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- Dr. Leonard J. Waks is Professor Emeritus of Educational Leadership at Temple University, USA and Distinguished Profe... moreDr. Leonard J. Waks is Professor Emeritus of Educational Leadership at Temple University, USA and Distinguished Professor of Educational Studies at Hangzhou Normal University.. Waks attended the University of Wisconsin (B.A philosophy, 1964edit
An old, retired professor is urged by a younger ex-colleague to visit a new consolidated metropolitan school district to learn about new school policies and new technologies. He discovers extensive regional-area use of high-speed trains... more
An old, retired professor is urged by a younger ex-colleague to visit a new consolidated metropolitan school district to learn about new school policies and new technologies. He discovers extensive regional-area use of high-speed trains and autonomous vehicles, artificial intelligence, and 3D printing. The new transport technologies allow all students within a 50 mile radius to get to any school or learning center in the district, optimizing integration by race and class. The AI devices include emotion detecting headbands and new mind-reading headbands in Beta mode, which facilitate rapid advances in learning as well as issues with security and privacy. Extensive use of Internet resources enables the personalization of curricula. Rapid and inexpensive 3D printing supports the rapid and inexpensive building of new tailor-designed facilities. The old professor is both impressed and troubled by what he sees and is surprised to find that his reservations are not shared by the progressive administrators, teachers, parents, or young learners.
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The problem of technology has, since 1970, been radically altered by the global spread of market economies and networked computers. As a result, the notion of technological literacy education that emerged in the 1970s and 1980s must be... more
The problem of technology has, since 1970, been radically altered by the global spread of market economies and networked computers. As a result, the notion of technological literacy education that emerged in the 1970s and 1980s must be re-constructed. After reviewing the impact of globalization and the spread of communications networks on the world occupational structure, and the consequent new risks borne by low-tier routine and informal workers, I offer a revision of the concept of technological literacy education that assigns important new roles to non-governmental organizations serving low-tier workers, and that places the hands-on use of networked computers at its core.
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The large MOOC platforms were introduced against the background of the occupational and educational crises after 2008. The first Massive Open Online Courses, or MOOCs, were introduced in 2007 and entered the higher education scene and... more
The large MOOC platforms were introduced against the background of the occupational and educational crises after 2008. The first Massive Open Online Courses, or MOOCs, were introduced in 2007 and entered the higher education scene and attracted immediate attention after the large platforms entered the scene after 2012. MOOCs had their origins in distance education, e-learning and open education. This chapter critically examines the meaning of the MOOC acronym, explains the vision and aims of the MOOC founders and charts the spread of MOOCs around the world and across the spectrum of learning situations after the launch of the big U.S. MOOC platforms.
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In this chapter, I examine potential contribution of massive open online courses (MOOCs) to universities and their students. Rather than speaking about MOOCs in the abstract, I examine actual MOOCs that point to future developments. I... more
In this chapter, I examine potential contribution of massive open online courses (MOOCs) to universities and their students. Rather than speaking about MOOCs in the abstract, I examine actual MOOCs that point to future developments. I locate three areas where MOOCs can make positive contributions: return on investment, new revenue streams, and revolutionary new course and credential formats. The first two contribute to university students, faculty, and administrative leaders within the entrenched university. The new formats indicate a shift from that paradigm to a “Higher Education 2.0” paradigm—the revolution of access to online learning where outcomes can be documented through badges, certificates, and nanodiplomas. Higher Education 2.0 offers a pathway to employment that by-passes conventional universities and their degree programs.
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When the major MOOC platforms were established in 2012, the economy and higher education were in crisis as a result of the 2008 financial collapse. Also, due to the long-term shift from industrial to information society, the nature of... more
When the major MOOC platforms were established in 2012, the economy and higher education were in crisis as a result of the 2008 financial collapse. Also, due to the long-term shift from industrial to information society, the nature of work, the skill base and organization of the labor force, and the production and utilization of knowledge were all changing. Middle-class jobs were disappearing and middle-class wages were no better than stagnant, while college tuition and student debt skyrocketed. Students found themselves paying more in tuition for fewer benefits in expected pay-offs. Thus, starting in 2011 American college enrollments began to decline, and some colleges were driven to insolvency. MOOCs gained rapid visibility by promising to resolve the high education crisis by making free, ‘world class’ higher education available for all.
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I want to thank Dr. Helen Crompton for her review, and the editor of Other Education for inviting me to reply. Crompton agrees that our current educational arrangements are in need of fresh thinking, and finds my account of the evolution... more
I want to thank Dr. Helen Crompton for her review, and the editor of Other Education for inviting me to reply. Crompton agrees that our current educational arrangements are in need of fresh thinking, and finds my account of the evolution of the American schools and their current predicaments useful. She says that American education is full of contradictions, but claims that my proposals are too. While she doesn’t actually identify specific “contradictions,” she does offer a number of harsh criticisms, and I want to focus on the most important of these. An important complaint of Crompton throughout her essay is that my account is America-centric. My book, however, is about American high schools...
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This third supplemental volume in the series Research in Philosophy and Technology deals with technology schools and the challenge they pose to philosophy in this area of thought.
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Ivan Mich — philosopher, historian, educator, and social critic — was born in Vienna, Austria, on September 4, 1926. In the Fall term of 1990, the Penn State Science, Technology, and Society Program organized a symposium on Illich’s... more
Ivan Mich — philosopher, historian, educator, and social critic — was born in Vienna, Austria, on September 4, 1926. In the Fall term of 1990, the Penn State Science, Technology, and Society Program organized a symposium on Illich’s thought to celebrate his fifth year as our colleague and in anticipation of his sixty-fifth birthday in 1991. Rustum Roy put the idea in motion by urging several members of the STS faculty and invited guests to prepare informal talks on the key books in the Mich corpus and the major themes explored in them.
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Describes analytic philosophy and shows how it can be used in analysis of educational terms such as teaching, learning, aims, and others
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Argues for a new version of open schooling based on a network of web and web-supported educational organizations; presents a practical proposal based on contemporary research fully explicated; offers guidance on changing to this new... more
Argues for a new version of open schooling based on a network of web and web-supported educational organizations; presents a practical proposal based on contemporary research fully explicated; offers guidance on changing to this new paradigm
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当杜威于1919年抵达中国的时候，在他的哲学立场和儒家传统之间进行公正平等对话的时机尚未成熟。彼时，杜威声名鹊起，而儒家传统却急剧衰落。杜威受到了当时领军学者的热烈欢迎，而同时'打倒孔家店'的口号也正流行。与过去不同，今天的中国已经是世界大国，儒家传统也再次复兴。杜威和孔子对话的时代已经到来。儒家的道德自我修养理论可以补充杜威的教育方案，而杜威的积极学习策略则可以填充儒家与科学和技术教育之间的鸿沟。杜威在中国的系列演讲中就曾经涉及中国的科学和技术教育问题。
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This volume brings together papers from a 1979 conference on 'personal growth'. Most of them, however, are related to this topic only indirectly; their authors's concerns are with the associated distinctions between... more
This volume brings together papers from a 1979 conference on 'personal growth'. Most of them, however, are related to this topic only indirectly; their authors's concerns are with the associated distinctions between 'established' or 'high' arts, on the one hand, and individual self-expression, popular art and the artistic expression of urban ethnic communities, on the other. In The Responsive School, Michael Golby raises some familiar questions about the appropriateness of the curricular emphasis on the 'high' arts. Horace Lashley, in Arts Education, The Curriculum, and the Multi-Cultural Society, goes a step farther and challenges this emphasis, arguing that the ethnic minority communities have 'valid cultures' that primary and secondary, schools ought to protect by promoting a 'mosaic' of artistic pluralism. The distinction between the characteristic values of community art and the established arts of industrial societies is reiterated by John Lane in The Road from Wigan Pier. Lane contrasts the established arts with the arts of societies unified by a spiritual ideal, in which the artistic motive 'permeates' the life of ordinary people. By way of contrast he says, '[we have] divorced ourselves from our own deep, warm instinctive life .... However, with new technologies and shorter working hours we are bound to see a massive resurgence of self-actualizing craft work.' In Art Process and Product, David Spurling raises necessary challenges to Lane's historial and psychological assumptions. In the Arts and the Whole Curriculum, John Eggleston argues for a place for arts in the curriculum based on their significance for the environment, for promoting free expression and for aiding in the preparation for work. Roy Shaw in Education and the Arts defends traditional art appreciation against enthusiasts of 'creative self-expression'. The study of works of 'high' art, he states, is relevant to the needs of the masses. Meaningful experiences of these works are unavailable precisely because the
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Higher education offers ‘secondary educational benefits’ – credits and diplomas – which serve as job and career qualifications providing access to advantageous careers and social positions. Critics argue that MOOCs cannot provide such... more
Higher education offers ‘secondary educational benefits’ – credits and diplomas – which serve as job and career qualifications providing access to advantageous careers and social positions. Critics argue that MOOCs cannot provide such benefits. Developments since 2012 blunt these critiques. The first section of this chapter considers the contribution of MOOC certificates to diploma-based credentials when accepted for transfer credit. The second section then considers stand-alone MOOC-based qualifications such as Udacity ‘nano-degrees’, ALISON ‘diplomas’, Coursera ‘specializations’ and edX ‘mini-masters’. The chapter ends with an examination of MOOC certificates and badges as components of digital capability portfolios. The conclusion is that bundling of learning experiences including MOOC certificates in personalized portfolios may fit the occupational credential needs of many learners better than college diplomas in the emerging ‘gig economy’.
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While John Dewey wrote relatively little about higher education, he had a well-developed and largely unexplored conception of the university, grounded in his three- stage account of thought or inquiry as developed in Studies in Logical... more
While John Dewey wrote relatively little about higher education, he had a well-developed and largely unexplored conception of the university, grounded in his three- stage account of thought or inquiry as developed in Studies in Logical Theory and further developed in Logic: Theory of Inquiry. The first stage is antecedent to inquiry proper, residing in the situations of living that evoke thought. The second is inquiry proper, where data or immediate materials are subjected to systematic thought to yield judgment. The third is the moment after thought has considered its data and reached its result and brought it forth in situations of living as transformed by this new element. This final stage, is the “objective of thought” but lies outside of the context of inquiry proper. This chapter, building on the Dewey corpus, explains that conception, with close attention to university-based research, teaching, and service.
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PurposeTo reflect on experience of research and journal publication with the aim of sharing key lessons in preparing and submitting articles for publication.Design/methodology/approachThe viewpoint draws on the author's own... more
PurposeTo reflect on experience of research and journal publication with the aim of sharing key lessons in preparing and submitting articles for publication.Design/methodology/approachThe viewpoint draws on the author's own career‐long experience as a teacher, researcher and writer.FindingsDraws together a series of lessons to provide guidelines for new researchers on how to write for publication.Originality/valueFew senior academics have captured their own learning and insight on the process of initiating and sustaining a publications profile. Typically new researchers learn by trial and error and the aim here is to share key lessons that might assist them.
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Abstract This paper argues five points: Science-technology-society (STS) studies includes two subcultures — one activist, the other academic; these have not communicated well with one another; as a result, they have false pictures of one... more
Abstract This paper argues five points: Science-technology-society (STS) studies includes two subcultures — one activist, the other academic; these have not communicated well with one another; as a result, they have false pictures of one anther; for the activists, STS is more a social movement than an academic field; indeed, academic scholarship is an unlikely source of movement leadership, though it has a role to play.
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"The teachers became more distant and uncar ing throughout my middle school career. The teachers would come to class, lecture, and go home. Students had very little contact with the educators as class curriculum shifted from hands on... more
"The teachers became more distant and uncar ing throughout my middle school career. The teachers would come to class, lecture, and go home. Students had very little contact with the educators as class curriculum shifted from hands on learning to textbook/lecture style. At this point, many students started disliking school because the school environment was closed, cold, and very boring. As I entered sixth grade ... I quickly dis covered that the school I had once loved was falling further into my memories" (Student reflect ing on her middle school experience, 1998).
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It is difficult for readers new to Ivan Illich’s Deschooling Societyto grasp its message unless they place it in the ideological context of the late 1960s. Painting with a broad brush, we may say that focal concerns of this time included... more
It is difficult for readers new to Ivan Illich’s Deschooling Societyto grasp its message unless they place it in the ideological context of the late 1960s. Painting with a broad brush, we may say that focal concerns of this time included inequality, psychological impotence, and environmental crisis:
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This article critiques the report of President Obama's taskforce on educational technology, ‘Transforming American Education’. It calls into question the claims of the authors that the proposed policy is ‘revolutionary’, and then... more
This article critiques the report of President Obama's taskforce on educational technology, ‘Transforming American Education’. It calls into question the claims of the authors that the proposed policy is ‘revolutionary’, and then offers a point-by-point comparison between the report's recommendations and those derived from a perspective taking full account of the genuinely revolutionary implications for learning of the new web 2.0 technologies. It concludes that the taskforce proposals constrain rather than facilitate the digital revolution in education.