Epistemic Considerations of Open Education to Re-Source Educators' Praxis Sustainably
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| Title: | Epistemic Considerations of Open Education to Re-Source Educators' Praxis Sustainably |
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| Language: | English |
| Authors: | Barbara Class (ORCID |
| Source: | Open Praxis. 2023 15(3):185-198. |
| Availability: | International Council for Open and Distance Education. Lilleakerveien 23, 0283 Oslo, Norway. Tel: +47-22-06-26-30; Fax: +47-22-06-26-31; e-mail: icde@icde.org; Web site: https://openpraxis.org/ |
| Peer Reviewed: | Y |
| Page Count: | 14 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Higher Education Postsecondary Education |
| Descriptors: | Open Education, Educational Philosophy, Sustainability, Higher Education, Praxis, Models, Holistic Approach, Epistemology, Foreign Countries |
| Geographic Terms: | Switzerland |
| ISSN: | 1369-9997 2304-070X |
| Abstract: | This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit "ethos," "eidos" and "praxis" in Open Education to move away from a prevailing Western, dominant, unsustainable paradigm and explore a holistic approach, the inclusion of indigenous knowledge systems, the shift from an overall domesticating to a liberating education, and the making visible of what has been made invisible. This discussion precedes the presentation of a roadmap drafted for Open Education in the Swiss Higher Education landscape, explaining why it has been deliberately prepared at the epistemic level and how relevant this is in relation to the sustainability process, providing a horizon for the first of three steps -- survival, security, sustainability. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1408274 |
| Database: | ERIC |
| Abstract: | This article suggests to reflect on the philosophical foundations of Open Education. It reaches out to Bergson's and Popper's respective understandings of Open Society; ontology of immanence, not-yetness; and post-inquiry. It invites to revisit "ethos," "eidos" and "praxis" in Open Education to move away from a prevailing Western, dominant, unsustainable paradigm and explore a holistic approach, the inclusion of indigenous knowledge systems, the shift from an overall domesticating to a liberating education, and the making visible of what has been made invisible. This discussion precedes the presentation of a roadmap drafted for Open Education in the Swiss Higher Education landscape, explaining why it has been deliberately prepared at the epistemic level and how relevant this is in relation to the sustainability process, providing a horizon for the first of three steps -- survival, security, sustainability. |
|---|---|
| ISSN: | 1369-9997 2304-070X |
