A cybernetic approach to contextual teaching and learning
- Authors: Baron, Philip
- Date: 2016
- Subjects: Contextual approach , Conversation theory , Decolonisation of knowledge
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/215087 , uj:21362 , Citation: Baron, P. 2016. A cybernetic approach to contextual teaching and learning.
- Description: Abstract: Please refer to full text to view abstract
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Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa
- Authors: Baron, Philip , Baron, Anne Catherine
- Date: 2019
- Subjects: Cybernetics , Education , Ethics
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/293587 , uj:31926 , Citation: Baron, P. & Baron, A.C. 2019. Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa.
- Description: Abstract: When comparing pre‐school teachers with university lecturers, society generally acknowledges the latter as a highly skilled professional while the former does not achieve such admiration or financial reward. Upon studying this status quo, the authors introduce ethically resilient teaching as a set of seven+1 common qualities that are shared by both levels of educators. The purpose of this paper is to present these qualities, describing how they relate to the function of teaching and learning with the aim of bridging the perceived gap between these two levels of educators...
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A challenge to objective perception in hearing and seeing in counselling psychology.
- Authors: Baron, Philip
- Date: 2015
- Subjects: Cybernetics , Counselling , Training
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/197498 , uj:15467 , Baron, Philip. 2015. A challenge to objective perception in hearing and seeing in counselling psychology. Kybernetes, VOL/ISSUE NO: 44/8/9
- Description: Mainstream counselling psychology with its Western epistemology implies several assumptions about the therapeutic conversation. One assumption is the ability of the therapist to hear and see accurately during the therapy session. Apart from language difficulties and multi-cultural awareness, training in psychological counselling does not adequately address aspects of hearing and seeing as cognitive processors that are observer dependent and circular in nature. This paper addresses this missing link by providing a single document addressing errors in hearing and seeing, which can then be used for training new therapists.
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The role of context in decolonising engineering curriculums in proudly South African universities: a cybernetic perspective
- Authors: Baron, Philip
- Date: 2016
- Subjects: Conversation theory , Cybernetics , Contextual approach
- Language: English
- Type: Conference proceedings
- Identifier: http://hdl.handle.net/10210/124073 , uj:20870 , Citation: Baron, P. 2016. The role of context in decolonising engineering curriculums in proudly South African universities: a cybernetic perspective.
- Description: Abstract: This paper addresses the epistemological challenges facing South African Public Universities in light of the #FeesMustFall campaign and the associated outcomes. Of particular interest are the academics who are to embrace the changes while they remain in the education system. The decolonisation of knowledge, which is still not clearly understood nor agreed upon, necessitates a rapid review of the status quo in the major universities and how they conduct their business. While transformation and decolonisation are not synonymous, the universities will be undergoing transformation to address the decolonisation needs of the majority of its students, which has already created dilemmas for the academics who have largely followed a Eurocentric approach, and are now to implement the changes addressing decolonisation. The immediate aspects facing the academics are the undefined curriculum changes, as well as the new teaching and learning strategies, which need to reflect the epistemology of the students addressing an Afrocentricity that has not been embraced in the past. A cybernetic perspective relying on Pask’s Conversation Theory may be integral in allowing the academics the skill to contextualise the curriculum, embracing those who are the consumers of this new co-created locally generated knowledge.
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A commentary on the tensions between second-order cybernetics and traditional academic conferences
- Authors: Griffiths, David , Baron, Philip
- Date: 2015
- Language: English
- Type: Conference proceedings
- Identifier: http://ujcontent.uj.ac.za8080/10210/369977 , http://hdl.handle.net/10210/85691 , uj:19379 , Citation: Griffiths, D. & Baron, P. 2015. A commentary on the tensions between second-order cybernetics and traditional academic conferences.
- Description: Abstract: Please refer to full text to view abstract
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A quantitative examination of two different teaching paradigms in a Germiston based pre-school: A pilot study
- Authors: Baron, Philip , Baron, Anne Catherine
- Date: 2015
- Subjects: Cybernetics , Teachback , Pre-school
- Language: English
- Type: Journal article
- Identifier: http://hdl.handle.net/10210/194984 , uj:15468 , Baron, Philip. Baron,Anne Catherine. 2015 A quantitative examination of two different teaching paradigms in a Germiston based pre-school: A pilot study, Kybernetes, Vol. 44 Iss: 8/9, pp.1207 - 1218
- Description: The purpose of this paper is to determine if there is value in performing studies comparing a cybernetic approach over a traditional teaching approach in regards to improved pre-school tuition.
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The value of no value judgements in Religious Studies
- Authors: Baron, Philip
- Date: 2019
- Language: English
- Type: Article
- Identifier: http://hdl.handle.net/10210/407513 , uj:34305 , Citation: Baron, P. 2019: The value of no value judgements in Religious Studies.
- Description: Abstract: Ultimate truths and dogma form part of many religions, which poses epistemological challenges to researchers who have differing beliefs yet wish to study these religions. I have argued that conceptual bridging is a prerequisite in meeting this challenge as religious studies scholars should have a deep knowledge base of a variety of belief systems to assist in conceptualising the believers’ world. Scholars, however, need to be comfortable hearing the truths of others, which at times may be contrary to their own worldviews.
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