Aesthetics and Education

2020 ◽  
Author(s):  
Jessica A. Heybach
Keyword(s):  
Learning Opportunities ◽  
Political Transformation ◽  
Philosophical Literature ◽  
Aesthetic Experiences ◽  
Self And Other ◽  
Powerful Learning ◽  
New Directions ◽  
Latent Potential ◽  
Maxine Greene ◽  
Complicated Task

The intersection of aesthetics and education offers space to understand how the study of perception, sensuous experience, beauty, and art provide the potential for learning and human emancipation. These domains have been persistently understood as necessary to cultivate democratic societies by shaping citizens’ moral, ethical, and political sensibilities. Aesthetics is often considered a dangerous and paradoxical concept for educators because it offers the means for both political transformation as well as political manipulation through disruptive, engrossing, all-consuming aesthetic experiences. In short, aesthetic experiences are powerful experiences that make one think, interpret, and feel beyond the certainty of facts and the mundane parts of existence. Aesthetics offers humans the means to heighten our awareness of self and other. Thus, the study of aesthetics in education suggests there is a latent potential that exists in learning beyond simply acquiring objective information to logically discern reality. Defining aesthetics, a complicated task given the nature of aesthetics across disciplines, is achieved by taking the reader through three perennial debates within aesthetics that have education import: the trouble with human passions, the reign of beauty, and aesthetic thought beyond beauty. In addition, the influence of aesthetics and imagination on experience and education as articulated most notably by Maxine Greene and John Dewey offers the obvious entry point for educators seeking to understand aesthetics. Looking beyond the philosophical literature on aesthetics and education, new directions in aesthetics and education as seen in the growing literature traced through the study of cognition, behavior, biology, and neuroscience offers educators potentially new sites of aesthetics inquiry. However, the overwhelming trajectory of the study of aesthetics and education allows educators to move beyond the hyper-scientific study of education and alternatively consider how felt experiences—aesthetic experiences—often brought about when fully engaged with others and one’s environment, are sites of powerful learning opportunities with moral, ethical, and civic consequences.

Wargaming in Cyber Security Education and Awareness Training

2019 ◽  
Vol 8 (1) ◽  
pp. 35-38
Author(s):  
Andreas HAGGMAN
Keyword(s):  
Cyber Security ◽  
Learning Opportunities ◽  
Learning Tools ◽  
Security Strategy ◽  
Powerful Learning ◽  
Security Training ◽  
Core Concepts ◽  
Education And Awareness ◽  
The Uk ◽  
High Engagement

This paper introduces readers to core concepts around cyber wargaming. Wargames can be powerful learning tools, but few wargames exist to teach players about cyber security. By way of highlighting possibilities in this space, the author has developed an original educational tabletop wargame based on the UK National Cyber Security Strategy and deployed the game to a variety of organisations to determine its pedagogic efficacy. Overall, it is found that the game was effective in generating high-engagement participation and clear learning opportunities. Furthermore, there are design lessons to be learned from existing games for those seeking to use wargames for cyber security training and education.

scholarly journals Using Mobile Devices as Effective Learning Tools in a Library Setting

2021 ◽  
Author(s):  
Margo Pickworth
Keyword(s):  
Mobile Devices ◽  
Cognitive Skills ◽  
Interpersonal Skills ◽  
School Library ◽  
Learning Opportunities ◽  
Student Response ◽  
Learning Tools ◽  
Qr Codes ◽  
Effective Learning ◽  
Powerful Learning

Mobile devices are prolific and young people have embraced this technology in all facets of their lives. Using a small number of iTouch and iPad devices in a school library has provided students rich learning opportunities which have enhanced cognitive, personal and interpersonal skills. By harnessing their power and motivation, mobile devices can become powerful learning tools. Integrating QR codes, Student response apps, Thinking and Presentation tools have been used to develop cognitive skills. This article will explain, justify and provide illustrations of practice of how these devices have been used and demonstrate their value in making connections in the school library.

Questions of Phenomenology

2017 ◽  
Author(s):  
Françoise Dastur
Keyword(s):  
Self And Other ◽  
New Directions

This book guides the reader through a series of phenomenological questions—language and logic, self and other, temporality and history, finitude and mortality—that also call phenomenology itself into question, testing its limits and pushing it in new directions. The author sees phenomenology not as a doctrine, a catalogue of concepts and catchphrases authored by a single thinker, but as a movement in which several thinkers participate, each inflecting the movement in unique ways. In this regard, this book is both one of the clearest guides to phenomenology and the author one of its ablest practitioners.

Affinity spaces: How young people live and learn on line and out of school

2018 ◽  
Vol 99 (6) ◽  
pp. 8-13 ◽  
Author(s):  
James Paul Gee
Keyword(s):  
Young People ◽  
School System ◽  
Learning Opportunities ◽  
The Internet ◽  
Formal Approach ◽  
Knowledge And Skills ◽  
Affinity Spaces ◽  
Powerful Learning ◽  
On Line ◽  
K 12

In the digital age, young people’s most powerful learning opportunities often occur online, in experiences and environments created by people working outside of the K-12 school system. In a sense, the internet has given new life to an older, less formal approach to education, in which individuals seek out and learn from others who share their interests. While schools remain critically important, teachers need to understand that more and more of their students are looking elsewhere to develop their knowledge and skills.

scholarly journals The "Ontario First Nation, Métis, and Inuit Education Policy Framework": A Case Study on its Impact

in education ◽  
2014 ◽  
Vol 19 (2) ◽  
Author(s):  
Laura-Lee Kearns
Keyword(s):  
Education Policy ◽  
Learning Opportunities ◽  
First Nation ◽  
Policy Framework ◽  
Aboriginal Education ◽  
Canadian History ◽  
Powerful Learning ◽  
Indigenous Perspectives ◽  
Policy Direction

In 2007, the Ontario Government implemented the Ontario First Nation, Métis, and Inuit Education Policy Framework. Some schools and school boards have been active in piloting and supporting these initiatives. Because this is a newly implemented policy direction, I wanted to begin to assess best practices and challenges, so I asked participants at one school board and one high school what impact their participation in the Aboriginal education program initiatives had on them professionally, academically, and personally. The Aboriginal programming initiatives, like the ones in which I have participated and studied, have been found to be personally and academically/professionally transformative for administrators, teachers, and youth. As Indigenous-focused curriculum is brought into the mainstream, and as a space is created to consider and include Indigenous perspectives, there is potential for Indigenous and non-Indigenous participants to experience powerful learning opportunities, some of which may transform their perceptions of Canadian history and for contemporary Indigenous people to be valued, though many challenges remain systemically to decolonize the educational realm.

scholarly journals Dimensions of machine learning in design

1998 ◽  
Vol 12 (2) ◽  
pp. 117-121 ◽  
Author(s):  
DAN L. GRECU ◽  
DAVID C. BROWN
Keyword(s):  
Machine Learning ◽  
Design Research ◽  
Learning Opportunities ◽  
Design Learning ◽  
New Directions ◽  
Design Systems ◽  
Systematic Framework

Many of the design systems developed in recent years incorporate some machine learning. The number of such systems already available, and the multitude of design learning opportunities that are slowly being revealed, suggest that the time is ripe to attempt to put these developments into a systematic framework. Consequently, in this paper we present a set of dimensions for machine learning in design research. We hope that it can be used as a guide for comparing existing work, and that it may suggest new directions for future exploration in this area.

Puttering, Tinkering, Building, and Making

2013 ◽  
pp. 417-436
Author(s):  
Joseph R. Feinberg ◽  
Audrey H. Schewe ◽  
Christopher D. Moore ◽  
Kevin R. Wood
Keyword(s):  
Teacher Education ◽  
Learning Opportunities ◽  
Fundamental Change ◽  
Simulation Games ◽  
Approach To Learning ◽  
Powerful Learning ◽  
Computer Aided ◽  
New Ideas ◽  
Constructing Knowledge ◽  
Instructional Simulation

Instructional simulation games are models of the real world that allow students to interact with events and objects that are normally inaccessible within a classroom setting. Yet, simply using an instructional simulation ignores powerful learning opportunities. Papert advocates going beyond simply using models. He promotes a fundamental change in how children learn through his theory of constructionism. Instead of constructivism with a “v,” Papert advocates a theory of learning called constructionism with an “n.” Constructionism aligns with constructivist theory with learners actively constructing knowledge from their experiences. But constructionism adds that new ideas are more likely to emerge when learners are actively engaged in designing or building an artifact or physical model that can be reflected upon and shared with others. Papert’s theoretical approach to learning is relevant to teacher education and should be applied to instruction via interactive, multimedia, and computer-aided simulations.

scholarly journals Green Dialogues and Digital Collaboration on Nonfiction Children’s Literature

2021 ◽  
pp. 6
Author(s):  
Marnie Campagnaro ◽  
Nina Goga
Keyword(s):  
Children's Literature ◽  
Research Question ◽  
Children’S Literature ◽  
New Materialism ◽  
Aesthetic Experiences ◽  
Dialogic Teaching ◽  
Theoretical Perspectives ◽  
Hands On ◽  
New Directions ◽  
Teachers And Students

Contemporary children’s literature has developed a growing interest in the interconnectedness between humans and the environment and in the ongoing exchange and negotiation of ways to be in the world. These new directions in children’s literature consequently challenge teachers of children’s literature in higher education. The study of contemporary children’s literature needs not only to be informed by new theoretical perspectives like ecocriticism, posthumanism and new materialism, but also to revisit, develop and explore the methodological tools and teaching practices necessary to prepare students to address these demanding issues. The aim of the article is to present and discuss the research question: How is it possible to secure scholarly dialogue and practical collaboration in an academic course on nonfiction children’s literature and environmental issues? Building on a cross-disciplinary theoretical framework consisting of theory of nonfiction, ecocriticism, dialogic teaching, environmental architecture and place-based teaching, the study reports on a pilot course which took place in the summer of 2020. Due to the pandemic situation the course became digital. Hence the digital challenges and possibilities turned out to be a critical aspect of the planned practical collaboration between students, teachers and students and teachers. The main goal of the course was to help motivate students to engage in and negotiate about nonfiction children’s literature and sustainability, to enhance their aesthetic experiences and to foster their environmental consciousness through children’s literature. The course was characterized by its alternating blending of lectures and hands-on experiences with theoretical and methodological tools as well as nature or culture specific places.

The Adaptive Learning Landscape

2017 ◽  
Vol 119 (3) ◽  
pp. 1-46
Author(s):  
Gary Natriello
Keyword(s):  
Adaptive Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Negative Effects ◽  
Relevant Research ◽  
Learning Tasks ◽  
Powerful Learning ◽  
Wide Range ◽  
Contemporary Work ◽  
Further Development

Background Personalizing education by adapting learning opportunities and instructional practices to individual abilities and dispositions has been a long-standing objective among educators and indeed, among all who seek more powerful learning experiences. Interest in adapting learning opportunities to meet the needs of learners has continued throughout history up to the present time. Purpose This article considers both historical and contemporary work to create adaptive learning opportunities to illustrate the various strands of thought about the personalization of learning experiences and to identify active lines of relevant research and development activities. Research Design A wide range of work to create adaptive learning applications both within the education sector and the research community and beyond is reviewed. The review is organized according to a model of the processes leading to adaptive learning opportunities that calls attention to seven categories of work encompassing everyday tasks, learning tasks, learning theory, assessment, curriculum, teaching, and networking activities. Conclusions After noting some promising directions for additional work, the paper concludes by identifying issues that should be considered in the further development of adaptive learning applications to avoid potential negative effects.

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