Phronesis and complexity

Este ensayo explora dos aspectos del concepto griego de phrónesis. Por un lado, el que está estrechamente relacionado con el concepto aristotélico de «virtud» y es que, en efecto, es un tipo de «meta-virtud». Por otro lado, el concepto se aborda también desde las teorías de la práctica y del razonamiento práctico de un modo más general. Argumento que estos dos aspectos están estrechamente relacionados, y que pueden ser entendidos como dos versiones de la misma cosa. Esta relación llega a ser especialmente clara cuando exploramos la pregunta de cómo la phrónesis se aprende. Para terminar, se expone cómo nuestro entendimiento de la phrónesis se amplía cuando tenemos en cuenta cómo se aplica en contextos complejos./n This essay explores two aspects of the Greek concept of «phronesis». On the one hand, it is closely tied to the Aristotelian concept of «virtue» — and is in effect a kind of «meta-virtue». On the other hand, the concept arises in theories of practice, and of practical reasoning more generally. I argue that these two aspects are closely related, and can be understood as two versions of the same thing. This relationship becomes especially clear when we explore the question of how phronesis is learned. Finally, our understanding of phronesis is deepened when we consider how it is enacted in contexts of complexity

Rethinking the Virtual

Burbules faz uma sÈrie de consideraÁ?es para montar um conceito teÛrico do virtual. Primeiro, examina os quatro processos da vinculaÁ„o (interesse, envolvimento, imaginaÁ„o e interaÁ„o) para que ocorra a imers„o, muito importantes para entender-se o potencial educacional da virtualidade. Segundo, aplica o conceito do virtual ‡ discuss„o do espaÁo e do tempo virtuais decorrendo daÌ que, ‡ medida que os espaÁos virtuais tornam-se conhecidos e importantes, passam a ser lugares virtuais. Essa transformaÁ„o pode acontecer de duas maneiras: por arquitetura e por mapeamento, em plausÌvel paralelo aos pontos de vista respectivamente do professor e do aluno. Este trabalho pode ser visto como uma tentativa de desmistificar a virtualidade como sendo exclusivamente tecnolÛgica e de encar·-la como a base de um conceito educacional. Destacam-se, neste artigo, os conceitos de virtualidade, lugares virtuais educacionais e arquitetura e mapeamento

Being Critical About Being Critical. A Response to Toward a Transformative Criticality for Democratic Citizenship Education

This response to Toward a Transformative Criticality for Democratic Citizenship Education takes a positive and supportive stance toward pressing the arguments forward. By focusing on the communicative components of democratic citizenship education and activist pedagogy, it highlights some of the tensions and difficulties of actually doing this work

Learning technologies and EFL teamwork

In this article, we discuss how technology-based learning methodologies developed in primary and secondary education can offer useful approaches to higher education instruction. For example, young and adult Spanish speakers are often used to participating in discussions and debates in their English as a Foreign Language (EFL) courses. This paper highlights how this model can help support a wider collaborative, ubiquitous learning environment that supports in-class and out-of-class interactions that allow 21st century second-language learners to work with other peers in building (digital) knowledge and forming stronger arguments in English. This article emphasizes that mastering communication skills, cooperation, and collaboration through a combination of learning technologies are themselves necessary 21st century skills in today’s citizens. These capabilities can help to establish a continuous lifelong learning orientation when dealing with education at different stages of life. We will conclude that higher education assessment strategies need to be transformed in order to appreciate these collaborative, digital and EFL students’ outcomes

Significados de “Aprendizagem Ubíqua”

In an era when people can carry the Internet in their pocket, teaching and learning must be reconsidered. The increased use of handheld and portable devices, along with pervasive wireless networking, means that structured learning opportunities are becoming an “any time, anywhere” enterprise. We talk about this shift in terms of ubiquity: the traditional divide between formal and informal contexts of learning is breaking down. Technological as well as social, cultural, and institutional changes mean that learning is a continuous possibility. The essay concludes with some brief observations about the implications of these changes for the professional training and development of teachers. En una época en que las personas pueden llevar Internet en sus bolsillos, la enseñanza y el aprendizaje deben reconsiderarse. El aumento del uso de dispositivos de mano y portátiles, junto con las redes inalámbricas presentes por todos lados, significa que las oportunidades de aprendizaje estructuradas están convirtiéndose en un asunto “en cualquier momento y en cualquier lugar”. Hablamos de este cambio en términos de ubicuidad: la brecha tradicional entre contextos formales e informales de aprendizaje está desmoronándose. Los cambios tecnológicos y sociales, culturales e institucionales hacen que el aprendizaje sea una posibilidad continua. El ensayo concluye con algunas breves observaciones acerca de las repercusiones de estos cambios para la preparación y el desarrollo profesional de los docentes.Numa época em que as pessoas podem levar a Internet em seu bolso, ensino e aprendizagem devem ser reconsiderados. O aumento do uso de dispositivos portáteis, juntamente com a rede sem fio onipresente, significa que as oportunidades de aprendizagem estruturados estão- se tornando uma empresa “a qualquer hora, em qualquer lugar”. Falamos sobre essa mudança em termos de ubiquidade: a divisão tradicional entre os contextos formais e informais de aprendizagem é quebrada. Mudanças tecnológicas,sociais, culturais e institucionais significam que a aprendizagem é uma possibilidade contínua. O ensaio conclui com algumas observações sobre as implicações destas mudanças para a formação e desenvolvimento profissional dos professores

New Models of Hybrid Leadership in Global Higher Education

This manuscript highlights the development of a leadership preparation program known as the Nanyang Technological University Leadership Academy (NTULA), exploring the leadership challenges unique to a university undergoing rapid growth in a highly multicultural context, and the hybrid model of leadership it developed in response to globalization. It asks the research question of how the university adapted to a period of accelerated growth and transition by adopting a hybrid approach to academic leadership. The paper uses qualitative methodology to review NTULA’s first cohort, including interviews and participant survey responses. The findings illuminate three key areas of the hybridized leadership model that are challenging to balance, including managing the transition from the leadership style required to drive rapid institutional change to the approach needed to preserve that growth, how leaders reconcile the need to be responsive to both administration and faculty, and how to lead in a highly diverse, multicultural space

Las TIC del aula a la agenda política : ponencias del Seminario internacional Cómo las TIC transforman las escuelas

¿Qué razones impulsan la necesidad de la inclusión de las Tecnologías de la Información y la Comunicación en el sistema educativo? ¿Pueden estas tecnologías contribuir al cumplimiento de los objetivos educativos, propuestos por el Estado, de equidad y calidad para todos? ¿Cuál es el papel del Estado en la inclusión de TIC en la educación y en las instituciones educativas? El Seminario internacional “Cómo las TIC transforman las escuelas”, realizado en abril de 2007 en la Ciudad de Buenos Aires, apuntó a responder estas preguntas, además de abrir algunos temas fuertemente relacionados, como el de la integración curricular de las TIC, la gestión en las instituciones educativas y el software de código abierto, entre otros. El Seminario fue organizado por UNICEF Argentina y el IIPE-UNESCO, Sede Regional Buenos Aires, con el objetivo de contribuir al debate y la reflexión sobre la inclusión de las TIC en el ámbito educativo en su perspectiva política y pedagógica. Este volumen presenta los aportes que prestigiosos especialistas internacionales y nacionales han compartido con una nutrida audiencia de funcionarios públicos, directivos y docentes de todos los niveles de la educación

Paradoxes of the Web: The Ethical Dimensions of Credibility

published or submitted for publicatio

This is Not a Paper

The rapid spread of electronic mail, listservs, and bulletin boards operating over the Internet has already had marked effects on how scholars communicate ideas with one another.1 Beyond exchanging informal messages through these new media, scholars can now circulate scholarly work in various stages of completion, either by sending an electronic version to a group of colleagues (active dissemination), or by putting it on a computer server accessible through gopher or the World Wide Web (WWW), which makes it available to any interested reader with Internet access (passive dissemination). Additionally, electronic journals and newsletters of various kinds have come upon the scene to provide new opportunities for the publication of scholarly material.published or submitted for publicationis peer reviewe

Theory and Research on Teaching as Dialogue

A special challenge for this chapter, therefore, is to carve out a useful terrain between two unproductive extremes. One is to consider any verbal interaction between teacher and student, or among students, a "dialogue," which would simply equate dialogue with communication. Building on Dewey???s (1916, p. 5) famous formulation that "Not only is social life identical with communication, but all communication (and hence all genuine social life) is educative," it would elide any distinctions among dialogue, pedagogy, and communication. The other unproductive extreme is to narrow prescriptively the multiple forms of dialogue to a single form as "true" dialogue, which neglects its historical genealogy (but is, even more important, pedagogically counterproductive). One of our central claims will be that there are forms of dialogue, and that their usefulness in educational settings will depend on the relation between forms of communicative interaction and (1) the contexts of such interaction, (2) other activities and relations among participants, (3) the subject matter under discussion, and (4) the varied differences among those participants themselves. Conceptions of dialogue need to be rethought within the changing institutional and demographic circumstances of teaching and learning, and within the changing educational needs and aims of society.published or submitted for publicationis peer reviewe