Chapter in D. Kennedy & B. Bahler (2017) Philosophy of childhood today. Exploring the boundaries.... more Chapter in D. Kennedy & B. Bahler (2017) Philosophy of childhood today. Exploring the boundaries. Lexington Books
During the last years, MOOCs (massive open online courses) are part of the most discussed develop... more During the last years, MOOCs (massive open online courses) are part of the most discussed developments in educational technology. MOOCs swept the landscape of educational technology in no time. However, through all this enthusiasm , it is difficult to see the contribution of MOOCs to computer-based education. Even though there is a surge in MOOCs as well as in MOOC-research, it is unclear how an effective MOOC-pedagogy can be developed. What is this MOOC-phe-nomenon? And how can we, as educators, teachers, pedagogues, educational researchers, develop MOOC-pedagogy? In the first part of this paper, we'll start with an overview of the MOOC-phenomenon. In the second part, we'll discuss the implicit philosophical attitudes towards educational technology that underlies much of the MOOC-debates. We then argue that, rather than a theoretically grounded approach to educational technology, common sense attitudes of essentialism and instrumentalism prevail. In the last part of the paper, we suggest to concentrate on the educational design of technology and on the development of practices of study necessary to deal with technology, in order to develop a meaningful educational practice.
"Both ‘philosophy’ and ‘the child’ are notions that seem to
have an everlasting presence in our ... more "Both ‘philosophy’ and ‘the child’ are notions that seem to
have an everlasting presence in our daily vocabulary. What is
less common and perhaps lacking is any reflection on the
relation between them, which is rarely a focus of the
researcher’s attention. We believe that it is precisely this
relation that is at stake in increasingly popular notions such
as ‘philosophy for/with children’, or even in philosophy of
education as such. In this article we will expand upon this
claim by exploring the meeting place(s) of both notions. An
extensive elaboration of this relation would need not only
more space than the average journal article offers, but also
much more extensive research. Both ‘philosophy’ and ‘the
child’—if we were to do justice to the wealth these terms
offer—should each form separately the object of further
research, in order to be able to pick the fruits of their shared
household. We will bypass a labyrinthine study of this sort,
however, and instead offer some thoughts on the cross-section
of both these terms, seeking as it were what could be
philosophical about the child, and where philosophy becomes
childish. We hope that the reader would be so kind as to step
into this brief, and somewhat associative, reasoning and find
something of value in this wordplay, knowing that the more
extensive treatise that the interconnection of these two
realities demands is to be found elsewhere. The authors, for
their part, are writing in the conviction that less can
sometimes be more."
Chapter in D. Kennedy & B. Bahler (2017) Philosophy of childhood today. Exploring the boundaries.... more Chapter in D. Kennedy & B. Bahler (2017) Philosophy of childhood today. Exploring the boundaries. Lexington Books
During the last years, MOOCs (massive open online courses) are part of the most discussed develop... more During the last years, MOOCs (massive open online courses) are part of the most discussed developments in educational technology. MOOCs swept the landscape of educational technology in no time. However, through all this enthusiasm , it is difficult to see the contribution of MOOCs to computer-based education. Even though there is a surge in MOOCs as well as in MOOC-research, it is unclear how an effective MOOC-pedagogy can be developed. What is this MOOC-phe-nomenon? And how can we, as educators, teachers, pedagogues, educational researchers, develop MOOC-pedagogy? In the first part of this paper, we'll start with an overview of the MOOC-phenomenon. In the second part, we'll discuss the implicit philosophical attitudes towards educational technology that underlies much of the MOOC-debates. We then argue that, rather than a theoretically grounded approach to educational technology, common sense attitudes of essentialism and instrumentalism prevail. In the last part of the paper, we suggest to concentrate on the educational design of technology and on the development of practices of study necessary to deal with technology, in order to develop a meaningful educational practice.
"Both ‘philosophy’ and ‘the child’ are notions that seem to
have an everlasting presence in our ... more "Both ‘philosophy’ and ‘the child’ are notions that seem to
have an everlasting presence in our daily vocabulary. What is
less common and perhaps lacking is any reflection on the
relation between them, which is rarely a focus of the
researcher’s attention. We believe that it is precisely this
relation that is at stake in increasingly popular notions such
as ‘philosophy for/with children’, or even in philosophy of
education as such. In this article we will expand upon this
claim by exploring the meeting place(s) of both notions. An
extensive elaboration of this relation would need not only
more space than the average journal article offers, but also
much more extensive research. Both ‘philosophy’ and ‘the
child’—if we were to do justice to the wealth these terms
offer—should each form separately the object of further
research, in order to be able to pick the fruits of their shared
household. We will bypass a labyrinthine study of this sort,
however, and instead offer some thoughts on the cross-section
of both these terms, seeking as it were what could be
philosophical about the child, and where philosophy becomes
childish. We hope that the reader would be so kind as to step
into this brief, and somewhat associative, reasoning and find
something of value in this wordplay, knowing that the more
extensive treatise that the interconnection of these two
realities demands is to be found elsewhere. The authors, for
their part, are writing in the conviction that less can
sometimes be more."
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Papers by Thomas Storme
have an everlasting presence in our daily vocabulary. What is
less common and perhaps lacking is any reflection on the
relation between them, which is rarely a focus of the
researcher’s attention. We believe that it is precisely this
relation that is at stake in increasingly popular notions such
as ‘philosophy for/with children’, or even in philosophy of
education as such. In this article we will expand upon this
claim by exploring the meeting place(s) of both notions. An
extensive elaboration of this relation would need not only
more space than the average journal article offers, but also
much more extensive research. Both ‘philosophy’ and ‘the
child’—if we were to do justice to the wealth these terms
offer—should each form separately the object of further
research, in order to be able to pick the fruits of their shared
household. We will bypass a labyrinthine study of this sort,
however, and instead offer some thoughts on the cross-section
of both these terms, seeking as it were what could be
philosophical about the child, and where philosophy becomes
childish. We hope that the reader would be so kind as to step
into this brief, and somewhat associative, reasoning and find
something of value in this wordplay, knowing that the more
extensive treatise that the interconnection of these two
realities demands is to be found elsewhere. The authors, for
their part, are writing in the conviction that less can
sometimes be more."
Books by Thomas Storme
have an everlasting presence in our daily vocabulary. What is
less common and perhaps lacking is any reflection on the
relation between them, which is rarely a focus of the
researcher’s attention. We believe that it is precisely this
relation that is at stake in increasingly popular notions such
as ‘philosophy for/with children’, or even in philosophy of
education as such. In this article we will expand upon this
claim by exploring the meeting place(s) of both notions. An
extensive elaboration of this relation would need not only
more space than the average journal article offers, but also
much more extensive research. Both ‘philosophy’ and ‘the
child’—if we were to do justice to the wealth these terms
offer—should each form separately the object of further
research, in order to be able to pick the fruits of their shared
household. We will bypass a labyrinthine study of this sort,
however, and instead offer some thoughts on the cross-section
of both these terms, seeking as it were what could be
philosophical about the child, and where philosophy becomes
childish. We hope that the reader would be so kind as to step
into this brief, and somewhat associative, reasoning and find
something of value in this wordplay, knowing that the more
extensive treatise that the interconnection of these two
realities demands is to be found elsewhere. The authors, for
their part, are writing in the conviction that less can
sometimes be more."