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An Archerian reading of John Dewey and its relevance for platform socialisation

What I find particularly valuable in Dewey is his sense of how as an individual “passes from one situation to another, his world, his environment, expands or contracts” with the “knowledge and skill in one situation becomes an instrument of understanding and dealing effectively with the situations which follow” (pg 44). The nature of this experience constitutes the conditions which facilitate or frustrate the individual’s flourishing.

The role of involvement in learning how to learn

I found this reprint from Hubert Dreyfus quite inspiring to engage with again, over a decade since I read the original book. It feels more relevant than ever when considering the constraints of education during the pandemic, with the core challenge posed by Dreyfus of how much involvement can be established remotely being one which anyone teaching via Zoom will have felt over the last year.

The two competing models of education

From John Dewey’s Experience and Education pg 17: The history of educational theory is marked by opposition between the idea that education is development from within and that it is formation from without; that it is based upon natural endowments and that education is a process of overcoming natural inclination […]

The social ontology of education

What is education? This perspective from Susan Robertson and Roger Dale, drawing on Connell’s work, resonated with me: Here, ‘learning’ is placed at the centre of anything that we might know as education, but it is seen as a collective property of the social world, and our understanding of the […]

On Wilhelm von Humboldt’s Education Ideal

It is a time-space granted for self-fulfilment. To become who one is. That’s what the university is. That’s why the university is called the university. Because it fulfils the purpose of the universe. Humbolt’s ideal is that without external pressure or demand, the individual will find within herself or himself, […]