The phenomenology of space in writing online

Abstract In this paper we explore the phenomenon of writing online. We ask, ' In recent years, college and university teachers have been increasingly required to integrate technology in their teaching, and institutions schedule ever more courses online. Especially in postgraduate programs there is a preponderance of alternative online offerings whereby much of the interaction is through reading and writing texts. Students encounter their teacher, other students, and their subject matter through words on the screen. Literally, the text and the computer screen are the media that mediate the pedagogical relations and educational experiences. In this paper, the phenomenology of writing is explored to study the phenomenon of space: nearness and distance, proximity and relationality in online writing. Are the changes of the new writing technologies significant for the text itself ? Over a century ago, Nietzsche, inspired by his new typewriter, wrote, 'Our writing instruments contribute to our thoughts'. 1 Typewriting, and more particularly writing with keyboard and mouse, changes how we write, and the way our words look as we write. But how do the writing instruments contribute to our (writing) thoughts? Jacques Derrida, the philosopher of writing, was hesitant: 'People often ask me, "Has your writing changed since you have been writing on the computer?" I'm incapable of replying. I don't know what criteria to measure it by. There's certainly a change but I'm not sure that it affects what is written ... ' (2005, p. 25). Indeed, it would be difficult to measure how a text might have looked differently if th

The phenomenology of space in writing online

Abstract In this paper we explore the phenomenon of writing online. We ask, ' In recent years, college and university teachers have been increasingly required to integrate technology in their teaching, and institutions schedule ever more courses online. Especially in postgraduate programs there is a preponderance of alternative online offerings whereby much of the interaction is through reading and writing texts. Students encounter their teacher, other students, and their subject matter through words on the screen. Literally, the text and the computer screen are the media that mediate the pedagogical relations and educational experiences. In this paper, the phenomenology of writing is explored to study the phenomenon of space: nearness and distance, proximity and relationality in online writing. Are the changes of the new writing technologies significant for the text itself ? Over a century ago, Nietzsche, inspired by his new typewriter, wrote, 'Our writing instruments contribute to our thoughts'. 1 Typewriting, and more particularly writing with keyboard and mouse, changes how we write, and the way our words look as we write. But how do the writing instruments contribute to our (writing) thoughts? Jacques Derrida, the philosopher of writing, was hesitant: 'People often ask me, "Has your writing changed since you have been writing on the computer?" I'm incapable of replying. I don't know what criteria to measure it by. There's certainly a change but I'm not sure that it affects what is written ... ' (2005, p. 25). Indeed, it would be difficult to measure how a text might have looked differently if th

Guided portfolio writing as a scaffold for reflective learning in in-service contexts: A case study

Language is widely recognized as an inescapable mediating tool for professional learning, and with this text we want to contribute to a better understanding of the particular role that guided writing can play in in-service professional reflective learning. We analysed one pre-school teacher’s written portfolio, the construction of which was guided to scaffold deep thinking about (and the transference of theory into) practice during participation in an in-service program about language education. Our case study shows that the writing process sustained robust learning about professional knowing, doing and learning itself: The teacher elaborated an integrative ethical understanding of the discussed theory, fully experienced newly informed practices and assessed her own learning by using theory to confront her previous knowledge and practices. Throughout the portfolio, the learning stance revealed by her voice varied accordingly. The study illustrates the potential of guided writing to scaffold reflective learning in in-service contexts.Fundação para a Ciência e a Tecnologia (FCT), Portugal. PEst-OE/CED/UI1661/2011] through CIEd (Centro de Estudos em Educação). PEst-OE/CED/UI0317/2014] through CIEC.info:eu-repo/semantics/publishedVersio

The Stakeholder Challenge: Dealing with Challenging Situations Involving Stakeholders

Project managers are an occupational group who is exposed to high levels of stress caused by various aspects such as resources and communication or working relationships. One particularly challenging area is the interaction with stakeholders, who are often perceived to “be difficult”. With this study, we investigate how project managers cope with challenging situations involving stakeholders in projects. We do this through a qualitative study involving interviews and focus groups to explore the lived experiences of the project managers in specific situations. Our findings suggest that a project manager perspective on stakeholder management is particularly valuable to account for contextual factors such as sources of challenging situations. We propose a project coping model which transfers Lazarus and Folkman’s stress and coping model into the project context and adds the layer of project coping to emphasise the project managers’ perception of accountability and commitment to the project

Herbart und der Takt im Unterricht

Es wird Herbarts Theorie vom "Takt im Unterricht" vorgestellt. "Ob jemand ein guter oder ein schlechter Erzieher sein werde", hängt einzig von der Ausbildung jenes Taktes bei diesem ab. Der Autor vertritt die These, "der Takt sei eine Art Tugend und das Herzstück des Unterrichtens." Hierzu führt der Autor eigene Beispiele zum fehlenden Takt im Unterricht an. Neben Herbarts Theorie werden auch andere Ansätze zum Begriff des Taktes vorgestellt. Es wird begründet, warum sich das Handeln einer Lehrkraft nicht vollkommen rational begründen läßt. Das tagtägliche Einüben des Unterrichtens oder das Involviertsein für die pädagogische Entwicklung wird als bedeutsam bewertet; der vorherrschende rationalistische Ansatz in der Unterrichtsforschung und Lehrerausbildung wird kritisch bewertet. Pädagogischer Takt kann ausgebildet werden, wenn Bereitschaft besteht, sich dafür zu öffnen. (DIPF/We.

Book Review: Phenomenology as Qualitative Research: A Critical Analysis of Meaning Attribution

Book Title: Phenomenology as Qualitative Research: A Critical Analysis of Meaning AttributionBook Author: John Paley(2017) London & New York: Routledge. Hard Cover (198 pages). ISBN: 978-1-138-65281-1 Cost: USA $160.00; UK £95.0

Van Manen, Max, Edifying Theory, Serving the Good, Theory into Practice, 21 (Winter, 1982), 44-49.

Sets forth curriculum theory that edifies children through teachers\u27 lives