Human Motivation in the Digital Commons: Reflections on Robbie McClintock's Conception of Formative Justice

2016 ◽  
Vol 118 (10) ◽  
pp. 1-18
Author(s):  
Darryl De Marzio ◽  
Timothy Ignaffo
Keyword(s):  
Network Theory ◽  
Experimental Psychology ◽  
Educational Practice ◽  
Value Theory ◽  
Digital Culture ◽  
Emergent Curriculum ◽  
Digital Resources ◽  
Human Motivation ◽  
Educational Paradigm ◽  
Teacher's Knowledge

Background & Purpose According to McClintock, persons and groups exercise formative justice as a strategy of selecting the behaviors, powers, and potentials that ought to receive educational attention to achieve their maximization. We argue that the question of what motivates individuals and collectives to utilize certain capacities to realize specific goals becomes paramount to the issue of formative justice. Drawing on distinguished work in experimental psychology and network theory, we explore the relationship between human motivation and the utilization of commons-based digital resources in education. We argue that the insights gained in the course of integrating commons-based digital resources into educational practice can also further advance our critical understanding of Robbie McClintock's conception of formative justice. In particular, we focus on the twin notions of value and human motivation in both formative justice and digital culture. Formative justice and digital culture share an emphasis on the pursuit of goals for intrinsic purposes rather than as a means toward extrinsic rewards such as monetary compensation. This shared approach to value theory makes formative justice an increasingly important contribution to 21st-century educational theory. Research Design We analyze Robbie McClintock's conception of formative justice, as well as work in experimental psychology and network theory, in order to give substance to the theory of human motivation implied in his account. Conclusions/Recommendations We conclude by suggesting that formative justice as an educational paradigm is best served by an emergent curriculum that responds to the evolving interests of students in connection with the teacher's knowledge base and interests.

scholarly journals ПАРАДИГМА ОБРАЗОВАНИЯ ДЛЯ ИНФОРМАЦИОННОГО ОБЩЕСТВА

2015 ◽  
Vol 49 (5) ◽  
pp. 1
Author(s):  
Yuriy M. Bogachkov ◽  
Jacob A. Feldman
Keyword(s):  
Educational Practice ◽  
Educational Science ◽  
Key Concepts ◽  
The Subject ◽  
Educational Paradigm ◽  
Pedagogical Science

Considering total crisis in education in Informational Age, we suggest that to overcome the crisis, it is necessary to promote pedagogical science up from "pre-paradigm stage” to the "paradigm stage". For this purpose it is necessary to separate the "educational science" from "education." “Educational paradigm” in such study will be the subject of the science. The key concepts for the "pedagogical paradigm" should be the concepts of "educational practice", "class of problems" and "educational text". We offer some axioms around these concepts.

Educational practice as a component of the system of forming future teachers’ digital culture

2020 ◽  
pp. 4-11
Author(s):  
A. A. Ruzakov ◽  
L. S. Nosova ◽  
E. A. Leonova
Keyword(s):  
Digital Literacy ◽  
Educational Practice ◽  
Educational Process ◽  
Digital Culture ◽  
Normative Documents ◽  
Modern School ◽  
Educational Standard ◽  
Digital Skills ◽  
Digital Competencies ◽  
Fact Finding

The digital economy and the rapidly developing digital society have an impact on the training of modern teachers and put forward requirements for the level of development of their digital literacy, digital skills and, ultimately, the level of digital culture. However, current regulatory documents do not always reflect the current requirements for teachers’ digital competencies and do not offer tools to measure their level of formation. The authors analyzed the existing frameworks of digital competencies and offered a model of the modern school teachers’ digital culture, its technological component, for its introduction into the educational process of teacher training. The article describes the elements of the model, normative documents and theoretical provisions that underlie it. The first stage of digital culture formation is considered in educational (fact-finding) practice for curricula formed according to FSES 3++. The objectives of the practice are formulated, competencies are selected from the educational standard, its content, thematic planning and planned results in the form of a decomposition of digital skills from the model of the digital culture of the teacher are determined. This type of practice is being implemented at the university for the first time and sets the task of forming the foundation of the model, namely, general user ICT competence (digital literacy).

Performando um espaço de reflexão sobre sistemas de conhecimento a partir de um debate: experiência em uma turma de licenciatura em educação do campo / Elaborating a space for reflection...

2018 ◽  
Vol 8 (1) ◽  
pp. 283
Author(s):  
Ana Paula da Silva Freitas ◽  
Francisco Ângelo Coutinho
Keyword(s):  
Traditional Knowledge ◽  
Undergraduate Students ◽  
Network Theory ◽  
Primary Schools ◽  
Educational Practice ◽  
Actor Network Theory ◽  
Main Theme ◽  
Actor Network ◽  
Reflexive Space ◽  
A Performance

Este trabalho tem por objetivo apresentar como se deu a performance de um espaço de reflexão sobre sistemas de conhecimento ocorrida no âmbito de um debate realizado por uma turma de licenciandos em Educação do Campo, na área de Ciências da Vida e da Natureza. O referencial teórico adotado é o da Teoria Ator-Rede, segundo a qual o espaço deve ser analisado a partir de relações sociomateriais e de emergências em redes. O debate ocorreu em uma aula da disciplina Modelos de Astronomia, ministrada em janeiro de 2016 e teve como temática principal a abordagem de saberes tradicionais na área da astronomia nas escolas de Educação Básica. No momento de elaboração dos argumentos, emergiram nos dois grupos de licenciandos tanto concepções de senso comum da ciência (como a ideia de que conhecimento científico é conhecimento provado, a ciência é objetiva, as teorias científicas são derivadas de maneira rigorosa por meio de observações e experimentos, etc.), como também saberes tradicionais difundidos em suas comunidades (como a influência da lua na determinação do sexo de bebês). O momento de preparação dos licenciandos, o debate propriamente dito e as considerações feitas pelo professor da universidade após essa prática educativa mobilizaram diversos actantes humanos e não humanos que, por meio de suas relações, contribuíram para a performance de um espaço de reflexão principalmente sobre a importância do diálogo entre saberes que deve emergir em uma sala de aula, sobretudo em escolas do campo.Palavras-chave: Debate; Ensino de ciências; Conhecimentos tradicionais; Teoria Ator-Rede. ABSTRACT: This paper aims at presenting the conception of a reflexive space on knowledge systems which took place in the context of a debate conducted by a group of undergraduate students in Rural Education in the area of Nature and Life Sciences. The Actor-Network Theory (ANT) adopted as the theoretical reference states that space must be analyzed based on sociomaterial relations and on network emergencies. The debate took place in an Astronomy Models class in January of 2016 and had as main theme the approach of traditional knowledge in the area of astronomy in primary schools. At the time of elaborating the arguments, came up in both groups conceptions of scientific common sense (such as the idea that scientific knowledge is proven knowledge, science is objective, scientific theories are derived in a rigorous way from observations and experiments, etc.), as well as of diffuse traditional knowledge in their communities (such as the influence of the moon on determining the sex of babies). The students’ preparation, the debate itself and the considerations made by the professor after this educational practice engaged several human and nonhuman actants who, through their relations, contributed to the elaboration of a space of reflection, mainly, on the importance of the dialogue between knowledge that must emerge in a classroom, especially in rural schools.Keywords: Debate; Science Teaching; Traditional Subjects; Actor-Network Theory.

scholarly journals Innovar en Educación Física recuperando los principios de procedimiento | Innovation in Physical Education: Back to the principles of procedure

2018 ◽  
Vol 11 (23) ◽  
pp. 109
Author(s):  
Pere Molina ◽  
Alejandro Martínez-Baena ◽  
Fernando Gómez-Gonzalvo
Keyword(s):  
Physical Education ◽  
Process Model ◽  
Teaching Practice ◽  
Educational Innovation ◽  
Educational Practice ◽  
Efficiency And Effectiveness ◽  
El Sistema ◽  
Motor Component ◽  
Educational Paradigm ◽  
Teaching Learning

El sistema educativo español ha sufrido, en los últimos años, numerosas modificaciones que lo han ido transformando. Una parte de ellas se ha centrado en la introducción de nuevos elementos en el currículum, como las competencias clave y los estándares de aprendizaje evaluables, que han cambiado la forma de concebir la educación y que se perciben como posturas innovadoras por parte del profesorado. Desgraciadamente, este modelo por competencias y por estándares ha recuperado un paradigma educativo centrado en el producto, es decir, la pedagogía por objetivos. Este modelo centra la atención del profesorado en ajustar la práctica educativa a criterios preestablecidos por las propias leyes a través de una homogenización y uniformización del currículum en la que se mide la calidad de la educativa en términos de eficiencia y eficacia. A pesar de esta realidad, existen alternativas al modelo por objetivos que centran la atención en el proceso de enseñanza-aprendizaje en vez de en el producto. El modelo procesual se preocupa por desarrollar contenidos valiosos para la práctica educativa y la entiende como una situación incierta en la que el profesorado debe dar solución a los problemas que se presentan. La práctica docente es más abierta y flexible y se pretende educar atendiendo a las particularidades del contexto donde se desarrolla la enseñanza donde el profesorado se postula como un profesional implicado en su práctica. El objetivo de este trabajo es ofrecer una respuesta crítica al modelo por competencias y aportar una alternativa basada en la recuperación de los principios de procedimiento. Para esto desarrollamos los postulados que orientan la práctica educativa desde el modelo procesual y presentamos una propuesta de principios de procedimiento para la asignatura de Educación Física, basados en el desarrollo del componente motriz, la justicia curricular y la dimensión estética del movimiento. ABSTRACT:Spanish educational system has suffered, in last years, very modifications that have been transforming it. These transformations have focused in introduction of new elements in the curriculum, such as key competences and learning standards, which have changed the way of education and teachers are perceived these changes that as educational innovation. Unfortunately, this model based in competences and standards has returned an educational paradigm focus in the product. In this model, emphasis teachers' attention in readjusting your educational practice to criteria pre-established by the laws themselves through a homogenization and standardization of the curriculum. The quality of education is measured in terms of efficiency and effectiveness. Despite, there are alternatives to this model that focus on the teaching-learning process instead of the product. The process model is concerned for developing valuable content for educational practice and this model have understood in uncertain situation to which teachers must solve the problems that appear. The teaching practice is more open and flexible and it is intended to learn attending to the particularities of the context where is developed. The teachers are posited as a professional involved in their practice. The objective of this paper is to offer a critical thinking to the competences model and provide an alternative based on the recovery of the principles of procedure. We develop the suggestions that guide the educational practice from the process model and we present a proposal of principles of procedure for the subject of Physical Education. This proposal is based on the development of the motor component, curricular justice and the esthetic dimension of the movement.

scholarly journals MANAGING THE QUALITY OF EDUCATIONAL RELATIONS IN PRIMARY SCHOOLS

2009 ◽  
Vol 1 (1) ◽  
pp. 49-56
Author(s):  
Vida Rudelienė
Keyword(s):  
Primary Schools ◽  
Educational Practice ◽  
Theoretical Level ◽  
Relative Age ◽  
Basic Quality ◽  
The Subject ◽  
Educational Paradigm ◽  
Educated Person ◽  
Age Range

At the theoretical level in the XXI century, two different viewpoints about the education of a person still prevail. One of them approves of the education employing tools, that have an impact on a person - the subject there is the teacher and the objects is the pupil. The other ap-proach accentuates interface between two equivalent subjects – the educator and the educat-ed person. The Lithuanian school is being reformed towards the principles of the educational interaction in conformity with conceptual documents. Thus a realistic contraposition of theo-retical approaches and raised educational objectives actually exists. Such kind of contraposi-tion exists not only on a theoretical level, but in practice as well. Therefore, it will be always important to research the educational practice and propose means how to consolidate differ-ent principles of the educational interaction in the reformed school. That is the importance of the selected topic. In this paper the educational interaction is understood as a dynamical intercourse sys-tem between the educator and the educated person. This intercourse involves pedagogical communication, pedagogical information, pedagogical requirement and pedagogical inter-course (Bitinas, 2006, p 47). The aspect of the research is to show how the quality of the edu-cational interaction is being handled theoretically and practically. It is done orienting school practice towards consolidation of the educational interaction that is typical of the humanistic educational paradigm. The basic quality elements of the educational interaction are compo-nents of the educational interaction that solidify the objectives of the education and corre-spond to peculiarities of a relative age range. Key words: education paradigm, educational interaction, educational methods, quality of the educational interaction.

scholarly journals On the pivotal basis of the educational paradigm of the 21st century

2021 ◽  
Vol 50 (2) ◽  
pp. 56-69
Author(s):  
Mikhail I. Mukhin ◽  
◽  
Keyword(s):  
21St Century ◽  
Social Evolution ◽  
Educational Practice ◽  
Research Problem ◽  
Modern World ◽  
Key Characteristics ◽  
The Social ◽  
Solid Foundation ◽  
Educational Paradigm ◽  
Methodological Principles

Relevance. The modern world is special. Our country is not an exception. The domestic education has also become different. Besides, it is obvious that reliance only on the conventional theoretical and methodological principles does not always lead to the desired result. In this regard, the issue of changing the educational paradigm is becoming more acute. The goal-oriented functional basis of such paradigm can be humanization, since it is a solid foundation for the harmonious development of a person, the growth of his/her essential forces and abilities at the new historical stage of social evolution. The research problem is the following: Earthlings are faced with the daunting problem of building optimal relationships between a human and a human, a human and the society. This challenge impels pedagogical science and educational practice to search for foundations that will contribute to resolving the contradictions between separateness and wholeness, isolation and unity, chaos and harmony. The aim of the study is to reveal the essence of humanization as the pivotal basis of the educational paradigm corresponding to the peculiarities of the social evolution in the 21st century. The research methodology consists in the conceptual provisions of humanistic pedagogy, anthropological and learner-centered. The specific methodological tools involved the principles of historicism, integrity, consistency, movement from the general to the particular and unique. The study also considered content-structural, activity-based, sociocultural and system-functional principles. The research methods comprised the study of monographic and scientific-methodical works, educational practice, along with their analysis, identification of special phenomena at the new stage of historical development, substantiation of the findings and interpretation of the suggested ideas. Results and discussion. The article gives a brief review of creating educational paradigms at different stages of social evolution, reveals their essence and identifies groups of principles covering various aspects of school’s functioning. It is emphasized that the implementation of these principles will ensure the humanization of training and nurturing. The paper also defines the key characteristics of the pedagogical process, designed in accordance with the conceptual provisions of the humanistic paradigm, outlines the main sets of interrelated tasks facing the education of the 21st century and substantiates the idea that humanism is the pivotal basis for the educational paradigm of the present century. The most discussed aspects of the problem are practice-oriented issues related to developing the content of humanistic education which would contribute to the formation of the basic humanistic worldview of students. Conclusion. The presented work reveals, generalizes and interprets the ideas of the humanistic tradition that underlie the educational paradigm of the 21st century. Among the leading development trends of the modern education, humanization is proved to be its cornerstone, corresponding to the peculiarities of social evolution at the current historical stage.

scholarly journals The modern paradigm and components for the modernization of higher education

2021 ◽  
Vol 16 (3) ◽  
pp. 100-114
Author(s):  
Irina Troyan ◽  
◽  
Larisa Kravchenko ◽  
Keyword(s):  
Higher Education ◽  
Approaches To Learning ◽  
Educational Practice ◽  
Learning Technologies ◽  
Learning Tools ◽  
Global Trends ◽  
Educational Trajectories ◽  
Distance Learning Technologies ◽  
Educational Paradigm ◽  
Characteristic Features

Global trends that require the use of information and communication, digital and innovative technologies and approaches to learning require us in turn, to re-examine the current educational paradigm. This article examines the modern paradigm and define the components for the modernization of higher education. The study used a comparative analysis, methods of synthesis, generalization and systematization of various scientific approaches, and a graphical method. It considers models of higher education in foreign countries in the context of their adaptation in Russia and examines characteristic features of traditional and modern higher education. Special attention was paid to the role of higher education institutions in training specialists. These meet the current requirements of the labor market, through their independence in strategy, courses, programs, as well as the introduction of progressive forms of teaching methods and educational technologies. The authors show that digitalization is deeply embedded into the administrative and managerial environment of higher education. They identify problems and prospects for the introduction of modern e-learning tools, individual educational trajectories, and distance learning technologies in Russia. This provides the justification for updating the modern paradigm and reorienting it to the components for the modernization of higher education (managerial, methodological, knowledge, innovative, and institutional). The authors develop key foci and define strategic objectives for the development of higher education which can inform educational practice in a modern university.

scholarly journals Can the prevailing description of educational reality be considered complete? On the Parks-Eichmann paradox, spooky action at a distance and a missing dimension in the theory of education

2020 ◽  
Vol 18 (8) ◽  
pp. 1011-1025 ◽  
Author(s):  
Gert Biesta
Keyword(s):  
Research Policy ◽  
Educational Practice ◽  
Educational Success ◽  
Policy And Practice ◽  
Educational Failure ◽  
Theory Of Education ◽  
Key Characteristics ◽  
Action At A Distance ◽  
Educational Paradigm ◽  
Educational Paradigms

The question I address in this paper is to what extent the prevailing description of educational reality that can be found in contemporary research, policy and practice can be considered complete. The motivation for asking this question stems from an educational paradox to which I refer as the Parks-Eichmann paradox. This paradox has to do with the fact that what appears as educational success from one perspective is problematic when viewed differently, whereas what appears as educational failure may actually reveal something that is of crucial importance educationally. The paradox thus leads to the suggestion that the prevailing description of educational reality – to which I will refer as the ‘paradigm’ of education as cultivation – is insufficient or incomplete. I use the work of John Dewey to highlight key characteristics and key shortcomings of this ‘paradigm’ and argue that it needs to be supplemented by what I will refer to as an existential educational ‘paradigm’. I highlight the distinction between the two paradigms through the question whether it is possible to educate ‘directly’ – an option which Dewey explicitly denies. I turn to the German notions of Bildung and Erziehung in order to explore to what extent they provide us with a set of concepts for articulating the distinction between the two educational paradigms. I will show that this is not as straightforward as it may seem, as there is no agreement about the exact definitions of the terms. However, having two terms rather than just the word ‘education’ is important in order to be able to make the distinction I am after, and here the terms Bildung and Erziehung are helpful. I conclude the paper with a brief sketch of the ‘existential work’ of education in order to outline what the existential paradigm implies for educational practice.

scholarly journals Teachers’ Beliefs about the Role of Digital Educational Resources in Educational Practice: A Qualitative Study

2021 ◽  
Vol 11 (5) ◽  
pp. 239
Author(s):  
Ivan Alberola-Mulet ◽  
Marcos Jesús Iglesias-Martínez ◽  
Inés Lozano-Cabezas
Keyword(s):  
Information And Communication Technologies ◽  
Qualitative Methodology ◽  
Rapid Evolution ◽  
Educational Practice ◽  
Communication Technologies ◽  
Educational Process ◽  
Educational Resources ◽  
Important Conclusion ◽  
Digital Resources ◽  
Information And Communication

Information and Communication Technologies and Digital Educational Resources have undergone a rapid evolution and have been swiftly introduced into educational contexts. Teachers play a key role in integrating these technological resources into the classroom. The objective of the present study was to determine the value that teachers attribute to digital resources in their educational practice. Based on a qualitative methodology, the necessary information was obtained via an open-ended interview, in which a Spanish school’s Early Childhood and Primary Education teachers participated. The results revealed that teachers value the integration of digital resources into the classroom, though no consensus was reached as to the suitable level of integration. Use satisfaction was mainly related to student motivation. Certain problems or limitations also came to light, however, linked to students’ digital training. An important conclusion according to the perception of teachers is that the integration of digital resources in their educational practice was significant and improved the quality of the educational process.

scholarly journals The critique of essentialist critique of cyberculture

Matrizes ◽  
2015 ◽  
Vol 9 (1) ◽  
pp. 29
Author(s):  
André Lemos
Keyword(s):  
Network Theory ◽  
Actor Network Theory ◽  
Digital Culture ◽  
Critical Perspective ◽  
Actor Network ◽  
Central Argument ◽  
Social Associations ◽  
New Critics

The objective of this paper is to analyze the critical perspective of cyberculture from the discussion on the essence of technology. The article revisits the classic discussion about the essence of technology and updates it from the visions of the new critics of digital culture. The central argument is that traditional critical perspective (fundamentalist or pessimistic) fails to address the phenomena of digital culture by essentialist bias. It proposes an analysis of cyberculture by Actor-Network Theory (ART) since a focused view, stucked to the constituent networks of technical phenomenon, and attached to social associations may offer a solution to the empirical failure of criticism.

Sign in / Sign up

Export Citation Format

Share Document