Blockchain Technologies: A Study of the Future of Education

This paper provides insights into the possible, plausible and desirable futures of using blockchain technologies in education. While several universities and education providers are already beginning to use blockchain technologies for complex record manipulations, accounting, and certification of credentials, a whole-systems approach provides a broader view of the issues, promises and challenges associated with using blockchain technologies in education. The study uses social inquiry and causal layered analysis (CLA) to explore impacts across social, economic, environmental, policy, and values dimensions. Findings suggest the needs for new driving metaphors and myths about the purpose and value of education and its place in society as a public good, challenging traditional narratives of the importance and value of formal education and degrees. The implications of this study include a consideration of wider social factors that become important for implementing transformative change in education, presenting challenges to traditional K-12 and higher education curriculum, outcomes, and infrastructure

A Social Inquiry Analysis of Post-Pandemic Higher Education: A Futures Perspective

This paper explores higher education futures post the Corona virus pandemic. It uses futures and social inquiry approaches to explore how post-pandemic times will impact higher education. As a research method, social inquiry connects across social systems to explore complex relationships and impacts, providing a broader perspective of potential influences and synergies of social phenomenon. Social inquiry research shifts focus away from causal affects to explore patterns of connectivity and is therefore an appropriate methodology for futures inquiry. An examination of 141 trends associated with COVID-19 impacts provided the data for futures analyses through a Causal Layered Analysis approach. Three guiding questions including how we can address the challenges and embrace the opportunities of post-pandemic times to create more equitable, inclusive and sustainable higher education futures were explored. Results point to the need to rethink our social metaphors for more equitable and desirable higher education futures. Implications of this research suggest the need to examine and revision the purpose and values of higher education to meet the needs of individuals and society

Curriculum Clearings as Being-With-Mathematics Experiences: Authentic Learning through a Heideggerian Lens

The article focuses on the study conducted by the authors in order to understand the nature of authentic learning experience of math students. Authentic learning experience is characterized by the ability of the student to integrate and use disciplinary concepts with real life experience. The authors note that authentic learning experience of math students is influenced by individual perception towards math and expectation on the practical benefits of math education

Fleener, M. Jayne, Curriculum Dynamics, pp. 163-180 in her Curriculum Dynamics: Recreating Heart. New York: Peter Lang, 2002.

Draws implications from postmodern logics for ways of seeing curriculum in line with Doll\u27s (1993) conceptions; a following chapter deals with related issues in curriculum studies and research