My apologies, I have
struggled a bit to attend to some of the very fine detail in this thread
because there is so much rich and valuable discussion, and I wanted to get my
head around everyone's ideas...the reality is that I simply cannot engage with
each point in depth-time being the problem really. Nevertheless, you 'all' have managed to get
me thinking in my own little world-about related stuff from my past readings
(refs can be posted if you want them) and my experiences... so here
goes...forgive me for tangents the story does have a narrative of sorts:
What is it possible to know
Realism=external world exists
independently of our representations of it
Relativism= any external
world is inaccessible to us in principle and practice
Social Constructionism= culture
not biology that shapes human life and the human mind that gives meaning to action
via interpretation (Bruner, 1990)
Looking back, Plato. Four scripts
David Hume in Treatise of Human
Nature suggests we can't logically derive statements about how peeps ought to behave
from statements about how the world is arranged, we can't derive ought from is.
But in the every day-we do!
In Gorgias, Plato theorises
about how humans ought to behave; to what is real, and what can be known. So, his theory...(Theory of forms)...theory
of ideas/knowing can be summed up by Stephen Dedalus in Ulysees...'Horseness is
the whatness of all horses'. Plato then argued that forms and ideas are
more real than every day stuff.....like ummmm trees or cats say-that take their
names from them. So, forms of things more real than the things themselves.
Thus, forms of things
including abstractions...justice, mathematics, morality etc were considered by Plato
to be more real than your regular
stuff...moral truths are the most real things of all. For example in the Republic book Seven, the
cave represents a distrust of the senses.....the charioteer in Phaedrus
represents a paradox across the tripartite elements of the soul....in terms of one's
conflict with reason...and we see this in Marlowe's Faust.....the Hero? Faust follows his own heart at all
costs-steps over people at all costs....to sell his soul to the devil. Marlowe
raises the question of what order is to be followed....what do we do-if
self-understanding is to be frowned upon. Thus, the duality paradigm e.g.in the works of
D.H.Lawrence and others that emerged across literary movements thereafter .......good/bad......lion/lamb........love/hate
appeared to reflect the conflict between the social I and the subjective I. Essentially, such a theme examines the
construction of identities.
And, the shipowner in Plato's
Republic book Six......focuses on the paradox of democracy..........decisions
are made by people with no knowledge....open to error. Similarly it was German
idealism/political ideology -mirrored across the German literary movement,
including works such as Geertz (Verta) and Schiller's The Robbers that preceded;
and therefore was a part of the build up to Nazi Germany (19th
Century) that we can link with Plato's theory here, in that the question arises
about the reason as to why Hitler lost WW2? Was it by attacking Soviet Union?
(for no reason at all!). The link then is in the notion of dictator/democracy
are both open to errors due to a lack of definite knowledge.
Questioned whether Education
should be more concerned with intellectual or moral virtue. In other words what
ought to be the driving principle that informs education systems? A focus on pragmatics, or Virtue, or Higher
thought? So it goes, because there can never be any agreement about how to
achieve one or t'other in practice....such questions appear to remain unanswered,
or perhaps the answer is all three. But,
let us not forget that for Aristotle the main branches of Ed were considered to
be reading and writing; gymnastics; music and drawing......so no LMSs forum in
Bakhtin and Vygotsky
Arguably linked by focusing
on the relationship between culture and identity, which underpins an epistemological
stance about how we come to know. Both examined human expression, with Vygotsky
placing emphasis on historical development. So, humans considered as social and
cultural inhabitants of their worlds-who collectively construct knowledge,
which contrasts with any existence of a rational plan that encompasses such
happenings, meaning the development of identities and agency is specific to
practices e.g. shared language, shared cultures, practices and activities 'situated'
in historically contingent, socially enacted and culturally constructed worlds
(Holland et al, 1998).
We can therefore never be
100% objective, but the endeavour of seeking some sort of objective stance is
reliant on the tools we use to seek it out. The purpose of such tools might be
to enable us to consider what is happening in our mind (subjective stance) and what
is happening out there, and how the two fudge. So, one tool is that of reflective activity,
to ask more questions....to change our states and not block conversation-to
re-think about things; to think about things in different ways, and this
requires a genuine emotional response not a trained response. What I mean is expressive activity that can enable
us to view our own subjectivity in order to maybe learn something about objectivity. What a task-given the constraint that is
inherent in the compression of time.
In sum, learning theories,
philosophies and related educational implications informed from the past for education
are numerous, and can be considered for online learning engagement as outlined
in Moodle's philosophy and pedagogy docs.
Back on topic in view of the video about using forums for assessment appears
to suggest to me that moodle philosophy and pedagogy underpin the presentation.
In addition, the video also refers to constructive alignment, a practice well
utilised across face to face learning and teaching also.
I have put together some
slides which outline, in a very simplistic way, the bare bones for related concepts
and educational implications, related with this thread, about using Moodle for
learning and teaching (including the use of forums) . Will paste a url link-once I have converted them, soon.