convergence of neuroscience, psychology, and education. While many question the potential for SoL to impact education, arguing the gap between neuroscience and the classroom is ‘a bridge too far’, we suggest a bridge already exists, taking on slightly different forms globally. Here in Australia, the bridge has strong foundations in both research and practice, the product of a collaborative undertaking between academics and educators, and supported by government policy. The triad of academia, education practice, and government policy has worked together to close the divide between research findings and implementation.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"81 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83976539","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}
Universities and colleges have dragged their feet making the move to online teaching and learning. Suddenly, with this COVID-19 crisis, everyone had to move online. Few universities or colleges are prepared for such a rapid shift. Meanwhile, the conventional wisdom remains - the gold-standard for learning is traditional face-to-face, while online is second-best. But perhaps, even without COVID-19, in-person learning is ripe for radical transformation. At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.
{"title":"After the COVID-19 crisis: Why higher education may (and perhaps should) never be the same","authors":"M. Kalantzis, B. Cope","doi":"10.46786/AC20.9496","DOIUrl":"https://doi.org/10.46786/AC20.9496","url":null,"abstract":"Universities and colleges have dragged their feet making the move to online teaching and learning. Suddenly, with this COVID-19 crisis, everyone had to move online. Few universities or colleges are prepared for such a rapid shift. Meanwhile, the conventional wisdom remains - the gold-standard for learning is traditional face-to-face, while online is second-best. But perhaps, even without COVID-19, in-person learning is ripe for radical transformation. At the University of Illinois, we’ve been researching this transformation, and developing and testing online learning solutions. Simply put, online can be completely different, and with the right tools, potentially much superior to in-person teaching. To reap the benefits of online learning, we need to abandon the current generation educational technologies—systems and processes that mostly do little more than reverse-engineer traditional classrooms.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"113 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"79860353","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}
In this article I consider philosophical inquiry as an ethical enactment for material change. I do so by situating philosophical inquiry as a type of virtuous practice, animated by an ethical determination to generate material difference. I thus place a large degree of theoretical emphasis on the Foucauldian notions of practice, virtue, and enactment as a means to recognize the open-ended, process-based orientation of such work. Through the course of this article I extend my argument to challenge conventional inquiry practices in education as a means to generate different, more immanently situated, effects.
{"title":"Foucauldian practices","authors":"A. Kuntz","doi":"10.46786/ac20.8961","DOIUrl":"https://doi.org/10.46786/ac20.8961","url":null,"abstract":"In this article I consider philosophical inquiry as an ethical enactment for material change. I do so by situating philosophical inquiry as a type of virtuous practice, animated by an ethical determination to generate material difference. I thus place a large degree of theoretical emphasis on the Foucauldian notions of practice, virtue, and enactment as a means to recognize the open-ended, process-based orientation of such work. Through the course of this article I extend my argument to challenge conventional inquiry practices in education as a means to generate different, more immanently situated, effects.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"7 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78738145","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}
With the increasing use of social media by many people, and where many actually get their news from social media rather than traditional media sources (newspapers, TV, and journals) amidst the Covid-19 pandemic, there is a huge increase in the number and influence of conspiracy theories world-wide. This has meant that those who believe and follow such theories are more likely to reject official health advice and government instructions, amid science denialism, anti-scientism and a distrust of experts, as well as politicians. Despite some efforts to remove misleading information, it remains easy to find sites promoting conspiracies such as ‘5G coronavirus’ as well as hate speech. But such theories are not limited to coronavirus, and in fact many others, such as QAnon, are actively or tacitly promoted by President Trump. Noting that neither conspiracies, nor science denialism are new, we start by briefly looking at the transition from the Dark Ages to Enlightenment and the Age of Reason, noting the case of Galileo. Then it was very dangerous to hold well-reasoned scientific views that did not fit with the prevailing views of the time; a combination of philosophical, and theological Church beliefs, which were based on Aristotelian geocentric views of the earth as the centre of the universe, and a geostatic literal biblical interpretation. We look at present day scientific skepticism and how to debunk some of the most widely held scientific myths. The need to educate and advocate for education that includes critical thinking, critical literacy, and critical media literacy is more important than ever or we risk having a large proportion of the population believing only what they read on social media and becoming dangerously anti-science and not prepared to even consider data or evidence and so be at the mercy of rampant and dangerous conspiracy theories — maybe risking a ‘New Dark Ages’!
{"title":"Education and the New Dark Ages? Conspiracy, social media and science denial","authors":"Michael Peters, Tina Besley","doi":"10.46786/ac20.3082","DOIUrl":"https://doi.org/10.46786/ac20.3082","url":null,"abstract":"With the increasing use of social media by many people, and where many actually get their news from social media rather than traditional media sources (newspapers, TV, and journals) amidst the Covid-19 pandemic, there is a huge increase in the number and influence of conspiracy theories world-wide. This has meant that those who believe and follow such theories are more likely to reject official health advice and government instructions, amid science denialism, anti-scientism and a distrust of experts, as well as politicians. Despite some efforts to remove misleading information, it remains easy to find sites promoting conspiracies such as ‘5G coronavirus’ as well as hate speech. But such theories are not limited to coronavirus, and in fact many others, such as QAnon, are actively or tacitly promoted by President Trump. Noting that neither conspiracies, nor science denialism are new, we start by briefly looking at the transition from the Dark Ages to Enlightenment and the Age of Reason, noting the case of Galileo. Then it was very dangerous to hold well-reasoned scientific views that did not fit with the prevailing views of the time; a combination of philosophical, and theological Church beliefs, which were based on Aristotelian geocentric views of the earth as the centre of the universe, and a geostatic literal biblical interpretation. We look at present day scientific skepticism and how to debunk some of the most widely held scientific myths. The need to educate and advocate for education that includes critical thinking, critical literacy, and critical media literacy is more important than ever or we risk having a large proportion of the population believing only what they read on social media and becoming dangerously anti-science and not prepared to even consider data or evidence and so be at the mercy of rampant and dangerous conspiracy theories — maybe risking a ‘New Dark Ages’!","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80816084","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}
The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.
{"title":"Conceptualizing the Core of “Social Emotional Learning”","authors":"Hunter Gehlbach, Claire Chuter","doi":"10.35542/osf.io/8ft9h","DOIUrl":"https://doi.org/10.35542/osf.io/8ft9h","url":null,"abstract":"The global pandemic and sudden lack of face-to-face contact between teachers and students has accelerated interest in social-emotional learning (SEL). With greater numbers of people thinking about SEL, more confusion has emerged: How should we conceptualize SEL? Which constructs should be included? We propose a conceptualization of SEL that is anchored in the fundamental psychological needs of students. First, we describe these psychological needs—social connectedness, motivation, and self-regulation—that are prerequisites for optimizing student outcomes. Then, we outline several benefits that we hope this conceptualization offers to researchers and practitioners: clarity with respect to what SEL is and is not, an evaluative tool to help schools select SEL models and curricula, and practical guidance for educators helping students.","PeriodicalId":7023,"journal":{"name":"ACCESS: Contemporary Issues in Education","volume":"35 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"82087620","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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