Ah, yes… now for a moment of shameless displays of pride and self-promotion ! Desk copies of my “Chaordic knowledge production: A systems-based response to critical education” article, published in Theory of Science vol. XV/XXVIII/2006, no. 3, pp. 149-162, arrived last week.
Drop me a line if you’d like a PDF of the scanned article!
Abstract
Proponents of critical education and critical pedagogy call on us to question the “oppressor vs. oppressed” relationships that the global mainstream “banking” system of education enforces (see esp. Freire, 2000). This practice produces learners that do not have the knowledge and skills to solve their own problems and maximize their individual potential. Systems thinking is the contextual analysis of an organization or process as a whole (Capra, 1996, p. 30; von Bertalanffy, 1968). A future-oriented, systems approach to the examination and redesign of critical education theory yields a chaordic, coconstructivist metatheory that maximizes each individual’s ontological potential. By building upon an example that employs automated information technology as a mediator in a coconstructivist system, this paper suggests that not only are coconstructivist critical knowledge systems plausible, but the design of the systems themselves need not be designed complexly to exhibit complex, transformative behavior.
Comments
This abstract is an example of really really ugly language.
It is made to impress the reader with seemingly scientific formulas, while neglecting the duty to communicate an idea in clear words.
Lets hope you’re not really into education. Luckless bastards, if you teach for real.
Fran, what word(s)/phrases/concepts do you not understand? This is pretty basic systems language that I believe translates into Dutch quite easily. Let me know where you’re stuck, and I’ll try to help.