In previous publications, Gert Biesta has suggested that education should be oriented toward three domains of purpose that he calls qualification, socialization, and subjectification. Many educators, ...policymakers, and scholars have found this suggestion helpful. Nonetheless, the discussion about the exact nature of each domain and about their relationships to each other has been ongoing, particularly with regard to the domain of subjectification. In this article, Biesta revisits the three domains and tries to provide further clarification with regard to the idea of subjectification. He highlights that subjectification has to do with the existence of the child or student as subject of her or his own life, not as object of educational interventions. Subjectification thus has to do with the question of freedom. Biesta explains that this is not the freedom to do what one wants to do, but the freedom to act in and with the world in a “grown‐up”
way.
The application of Challenge-Based Learning (CBL) has increased in higher education institutions, fostering student transversal competencies, knowledge of sociotechnical problems, and collaboration ...with industry and community actors. However, a broad range of different frameworks, hybrid approaches, and educational interventions are using this term to define their approach. This lack of standardization creates definitional and conceptual challenges for the domain. A review of CBL literature was conducted to examine key characteristics, challenges and benefits, and educational factors. A total of 100 articles were reviewed using a qualitative thematic matrix. Results describe CBL benefits despite many institutional, practical and academic challenges. Although there was much variability in CBL approaches, eight common characteristics emerged from the literature. This research can support future research and implementation of CBL by providing a guiding conceptual framework and a preliminary classification of CBL approaches.
When I say … simulation Gormley, Gerard J; Murphy, Paul
Medical education,
12/2023, Letnik:
57, Številka:
12
Journal Article
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Making the 'familiar unfamiliar' @DrGerryG & @MurphingtonPost unpack the term simulation based education in a manner that offers important pedological insights.
Editorial Foreword Peter Mellett
Educational journal of living theories,
12/2022, Letnik:
15, Številka:
2
Journal Article
Recenzirano
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This issue heralds the change of EJOLTs from publishing papers gathered twice a year to publishing papers as soon as they are accepted and prepared for publication by the Editorial Board. The journal ...was established in 2008. Although published solely as a web-based journal the tradition of paperpublished journals was followed, that is papers were gathered to publish in an issue at predetermined times of the year. Since then technology and its use has been developed to enable practitioners to better realise their professional responsibilities. These include researching into their practice to understand and improve it and creating valid accounts of their educational influences in learning, and to contribute the educational knowledge they generate in the process to the growth of a global educational knowledge base that everyone can benefit from. Knowledge, understanding and practice of Living Educational Theory Research and EJOLTs procedures have also developed since 2008.
Editorial Foreword Jack Whitehead
Educational journal of living theories,
12/2021, Letnik:
14, Številka:
2
Journal Article
Recenzirano
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This editorial of December 2021 is written at a time when the world continues to reel from the effects of COVID-19. In my contribution to the foreword of issue 13(2) of December 2020 I wrote ...optimistically that, “it is likely to be well into 2021 before the beneficial influences of vaccines will be felt through the world”. Whilst these influences are being felt the omicron mutation of the virus is spreading and the pandemic continues. There is still much to be done is establishing an equitable sharing of vaccines throughout the world. Working and researching in global contexts affected by the pandemic, Living Educational Theory Researchers continue to contribute their educational knowledge to the professional knowledgebase of education as they ask, research and answer questions of the kind, ‘How do we improve our practice as global citizens as our individual and collective contributions to bringing into being a world of human flourishing?'.
Editorial Foreword Jack Whitehead
Educational journal of living theories,
12/2021, Letnik:
14, Številka:
2
Journal Article
Recenzirano
Odprti dostop
This editorial of December 2021 is written at a time when the world continues to reel from the effects of COVID-19. foreword of issue 13(2) of December 2020 I wrote optimistically that, “it is likely ...to be well into 2021 before the beneficial influences of vaccines will be felt through the world”. Whilst these influences are being felt the omicron mutation of the virus is spreading and the pandemic continues. There is still much to be done is establishing an equitable sharing of vaccines throughout the world. Working and researching in global contexts affected by the pandemic, Living Educational Theory Researchers continue to contribute their educational knowledge to the professional knowledgebase of education as they ask, research and answer questions of the kind, ‘How do we improve our practice as global citizens as our individual and collective contributions to bringing into being a world of human flourishing?'. The sites of practice of contributors to issue 13(2) highlighted the international reach of Living Educational Theory Researchers with papers from researchers in New Zealand, India, Pakistan, Canada and Bangladesh. The sites of practice of contributors to issue 14(2) include Bangladesh, the Bahamas and Nepal. The two books reviewed are those of Suresh Nanwani researching in the Philippines and Robert Maxwell in the UK.
In cognitive load theory, element interactivity has been used as the basic, defining mechanism of intrinsic cognitive load for many years. In this article, it is suggested that element interactivity ...underlies extraneous cognitive load as well. By defining extraneous cognitive load in terms of element interactivity, a distinct relation between intrinsic and extraneous cognitive load can be established based on whether element interactivity is essential to the task at hand or whether it is a function of instructional procedures. Furthermore, germane cognitive load can be defined in terms of intrinsic cognitive load, thus also associating germane cognitive load with element interactivity. An analysis of the consequences of explaining the various cognitive load effects in terms of element interactivity is carried out.
This paper presents a literature review of science teaching approaches that seek to support equity in science classrooms, focusing on marginalization based on (i) race/ethnicity, (ii) social ...class/socioeconomic background, and (iii) religion. Considered were approaches that science teachers can use in science classes in secondary schools. They were analyzed and discussed against the backdrop of critical pedagogy by Paulo Freire and the educational theory by Hannah Arendt, which constitutes a novelty in science education research. The review used meta interpretation combined with systematic searches in the ERIC database. It is, thus, limited to works published in English. A total of 930 articles (2013–2021) were identified out of which 64 were fully analyzed. The analysis shows that most approaches strive to provide more equal access to the existing science knowledge and structures of the community. This corresponds to the introduction to the “old world” in a conservative interpretation of Arendt's term. I argue that in addition, it is necessary to employ a more radical interpretation of the “old world” as fundamentally plural which is done in translanguaging and grappling with racism. Further, the transformative nature of science education needs to be strengthened in terms of Freire's critical pedagogy and Arendt's concept of natality. This means allowing students to become aware of oppressive structures to induce change. Only youth participatory science, youth participatory action research, and grappling with racism explicitly aim for this. This shows that nuanced perspectives on equity in science education are needed.
Long‐standing theoretical education frameworks and methodologies have failed to provide space for the role mental health can play in mediating educational consequences. To illustrate the need for ...such space, Ebony McGee and David Stovall highlight the voices of black undergraduates they have served in the capacities of teacher, researcher, and mentor. Building from the theoretical contributions of intellectual giants like Frantz Fanon and W. E. B. Du Bois, the authors attempt to connect oppressive social systems to the psyche of the oppressed in a way that is relevant to black students. McGee and Stovall pose a challenge to the current research trend of attributing the survival of black students at traditionally white institutions primarily to grit, perseverance, and mental toughness, noting that research on the aforementioned qualities often fails to properly acknowledge multiple forms of suffering. Utilizing the lens of Critical Race Theory (CRT), the authors also challenge the construct of grit to consider the extent to which the mental health concerns of black students go undetected. Although critical race theorists have unmasked and attacked the racial trauma experienced at all levels of the educational system, the connection of CRT to mental health and wellness research is in its embryonic stages. For these reasons, McGee and Stovall argue that CRT scholars need to incorporate praxis to address mental health and wellness in order to address a fuller spectrum of black students' racialized worlds. Ultimately, they seek interdisciplinary perspectives that can help identify and foster strategies to support black students in the project and process of healing from multiple forms of racialized trauma they experience within and beyond their educational encounters.
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