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A battle over Wikipedia's use of images from the a London gallery's website has intensified. Read story

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Education versus “learnification” what’s at stake?

Will the effects of pandemic pedagogy accelerate learnification?  Gert Biesta ,  Dutch-born education philosopher  who is associated with the reclaiming teaching movement,  highlights that the discourse of “education” has become disconnected from “learning.” This shift began during the 1980s, accelerated as a consequence of the proliferation of educational technology over the past twenty years, and is likely to increase with data-gathering and extended reality becoming ubiquitous within educational systems. Biesta makes the point that language constructs reality and that the language of learning has privileged process , but has excluded questions of purpose and content and relationships within dynamic human interrelationships that should define teaching and learning (Biesta, 2012). The sole concern of learnification becomes the individualistic process of learning, rather than the purpose , context , and relationships that are central to education as both a ...
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Archaeologies of learning spaces

My recent visits to Cambridge last September and to Oxford in April set me thinking about the role space plays in shaping teaching and learning. Gaston Bachelard , Michel Foucault , Paul Virilio and Alain De Botton have written about the ways buildings create and hold spatial "memory" and this "memory" serves as a cultural imprint. Architectural space as institutional "memory" Buildings are marked by "memories" of their performance and their making. Spaces affect perception. Alain De Botton succinctly expresses this as follows: “political and ethical ideas can be written into window frames and door handles” (De Botton, 2007, p. 93). Paul Virilio used the term "archaeology" to reveal a phenomenon of architectural space. For Michel Foucault, perceptions of space conditioned the discourse of postmodernity. This marked a clear departure from nineteenth century thought where concern lay in representation of time and history (Smethurst, ...
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A matter of conviviality: a note on the "Big Tent" metaphor in the scholarship of teaching and learning (SoTL)

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  Big Tent Debate in SoTL Center for Engaged Learning  Elon University, North Carolina, 18 September 2013. The “big tent” metaphor has thus far characterised much of SoTL’s thinking about its inherent diversity. Huber and Hutchings (2005) identify the “teaching commons,” as the process of coming together to encourage discourse within and outside of our disciplines about how we teach and how students learn. These Carnegie Foundation for the Advancement of Teaching colleagues encourage scholars to make their inquiries not private but communal enterprises that cultivate discipline-specific methodologies in an ongoing pursuit of deepening our understanding of teaching and learning. They urge us to create a “big tent” for SoTL (Huber & Hutchings, 2005, p. 30).  Mary Huber & Pat Hutchings with Tony Ciccone (2011, p. 9) clarified the "big tent" debate in SoTL as based on a distinction made between advocates of constructionism . Constructionist learning is the creation by...
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