Day 1 notes

Epistemology and Education

For generations we have pursued a "knowledge-based" curriculum that was developed at a time when access to information was scarce. Today’s digitally connected world offers unlimited, immediate and accurate information to nearly all the world’s questions. As answers to questions we already know provide little, if any, competitive advantage in today’s world it can be argued that education should now focus on stimulating and promoting the discovery of new possibilities.

An under-current of change driven by new teaching practices with proven success includes greater focus on functional skills, collaboration, creativity, understanding and evaluation of online data, social and cultural awareness, global connectedness and effective communication. This shift has seen acceptance of the sharing of learning outcomes and a move from ‘covering the curriculum’ to ‘discovering’ it.

‘The fact is that given the challenges we face, education doesn’t need to be reformed- it needs to be transformed. The key to this transformation is not to standardise education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions” (Robinson, 2009)

Ontology, Axiology and Epistemology

Ontology, axiology and epistemology are important related concepts in philosophy.

Ontology originally referred to the branch of metaphysics dealing with the nature of being and reality. In short, ontology refers to our ideas of reality and how it is constituted.

Epistemology, in turn, is interested in how we can acquire knowledge about that reality. The Greek word, ‘episteme’, refers to knowledge. Epistemologists try to identify the essential, defining components of knowledge. Thus, both of these provide a basis for learning and teaching, and they appear in learning theories. Equally, what we understand by learning and teaching leads to ontological and epistemological assumptions.

In addition to ontology and epistemology, there is a third concept of axiology that relates to value theories. It considers the values related to both ontology and epistemology. In its broad sense in the context of ontology, it addresses questions such as what is considered valuable in our world and our existence in it. The ideas educational systems adopt reflect what society regards as valuable for its success and welfare. (Audi, 1995)

Kent Lofgren's video "What is epistemology? Introduction to the word and the concept", which we view in class, defines epistemology as the study of knowledge, and contrasts empiricism (based on experience and observation) and rationalism (based on reason and logic). He also compares formal, genetic and social epistemology.

Of course 'Western' views of epistemology are not the only perspectives. “While Western science and education tend to emphasise compartmentalized knowledge which is often de-contextualized and taught in the detached setting of a classroom or laboratory, indigenous people have traditionally acquired their knowledge through direct experience in the natural world. For them, the particulars come to be understood in relation to the whole, and the ‘laws’ are continually tested in the context of everyday survival.” (Barnhardt & Kawagley, 2005).

Philosophy of Education

If you want, you can read http://plato.stanford.edu/entries/education-philosophy/ and reflect on your own teaching practice and personal views on the Philosophy of Education and Knowledge. 

Purpose of Education

Gert Biesta helps us to a wider view of education by focusing on the question of purpose – putting the ‘why’ of education before the ‘how’. He suggests these three broad domains of educational purpose:

The purpose of Maori education

In February 2001 the first Hui Taumata Mātauranga provided a framework for considering Māori aspirations for education. It resulted in 107 recommendations based around the family, Māori language and custom, quality in education, Māori participation in the education sector and the purpose of education. There was also wide agreement about three goals for Māori education:

• to live as Māori
• to actively participate as citizens of the world
• to enjoy good health and a high standard of living

(Durie, 2004).

References

Audi, R. (gen. ed.) (1995), The Cambridge Dictionary of Philosophy, Cambridge: Cambridge University Press.

Barnhardt, R. & Kawagley, A.(2005). Indigenous Knowledge Systems and Alaska Native Ways of Knowing, Anthropology and Education Quarterly 36(1):8–23.

Durie, M. (2004). Māori achievement: Anticipating the learning environment. Hui Taumata lV: Increasing Success for rangatahi in education. Insight, reflection and learning. Palmerston North, NZ: Massey University.

Robinson, K. (2009) The Element: How Finding Your Passion Changes Everything. Penguin.

Thought Leadership

Are you ready to be the “go to” leader in your school or community? Do you want to have influence for positive change, have an impact in arenas that matter to you, and leave a legacy of consequence? Then you’re probably eager to get started on your journey towards thought leadership.

Thought leaders are the informed opinion leaders and the go-to people in their field of expertise. They are trusted sources who move and inspire people with innovative ideas; turn ideas into reality, and know and show how to replicate their success. Who are the online leaders you follow? Remember that there is nothing to stop a New Zealand teacher being and international thought leaders. Take Richard Wells for example: http://eduwells.com

Are you a thought leader?

We are hoping that during this course you'll do some critical reflection through consciously interrogating your own experiences and preconceptions about leadership. As a social construct, leadership is open to reconstruction and reconfiguration, therefore it is essential to keep exploring the meaning of leadership to open up and develop new ways of understanding. 

Clark (2012) suggests the concept of catalytic leadership, whereby your ability to bring about and inspire change is not dependent on a position of power. It is clear that even if a teacher is not in a position of authority they are in a position of influence, and it is this influence that is crucial to becoming a change agent and leading practice.

Followership

Traditional research in leadership has largely relegated followers to the role of passive recipients or, at best, moderators of leader influence and behaviors. However, recent work in the area of followership has begun shifting this focus and emphasizing the possibility that followers actively have an influence over leaders, in particular leader behavior. What do you think makes a good follower?

There is a growing body of work  that makes clear that some followers can be more influential than others. For instance, Carsten et al. (2010) argue that while some followers may proactively challenge a leader's assumptions and provide information and feedback without being asked to do so, others may voice their opinions to their leaders without challenging them, and still others may follow their leaders and execute their orders without question. This suggests that proactive followers, who voluntarily become a part of decision making and challenge leader decisions or behaviors, should have more influence on leaders than passive or simply active followers. See also Kelley (1988).

Why reflect on a blog?

Experience alone does not add value to life, or your practice. It’s not necessarily the experience that is valuable; it’s the insight you get because of your experience. Reflective thinking turns experience into insights! (Maxwell, 2009)

I can see a day in the not too distant future (if it’s not already here) where your “digital footprint” will carry far more weight than anything you might include in a resume or CV. (Betcher, 2009)

If you need help setting up your optional reflective blog

• Ask help from your peers or even your students
• Start small
  
  • Your Blog can be a Private or Public one
• Remember that you can choose any platform
  
  • Blogger might be easiest (linked to your Google account)
  • Wordpress, Weebly and Wix have been used a lot too
  • It can be even just (for example a Google Site, OneNote) notes about your reflections

At next week’s session (first 15 minutes) we’ll help each other to set up blogs if needed. We'll also talk about the Assessments on next week's session. You’ll get all the information then. The first Assessment will be a video. So check what video editing tools and programmes you have on your devices and learn to use them. We’ll be making videos during the upcoming weeks, so use that time to upskill together.

References

Betcher, C. (2009). Digital footprints. Retrieved from http://chrisbetcher.com/tag/digitalfootprint/

Carsten, M. K., Uhl-Bien, M., West, B. J., Patera, J. L., & McGregor, R. (2010). Exploring social constructions of followership: A qualitative study. The Leadership Quarterly, 21, 543–562.

Clark, R. (2012). "I've Never Thought of Myself as a Leader But": The Early Years Professional and Catalytic Leadership. European Early Childhood Education Research Journal,20(3), 391-401.

Kelley, R. (1988). In praise of followers. Harvard Business Review, 66(6), 142–148.

Maxwell, J. C. (2009). How successful people think: Change your thinking, change your life. Hachette UK.

Day 1

What is Knowledge?
Discussion
Is knowledge shared or passed on
- dynamic - constantly changing
- is it dependent on environment?
- is everything i have experienced knowledge or do i have to be able to have a discussion and pass on?
- diff types of knowledge dependant on personality or attitude towards knowledge by person or other around them
- h
- to fuel a child's desire to exist in the world in an adult way.