Η ανοικτότητα στην εκπαίδευση: Εξερευνώντας τις Δυνατότητες και τις Προκλήσεις
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| Title: | Η ανοικτότητα στην εκπαίδευση: Εξερευνώντας τις Δυνατότητες και τις Προκλήσεις |
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| Alternate Title: | Openness in education: exploring the potential and challenges. |
| Authors: | Ευαγγελία (Γκέλη) Μανούσου1 manousoug@eap.gr, Αντώνης Λιοναράκης2 alionar@eap.gr, Νεκταρία (Νόρα) Σακκούλα3 noraskl@hotmail.com |
| Source: | Open Education: The Journal for Open & Distance Education & Educational Technology. 2025, Vol. 21 Issue 1, p30-48. 19p. |
| Subject Terms: | *Open universities, *Learning, Equality, Fairness, Participation |
| People: | Bourdieu, Pierre, 1930-2002, Bernstein, Basil B. |
| Abstract (English): | Students studying at Open Universities worldwide may not be aware of the meaning of the term "open" included in the name of these institutions, as is the case with the Hellenic Open University. However, this word was chosen very carefully indicating a whole philosophy, educational approach and policy. In this paper, terms and concepts such as "Open Education", the culture of openness and the preconditions for openness are approached in order to start and develop a dialogue and create a contemporary theoretical framework, first of all for the philosophy of openness, but more specifically for Open Universities, as well as for the Hellenic Open University. The rapid changes taking place in the 21st century as a result of the 4th Industrial Revolution and globalization have brought new challenges and opportunities by transforming the way we live, work, communicate and learn (Schwab, 2016). In this context, education takes on a crucial role, as it focuses on "teaching people how to learn", encouraging knowledge creation that will lead to progress and development (Lionarakis, 2006; Siemens, 2005). UNESCO (2015) emphasizes accessibility in education, regardless of time, place and device, ensuring the participation of all stakeholders. This statement is a manifesto for implementing changes to make education open and responsive to the challenges of modern societies. Openness in education requires restructured educational systems that promote democracy, human rights and equity (Lionarakis, 2008). Moreover, it emphasizes access and opportunities offered to people without formal qualifications, removing barriers faced by a large part of the population. Yet, the concept of openness has multiple dimensions, with no widely accepted definitions. Our aim is to identify the assumptions and philosophy of openness, rather than to provide a definition. Open Education aims to increase educational opportunities for those who have been excluded from the traditional system. At the same time, it is used to describe educational systems that are more accessible than conventional ones. The emergence of education as a critical factor in social development after World War II coincided with the rapid development of the sciences and arts. In this context, the sociology of education highlighted the need for equity in education in order to increase access to higher education and economic progress. Nevertheless, Bourdieu (1986) and Bernstein (1975) argued that education reflects social inequities and power relations, reproducing differences between social classes. Ideas such as ensuring students' rights, inclusion and participation in school management (Bernstein, 2000) came to the fore, although reality belies such expectations. School maintains a closed and conservative culture that promotes practices of symbolic violence and excludes the lower classes from academic success (Bourdieu & Passeron, 1990). Despite these challenges, Bourdieu and Bernstein laid the foundation for the concept of openness, which includes free access to education, recognition of social differences, flexibility of curricula, granting students control, and the adoption of student-centered learning. But the question remains: how can openness be achieved in such a context? Openness can be approached interpretatively, through criteria that are shaped according to the social, educational and political context. A broader approach to openness is concerned with learner autonomy, the supportive role of the teacher, interdisciplinary teaching, flexibility in time, curriculum and pace of learning, focusing on the right of choice for learners (Jones, 2015). These parameters are selectively adopted by Open Universities, depending on the social, economic and political needs they serve (Jones, 2015; Wiley, 2006). Therefore, openness in education can be considered synonymous with freedom of choice. The conditions for an open educational environment are related to freedom in terms of (Baker, 2017; Cronin, 2017; Jones, 2015; Mishra, 2017; Mohammed & Mishra, 2012; Wiley, 2006; Villamejor - Mendoza, 2013 Zawacki-Richter & Jung, 2023): 1. acceptance of learners, regardless of cost, previous academic success, cultural and economic background, 2. access to the premises of educational institutions, 3. choice of place, time, pace and methods of learning, 4. the organisation, design and development of educational materials, 5. the choice of educational materials available, 6. developing curricula, 7. the development of interactions and partnerships. The above conditions define and outline the profile of Open Universities, which is related to: 1. open access, 2. human resources and the recognition of formal, non-formal and informal learning, 3. physical space, as no physical presence in university halls is required, 4. new teaching methods, 5. new ideas and innovations, 6. new concepts, 7. organisation and flexibility in learning and teaching, 8. teaching/learning materials, designed in an interactive way and based on basic principles and methodologies, 9. student support and preparation for difficulties they may encounter, 10. bridging experiences that harmonise students' past experiences with those they will acquire in higher education; and 11. the perspective of "teaching them how to learn". However, openness often remains unclear or only partially achievable (Peter & Deimann, 2013). The lack of clarity leads to overly optimistic expectations based on the false assumption that openness is independent of social, political, and economic conditions (Bayne, Knox, & Ross, 2015). In reality, openness interacts with, shapes, and is shaped by factors such as society, politics, and economy (Peter & Deimann, 2013). For example, the economic crisis of 2008-2009 highlighted the need for open education systems, especially for marginalised groups such as refugees and migrants, while raising issues, such as increased tuition fees (Jones, 2015). These developments have led to the creation of MOOCs, which promote openness, but often without formal accreditation (Hall, 2015; Jones, 2015). Open Education promotes equity, accessibility and the dissemination of knowledge, creating a more equitable and open educational environment, as well as increasing educational opportunities for those who have been excluded from the traditional system. Openness in education is directly linked to democracy, implying restructured education systems that promote democracy, human rights and equality. Despite efforts, openness remains superficial in many cases, limited by political agendas and social inequalities (Olakulehin & Singh, 2013). Ultimately, openness in education can act as a policy tool, intensifying inequalities and confirming Bourdieu and Bernstein's theories of social and educational inequalities. [ABSTRACT FROM AUTHOR] |
| Abstract (Modern Greek): | Σκοπός του άρθρου αυτού είναι να ερμηνεύσει και να προσεγγίσει την ανοικτότητα στην εκπαίδευση, διερευνώντας τους παράγοντες που τη διαμορφώνουν, τις προϋποθέσεις της, τις δυνατότητες, καθώς και τις προκλήσεις που προκύπτουν, κατά την υιοθέτησή της. Οι παγκοσμιοποιημένες κοινωνίες του 21ου αιώνα υπόκεινται σε συνεχείς αλλαγές. Οι απαιτήσεις αυξάνονται σε όλους τους τομείς και, ασφαλώς, η εκπαίδευση οφείλει να εκσυγχρονιστεί και να ακολουθήσει τις επιταγές των καιρών. Η ανοικτότητα, ενδεχομένως, να έχει τη δυνατότητα να ανταποκριθεί στις νέες προκλήσεις. Ωστόσο, η έλλειψη σαφούς ορισμού και η ρευστή φύση της καθιστούν δύσκολη την υιοθέτηση και την εφαρμογή της από τα εκπαιδευτικά συστήματα. Σε αυτό το άρθρο, μέσω βιβλιογραφικής ανασκόπησης, η ανοικτότητα προσεγγίζεται ως κουλτούρα στην εκπαίδευση, η οποία αλληλεπιδρά με το κοινωνικό πλαίσιο και προσαρμόζει ανάλογα τα χαρακτηριστικά της. Τα σημαντικότερα ευρήματα καταδεικνύουν ότι η ύπαρξη της ανοικτότητας, ή τουλάχιστον μερών αυτής, κατοχυρώνει το ανθρώπινο δικαίωμα στην εκπαίδευση, θέτει τα θεμέλια για τον εκδημοκρατισμό όλων των βαθμίδων της εκπαίδευσης και ίσως έχει τη δύναμη να καλύψει τις ανάγκες που προκύπτουν στην εκπαίδευση με την πάροδο του χρόνου. Αν και η προσέγγιση της ανοικτότητας παραμένει περισσότερο σε θεωρητικό επίπεδο, είναι απαραίτητη προκειμένου να αποτελέσει τη βάση για την πρακτική εφαρμογή της. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
| Abstract: | Students studying at Open Universities worldwide may not be aware of the meaning of the term "open" included in the name of these institutions, as is the case with the Hellenic Open University. However, this word was chosen very carefully indicating a whole philosophy, educational approach and policy. In this paper, terms and concepts such as "Open Education", the culture of openness and the preconditions for openness are approached in order to start and develop a dialogue and create a contemporary theoretical framework, first of all for the philosophy of openness, but more specifically for Open Universities, as well as for the Hellenic Open University. The rapid changes taking place in the 21st century as a result of the 4th Industrial Revolution and globalization have brought new challenges and opportunities by transforming the way we live, work, communicate and learn (Schwab, 2016). In this context, education takes on a crucial role, as it focuses on "teaching people how to learn", encouraging knowledge creation that will lead to progress and development (Lionarakis, 2006; Siemens, 2005). UNESCO (2015) emphasizes accessibility in education, regardless of time, place and device, ensuring the participation of all stakeholders. This statement is a manifesto for implementing changes to make education open and responsive to the challenges of modern societies. Openness in education requires restructured educational systems that promote democracy, human rights and equity (Lionarakis, 2008). Moreover, it emphasizes access and opportunities offered to people without formal qualifications, removing barriers faced by a large part of the population. Yet, the concept of openness has multiple dimensions, with no widely accepted definitions. Our aim is to identify the assumptions and philosophy of openness, rather than to provide a definition. Open Education aims to increase educational opportunities for those who have been excluded from the traditional system. At the same time, it is used to describe educational systems that are more accessible than conventional ones. The emergence of education as a critical factor in social development after World War II coincided with the rapid development of the sciences and arts. In this context, the sociology of education highlighted the need for equity in education in order to increase access to higher education and economic progress. Nevertheless, Bourdieu (1986) and Bernstein (1975) argued that education reflects social inequities and power relations, reproducing differences between social classes. Ideas such as ensuring students' rights, inclusion and participation in school management (Bernstein, 2000) came to the fore, although reality belies such expectations. School maintains a closed and conservative culture that promotes practices of symbolic violence and excludes the lower classes from academic success (Bourdieu & Passeron, 1990). Despite these challenges, Bourdieu and Bernstein laid the foundation for the concept of openness, which includes free access to education, recognition of social differences, flexibility of curricula, granting students control, and the adoption of student-centered learning. But the question remains: how can openness be achieved in such a context? Openness can be approached interpretatively, through criteria that are shaped according to the social, educational and political context. A broader approach to openness is concerned with learner autonomy, the supportive role of the teacher, interdisciplinary teaching, flexibility in time, curriculum and pace of learning, focusing on the right of choice for learners (Jones, 2015). These parameters are selectively adopted by Open Universities, depending on the social, economic and political needs they serve (Jones, 2015; Wiley, 2006). Therefore, openness in education can be considered synonymous with freedom of choice. The conditions for an open educational environment are related to freedom in terms of (Baker, 2017; Cronin, 2017; Jones, 2015; Mishra, 2017; Mohammed & Mishra, 2012; Wiley, 2006; Villamejor - Mendoza, 2013 Zawacki-Richter & Jung, 2023): 1. acceptance of learners, regardless of cost, previous academic success, cultural and economic background, 2. access to the premises of educational institutions, 3. choice of place, time, pace and methods of learning, 4. the organisation, design and development of educational materials, 5. the choice of educational materials available, 6. developing curricula, 7. the development of interactions and partnerships. The above conditions define and outline the profile of Open Universities, which is related to: 1. open access, 2. human resources and the recognition of formal, non-formal and informal learning, 3. physical space, as no physical presence in university halls is required, 4. new teaching methods, 5. new ideas and innovations, 6. new concepts, 7. organisation and flexibility in learning and teaching, 8. teaching/learning materials, designed in an interactive way and based on basic principles and methodologies, 9. student support and preparation for difficulties they may encounter, 10. bridging experiences that harmonise students' past experiences with those they will acquire in higher education; and 11. the perspective of "teaching them how to learn". However, openness often remains unclear or only partially achievable (Peter & Deimann, 2013). The lack of clarity leads to overly optimistic expectations based on the false assumption that openness is independent of social, political, and economic conditions (Bayne, Knox, & Ross, 2015). In reality, openness interacts with, shapes, and is shaped by factors such as society, politics, and economy (Peter & Deimann, 2013). For example, the economic crisis of 2008-2009 highlighted the need for open education systems, especially for marginalised groups such as refugees and migrants, while raising issues, such as increased tuition fees (Jones, 2015). These developments have led to the creation of MOOCs, which promote openness, but often without formal accreditation (Hall, 2015; Jones, 2015). Open Education promotes equity, accessibility and the dissemination of knowledge, creating a more equitable and open educational environment, as well as increasing educational opportunities for those who have been excluded from the traditional system. Openness in education is directly linked to democracy, implying restructured education systems that promote democracy, human rights and equality. Despite efforts, openness remains superficial in many cases, limited by political agendas and social inequalities (Olakulehin & Singh, 2013). Ultimately, openness in education can act as a policy tool, intensifying inequalities and confirming Bourdieu and Bernstein's theories of social and educational inequalities. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 17919312 |
| DOI: | 10.12681/jode.40745 |
