The concept of responsibility is both omnipresent and highly ambivalent in the field of education. On the one hand, the term is considered to be one of the key concepts of pedagogical ethics, ...intended to enable a reflection on pedagogical authority. On the other hand, it is inextricably linked to the concept of accountability, which, in fact, tends to obscure important ethical issues in education. In this paper, Nele Kuhlmann aims to illustrate that these two dimensions of the concept of responsibility are inseparably rooted in its conceptual history and that it is only through this interplay that the term could become such an influential and powerful concept. By pointing out the ambiguous character of “responsibility” in the German field of educational theory and politics, Kuhlmann attempts to open up an epistemological space for thinking beyond the notion of responsibility in terms of sovereignty and accountability.
Various theories from the field of educational psychology, including high expectation theory (HET) and self-determination theory (SDT), focus on the classroom conditions which facilitate ...students’ motivation, learning, and well-being. In the current paper, we aimed to breech the theoretical division between HET and SDT through a synthesis of both theories. We identified multiple areas of convergence and complementarity. The teaching practices that are theorized to support students’ motivation, learning, and well-being put forward by both HET and SDT show a high degree of conceptual overlap. Moreover, findings from both research fields suggest a gap between theory and practice: although the teaching principles put forward by both theories are believed to be effective for all students, not all teachers optimally apply these principles in their teaching or apply them equally for all classes or all students. Both theories acknowledge that teacher beliefs and contextual factors may account for this gap between theory and practice. In the paper, we put forward an integrative model to show how the two theories converge and complement each other. The integration of the two theories offers a way forward in terms of understanding and applying these two theoretical stances to the classroom.
This article proposes 7 core affordances of technology for collaborative learning based on theories of collaborative learning and CSCL (Computer-Supported Collaborative Learning) practices. ...Technology affords learner opportunities to (1) engage in a joint task, (2) communicate, (3) share resources, (4) engage in productive collaborative learning processes, (5) engage in co-construction, (6) monitor and regulate collaborative learning, and (7) find and build groups and communities. We elaborate our framework using in-depth explorations of how technologies are actually used to support collaborative learning in CSCL research and identify representative design strategies and technology examples. While technology can play an important role in addressing the demands of collaborative learning, it needs to be considered in conjunction with pedagogical strategies and other social and cultural supports for collaborative learning. The supports also need to remain at an appropriate level so as not to interfere with long-term learning goals.
Generative learning involves actively making sense of to-be-learned information by mentally reorganizing and integrating it with one's prior knowledge, thereby enabling learners to apply what they ...have learned to new situations. In this article, we present eight learning strategies intended to promote generative learning: summarizing, mapping, drawing, imagining, self-testing, self-explaining, teaching, and enacting. First, we provide an overview of generative learning theory, grounded in Wittrock's (1974) generative model of comprehension and reflected in more recent frameworks of active learning, such as Mayer's (2014) select-organize-integrate (SOI) framework. Next, for each of the eight generative learning strategies, we provide a description, review exemplary research studies, discuss potential boundary conditions, and provide practical recommendations for implementation. Finally, we discuss the implications of generative learning for the science of learning, and we suggest directions for further research.
The new generation is key to reaching the United Nations Sustainable Development Goals. But to solve complex, global challenges and create sustainable development requires changes in the education ...system toward new ways of learning and knowing, as well as developing capabilities to act. In 2005, we (Md Hafizur Rahman, Md Alamin, and Trine Lund) therefore established a community of practice in Bangladesh called Education for Development and Sustainability (EDS), where we mentor vulnerable children and youth to become change agents, teachers, and leaders who, in turn, mentor younger children and youth. In this article, we explore the questions, ‘How can we mentor for transformative learning?’ and ‘How can we explain the related inner change?’ Finally, we discuss the transformative, cooperative living-educational-theory we developed in the process. We do this by following the transformative journey of the EDS teacher Abdullah bin Mujib bin Abdul Khalid, and by reflecting on the values behind our mentoring and how this research has influenced us as action researchers. In this way, we aim to contribute to Living Educational Theory Research. During our process as action researchers, Erling Krogh and Sigrid Gjøtterud contributed substantially to our professional reflections and to the development of our living-educational-theory research.
Building on Woolf's (2020. "Exploring Pedagogies to Elevate Inquiry: Teaching Action Research in the Third Space." Educational Action Research 28 (4): 579-596) conceptions of `third space theory' ...this article describes how, in order to find continuity between theory and practice, the convenors of a network for educational action researchers created a `third space' to support knowledge creation in a trans-generational and trans-institutional community. Our approach to third space theory draws on Woolf's work which describes 1) perceived space 2) conceived space and 3) lived space. The article demonstrates a new understanding of third space theory as we seek to support professional knowledge creation amongst teachers and teacher educators. Key issues and challenges in the establishment of a values-based educational action research network and its move to an online setting are introduced. We explain the generation of a living educational theory from the research community, which was convened by the authors. We have created both a face-to-face and an online professional development community of action researchers. The original contribution of this paper is the creation of an open and shared learning community to support action research practitioners in their processes of accessing, collaborating in and undertaking research. The significance of our paper is in the emergence of socially constructed knowledge in a fluid and flexible space that is underpinned by our lived values of inclusion and respect.
What is the future of Philosophy of education? Or as many of scholars and thinkers in this final 'future-focused' collective piece from the philosophy of education in a new key Series put it, what ...are the futures-plural and multiple-of the intersections of 'philosophy' and 'education?' What is 'Philosophy'; and what is 'Education', and what role may 'enquiry' play? Is the future of education and philosophy embracing-or at least taking seriously-and thinking with Indigenous ethicoontoepistemologies? And, perhaps most importantly, what is that 'Future'? These debates have been located in the work of diverse scholars: from the West, from Global South, from indigenous thinkers. In this collective piece, we purposefully juxtapose (and do not categorise under forced headings) diverse takes on the future of these intersections. We have given up the urge to organise, place together, separate with subheadings or connect the paragraphs that follow. Instead, we let these philosophers of education and thinkers who use philosophical texts and ideas to sit together in one long read as potentially 'strange and unusual bedfellows'. This text urges us to understand how these scholars and thinkers perceive our educational philosophical futures, and how the work and thinking they have done on thinking about what the future of that new key in philosophy of education may look like is embedded in a much deeper and richer literature, and personal experience.
Over the last few years, cognitive load theory has progressed and advanced rapidly. The articles in this special issue, which document those advances, are based on contributions to the 3rd ...International Cognitive Load Theory Conference (2009), Heerlen, The Netherlands. The articles of this special issue on cognitive load theory discuss new conceptualizations of the different categories of cognitive load, an integrated research perspective of process-oriented and cognitive load approaches to collaborative learning, an integrated research perspective of cognitive and social—cognitive approaches to example-based learning, and a specification of the theory focusing on the acquisition of generalized knowledge structures as a means to facilitate flexible problem-solving skills. This article provides a short introduction to the theory, discusses some of its recent advances, and provides an overview of the contributions to this issue.
My aim in this paper is to challenge the neo-Aristotelian tradition, currently dominant in contemporary theories of virtue education, by proposing the Platonic pedagogical methodology for virtue ...cultivation as a worthy alternative to the Aristotelian theory of education. I highlight that, in contrast to Aristotle's limited remarks concerning virtue education, Plato conceptualizes and develops a rigorous educational theory in the Republic that considers many different facets of education - i.e. moral character education, intellectual character education, exemplarism and educational corruption. Given Plato's immense contribution to virtue education theory, I conclude that his educational program merits more attention. It can serve as inspiration both for improving existing theories of character education and for developing new ones.
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