教育形式、研究和无形式形成

IF 0.7 Q3 EDUCATION & EDUCATIONAL RESEARCH Ethics and Education Pub Date : 2023-01-02 DOI:10.1080/17449642.2023.2188723
Çağlar Köseoğlu, J. Kloeg
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引用次数: 0

摘要

摘要在新冠肺炎疫情期间,将教育转移到Zoom、微软团队和许多替代方案引发了教学形式的问题。从某种意义上说,疫情教育的二维性是将教育无摩擦、净化地简化为纯粹形式;它提供了更有效的知识转移,并以强化手段达到目的逻辑为标志。这使得Stefano Harney和Fred Moten称之为研究的非正式、非成形和变形活动在疫情教育期间变得更加困难,如果不是不可能的话。在这篇文章中,我们通过Emile Bojesen关于教育作为(de)formation的工作,从教育形式和教育形式化的角度来思考思维的陷阱。通过Harney和Moten,我们反思了通过无形式形成的学习概念/实践教会我们关于(疫情前)教育以及可能与疫情后教育中的学习保持一致的教学形式。
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Pedagogical form, study, and formless formation
ABSTRACT Moving education to Zoom, Microsoft Teams, and the many alternatives during the COVID19-pandemic raised the question of pedagogical form. In a sense, pandemic education in its two-dimensionality was a frictionless, sanitized reduction of education to pure form; it offered a more efficient transfer of knowledge and was marked by a heightened means-to-an-end logic. This has made the informal, unforming and deformational activity that Stefano Harney and Fred Moten call study even more difficult, if not impossible during pandemic education. In this article, we consider the pitfalls of thinking in terms of pedagogical form and the formalization of education by engaging with Emile Bojesen’s work on education as (de)formation. Via Harney and Moten, we reflect on what the concept/practice of study by way of formless formation teaches us about (pre-)pandemic education and about pedagogical forms that might be in keeping with study in post-pandemic education.
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来源期刊
Ethics and Education
Ethics and Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.70
自引率
11.10%
发文量
22
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