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A challenge to objective perception in hearing and seeing in counselling psychology.

A commentary on the tensions between second-order cybernetics and traditional academic conferences

A cybernetic approach to contextual teaching and learning

A quantitative examination of two different teaching paradigms in a Germiston based pre-school: A pilot study

Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa

Overcoming Obstacles in learning cybernetics psychology

Reformulating the responsibilities of the actors in the classroom : a cybernetic perspective

  • Authors: Baron, Philip
  • Date: 2015-07-29
  • Subjects: Teaching , Classroom teaching , Communication in education
  • Type: Article
  • Identifier: uj:5117 , http://hdl.handle.net/10210/14075
  • Description: There are many classroom teaching approaches available, but they generally all have one fundamental commonality: they require some form of human communication. As human communication is subject to several perceptual errors in both listening and seeing, there are challenges imposed on the success of the communication. The ability of the teacher and the students to communicate effectively with each other is a factor for the success of each reaching their goals. The teacher imparts his/her knowledge in the classroom, but as von Foerster reminds us: “It’s the listener, not the speaker, who determines the meaning of an utterance” (Glasersfeld, 2007); for the listener contextualises this information based on their own past lived experience. Thus, the student’s epistemology and their expression of their understanding is integral in the classroom context. This position paper presents a cybernetic approach to the teacher-learner system, challenging traditional ideas about the role of each actor within the system, with special attention given to Pask’s (1976) Conversation Theory and its fit for purpose in a contextual learning system.
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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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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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