Paradigms, Distance Learning, Education, and Philosophy
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| Title: | Paradigms, Distance Learning, Education, and Philosophy |
|---|---|
| Language: | English |
| Authors: | Higgins, Andrew |
| Source: | Journal of Open, Flexible and Distance Learning. 2020 24(2):4-11. |
| Availability: | DEANZ: New Zealand Association for Open, Flexible and Distance Learning. Open Polytechnic, 3 Cleary Street Private Bag 31914, Lower Hutt 5040, New Zealand. Tel: +64-3-345-8246; Web site: http://www.jofdl.nz/index.php/JOFDL |
| Peer Reviewed: | Y |
| Page Count: | 11 |
| Publication Date: | 2020 |
| Document Type: | Journal Articles Opinion Papers |
| Descriptors: | Educational Philosophy, COVID-19, Pandemics, Distance Education, Educational Theories, Teaching Methods, Foreign Countries, Social Change, Educational History, Correspondence Study, Information Technology, Social Theories, Online Courses |
| Geographic Terms: | Australia, New Zealand, Europe, United Kingdom, South America, United States |
| ISSN: | 1179-7665 |
| Abstract: | The premise of this brief opinion piece is that the fundamental paradigm of education appeared with Plato. It is that there is a co-location in time and space of learners, teachers, and resources. The absence of any of these elements can lead to shortcomings in the meaning of the term "to be educated". Recent events such as COVID-19 demonstrate that the paradigm is subject to challenge but that its premises are firmly established. It is recognised that there are complex philosophical and theoretical arguments surrounding distance education debates. It is not possible in a short article like this to canvass all the possible philosophical positions that affect education. Pointers to these debates are referenced in the article. For the purpose of this article, "philosophy" is taken to mean that department of knowledge or study that deals with ultimate reality, or with the general causes and principles of things. More narrowly, it is the study of general principles of some particular branch of knowledge, experience, or activity--in this case, distance education or flexible learning. "Theory" is taken to mean a scheme or system of ideas or statements held as an explanation or account of a group of facts or phenomena. |
| Abstractor: | As Provided |
| Entry Date: | 2021 |
| Accession Number: | EJ1280742 |
| Database: | ERIC |
| Abstract: | The premise of this brief opinion piece is that the fundamental paradigm of education appeared with Plato. It is that there is a co-location in time and space of learners, teachers, and resources. The absence of any of these elements can lead to shortcomings in the meaning of the term "to be educated". Recent events such as COVID-19 demonstrate that the paradigm is subject to challenge but that its premises are firmly established. It is recognised that there are complex philosophical and theoretical arguments surrounding distance education debates. It is not possible in a short article like this to canvass all the possible philosophical positions that affect education. Pointers to these debates are referenced in the article. For the purpose of this article, "philosophy" is taken to mean that department of knowledge or study that deals with ultimate reality, or with the general causes and principles of things. More narrowly, it is the study of general principles of some particular branch of knowledge, experience, or activity--in this case, distance education or flexible learning. "Theory" is taken to mean a scheme or system of ideas or statements held as an explanation or account of a group of facts or phenomena. |
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| ISSN: | 1179-7665 |
