Differences
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day_1_post [2017/07/21 17:31] pilar |
day_1_post [2017/10/04 10:50] (current) |
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| **Post-Formalist Group 1** | **Post-Formalist Group 1** | ||
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| Our group is talking about pluralism in post-formalism. Educators were talking about culture and variety; they would love to see themselves facilitate rather than performing as authority, bring tools to people and make things with them. They also questioned about the university system, such as curriculum and framework - or no framework and no hierarchy at all. And they also doubt of the level of difference among every teacher - same course name but different content. They were also struggling between being a guiding or a helper. I love to understand how educators are thinking as they are a giver and I am fascinated by how they review the education environment and their work. International thinking is a beautiful term which never exists and there is no one-way solution. Regards of variety, culture experience and on the boundary, there are many details to discuss. we can not cover all the aspect but we see what is happening and we can adjust direction (in an own decision), somehow it is still open end. | Our group is talking about pluralism in post-formalism. Educators were talking about culture and variety; they would love to see themselves facilitate rather than performing as authority, bring tools to people and make things with them. They also questioned about the university system, such as curriculum and framework - or no framework and no hierarchy at all. And they also doubt of the level of difference among every teacher - same course name but different content. They were also struggling between being a guiding or a helper. I love to understand how educators are thinking as they are a giver and I am fascinated by how they review the education environment and their work. International thinking is a beautiful term which never exists and there is no one-way solution. Regards of variety, culture experience and on the boundary, there are many details to discuss. we can not cover all the aspect but we see what is happening and we can adjust direction (in an own decision), somehow it is still open end. | ||
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| ===== Post-Formal > Pluralism ===== | ===== Post-Formal > Pluralism ===== | ||
| - | Educators engaged in a very interesting conversation about how their role can shift to encourage diversity and pluralism in the classroom. Participants questioned the idea of a curriculum, but acknowledged that without structure, the learning environment would be chaotic. Is it possible to create a framework that can surround each student, but give individuals the freedom to create their own personal sub-framework within? This could be based on their individual personality, needs and interests? How can educators cultivate an inclusive environment where all cultural backgrounds and points of view are considered? Seems like the ultimate goal is to see the students and faculty as horizontal, (no one person knows more than the next). I see the logic in this mentality, but feel that as a student, entering a new environment, guidance and structure is what I am seeking. What about basic formal skill and the ability to articulate your thoughts, process and outcome? Are all these things subjective? | + | Educators engaged in a very interesting conversation about how their role can shift to encourage diversity and pluralism in the classroom. Participants questioned the idea of a curriculum, but acknowledged that without structure, the learning environment would be chaotic. Could students create their own curricula? Or is it possible to create a framework that can surround each student, but give individuals the freedom to create their own personal sub-framework within? This could be based on their individual personality, needs and interests? How can educators cultivate an inclusive environment where all cultural backgrounds and points of view are considered? Seems like the ultimate goal is to see the students and faculty as horizontal, (no one person knows more than the next). I see the logic in this mentality, but feel that as a student, entering a new environment, guidance and structure is what I am seeking. What about basic formal skill and the ability to articulate your thoughts, process and outcome? Are all these things subjective? I am confused about the boundaries between where this could be applicable. |
| - | I understand the fallacy of hierarchy in terms of age, experience, history, etc., but somehow I think it is necessary. Maybe there is a balance between authority and student? No one is "better" or "worse", but there is still skill being passed on. (But what is skill?) I also question how the structure of the classroom (and what happens within that structure) will function or carry on into the real outside world. What happens when everyone is simultaneously the teacher and the student? | + | I understand the fallacy of hierarchy in terms of age, experience, history, etc., but somehow I think it is necessary. Maybe there is a balance between authority and student? No one is "better" or "worse", but there is still skill being passed on. (But what is skill?) I also question how the structure of the classroom (and what happens within that structure) will function or carry on into the real outside world. What happens when everyone is simultaneously the teacher and the student? And does that relate to what is happening on the outside? Also what propels the discussion forward if there is no hierarchy? |
| Breaking down this kind of system and reorganizing it seems like a very complex problem. | Breaking down this kind of system and reorganizing it seems like a very complex problem. | ||
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| - | [[day_2_post| Day 2 Post Formalist Group]] | ||
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