scholarly journals Changes in Students’ School Trust as a Reflection of Teachers’ Collective Learning Processes: Findings from a Longitudinal Study

2021 ◽  
pp. 1-22
Author(s):  
Ulf Jederlund ◽  
Tatjana von Rosen
Keyword(s):  
Longitudinal Study ◽  
Collective Learning ◽  
Learning Processes ◽  
School Trust

Westerse filosofie en de koorddans tussen geloof en weten

2021 ◽  
Vol 113 (2) ◽  
pp. 221-234
Author(s):  
Pieter Pekelharing
Keyword(s):  
Collective Learning ◽  
Learning Processes ◽  
Western Philosophy ◽  
Crucial Importance ◽  
The West ◽  
New Approach ◽  
Axial Age ◽  
Modern Thought ◽  
History Of ◽  
Nature And Society

Abstract Western philosophy and the tightrope between faith and knowledge In Auch eine Geschichte der Philosophie (2019), Habermas develops a new view of the history of philosophy. Dating philosophy back to the axial age, he presents its history as the result of a collective learning process, spanning a period of three millennia. In this new approach he highlights the crucial importance of faith and religion which resulted in a specific constellation of belief and knowledge that, though unique to the West, has universal import, and led to greater ‘reasonable freedom (Vernüftige Freiheit). In Habermas’ view The West’s Judeo-Christian heritage was not a passing phase in the emergence of modern thought and politics, but contributed its essential core. Though sympathetic to the idea of learning processes spanning many centuries, one may ask whether reasoning and learning processes always tend to lead, as Habermas claims, in the direction of greater freedom instead of its opposite. In this respect Habermas could have learnt more from the sceptical tradition in philosophy and its persistent interest in the various ways in which reasoning processes are non-cognitively embedded in human nature and society and influence the direction these processes take.

Immigration and the Politics of Skill

2018 ◽  
Author(s):  
Natasha Iskander ◽  
Nichola Lowe
Keyword(s):  
Formal Education ◽  
Job Security ◽  
Collective Learning ◽  
Learning Processes ◽  
Immigrant Workers

Skill has played a central role in immigration scholarship, most notably in a protracted debate over whether ‘unskilled’ immigrants threaten job security for less or moderately educated native-born workers. In recent years, scholars have re-examined whether immigrant workers, particularly those with limited formal education, are unskilled. Extending this further, the chapter argues that immigrants are not simply individuals that possess, acquire, and apply their skill. Immigrants are also contributors to collective learning processes through which industry skills are developed, replenished, and recombined overtime. But immigrants are especially vulnerable to skill misclassification because they lack access to institutions that can protect and defend spaces for collective learning. Considering immigrant skill reproduction in the absence of institutional protections allows us to reflect on the role those institutions play in shaping the politics of skill—a role that can be strengthened as part of a growing movement in support of low-wage workers more generally.

Pedagogic challenges in the learning organization

2014 ◽  
Vol 21 (3) ◽  
pp. 162-174 ◽  
Author(s):  
Jon Ohlsson
Keyword(s):  
Organizational Learning ◽  
Tacit Knowledge ◽  
Learning Organization ◽  
Collective Learning ◽  
Learning Processes ◽  
Loop Model ◽  
Local School ◽  
Head Teachers ◽  
Content Type ◽  
School Organizations

Purpose – The purpose of this paper is to further clarify a conceptual understanding of pedagogic challenges in the learning organization and to propose a model for pedagogic interventions to facilitate organizational learning and managing tacit knowledge. Design/methodology/approach – The “organization pedagogic” approach includes analysis of, and interventions in, learning processes in local school organizations' quality development. The empirical study focuses particularly on identified contradictions and challenges regarding organizational learning. Through a multi-case study design, 39 in-depth interviews with head teachers and teachers were carried out. A qualitative thematic analysis was conducted. Findings – Observed obstacles regarding collective learning processes in the local school organizations mirrored underlying contradictions. These contradictions manifest as dilemmas concerning inconsistent and implicit quality analyses and assessments, as conflicting views regarding collaboration and interpretations of teacher’s role and as paradoxical views on managing processes regarding quality work. Originality/value – A conclusion is that dilemmas and paradoxes, more than conflicting views, are difficult to conceptualize and make explicit to create shared knowledge. This means that contradictions remain as underlying tensions in the organization and decrease the potential of both team learning and organizational learning. Therefore, a pedagogic intervention loop model is suggested, aiming at facilitating ongoing collective learning processes and managing tacit knowledge.

Collective Learning Processes, Networking and ‘Institutional Thickness' in the Cambridge Region

1999 ◽  
Vol 33 (4) ◽  
pp. 319-332 ◽  
Author(s):  
David Keeble ◽  
Clive Lawson ◽  
Barry Moore ◽  
Frank Wilkinson
Keyword(s):  
Collective Learning ◽  
Learning Processes

scholarly journals From Commoning the Alternatives to Commonism as an Integral Alternative to Capitalism

2021 ◽  
Author(s):  
S A Hamed Hosseini
Keyword(s):  
Cooperative Learning ◽  
Collective Learning ◽  
Learning Processes ◽  
The Political ◽  
Theoretical Frameworks ◽  
Organic Unities ◽  
Historical Progress ◽  
The Commons

<p>Any inclusive comprehension of the inner nature, deep structures, and conflictual dynamism of capitalism is potentially a transformative cognitive Commons. Likewise, to achieve an inclusive understanding of the existing post-capitalist praxes and the imaginary visions of utopian futures require cumulative, collective, and cooperative learning. Thus, theories of capital and the post-/counter-capital alternatives can be generated and treated as the Commons. In this paper, I argue that although there is no single/exclusive line of historical progress beyond Capital, it is possible to create integral theoretical frameworks for orchestrating common actions across different alternative praxes. This becomes a strong possibility if our knowledge of the existing or imminent post-capitalist experiences is liberated from the disintegrating forces of the corporatized Eurocentric intellectual institutions. A <i>transformative scholarship</i> in collaboration with communities of struggle is therefore vitally needed today to generate educational Commons as a means for establishing organic unities among alternative praxes. This in itself is a prefigurative movement. <br><br></p> <p>The political goal should then be to go beyond the localized fragmented radical struggles without reducing their multiformity to challenge the totalizing effects of the capitalist markets and states. The process of building organic unities or what we may call ‘Commoning the alternatives’ requires ‘organic intellectuals’ to help post-capitalist initiatives to self-reflectively explore and address their limitations. Therefore, Commoning the knowledge and experiences of alternatives is a self-rectifying endeavor that translates paralyzing assortments into collective learning processes through which each movement becomes capable of traversing (rather than transcending) their self-inflicted ideological boundaries and thereby of developing integral macro-political projects to transcend capitalism; i.e. a <i>Commonist </i>project. </p><div><div> </div> </div>

Environmental Scanning in Tunisian Manufacturing SMEs

2007 ◽  
Vol 06 (01) ◽  
pp. 57-67 ◽  
Author(s):  
Souad Kamoun-Chouk
Keyword(s):  
Decision Making ◽  
Longitudinal Study ◽  
Human Resources ◽  
Learning Process ◽  
Strategic Change ◽  
Collective Learning ◽  
Environmental Scanning ◽  
Weak Signals ◽  
Change Effort ◽  
Attention Process

This longitudinal study investigates the success and failure factors of the initiation of a strategic change effort in a panel of 17 manufacturing SMEs in Tunisia. A Baiting Environmental Attention Process (B.E.A.PRO) was developed and used to help managers make sense of weak signals in their relevant environment and how these signals could impact decision-making under conditions of uncertainty and ambiguity. The study shows that B.E.A.PRO might be an effective tactic for triggering a collective learning process, leading Tunisian SMEs to question their existing way of seeing the environment. The study also showed that a successful baiting process could not continue when the expert and the knowledge facilitator leaves. As usual, companies that believe they can rely on their own human resources, without creating the environment that will encourage them to stay, will likely fail.

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