Ethically resilient teachers, what might that be? A comparison across two educational levels : pre‐school and university in South Africa
- Baron, Philip, Baron, Anne Catherine
- 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...
- Full Text:
- 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.
- Full Text:
- 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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Overcoming Obstacles in learning cybernetics psychology
- Authors: Baron, Philip
- Date: 2014
- Subjects: Cybernetics , Cybernetics - Psychological aspects - Research - South Africa , Causation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/389335 , uj:5089 , http://hdl.handle.net/10210/13670
- Description: Purpose: When reviewing the prospectus of mainstream universities that offer psychology majors, one would be hard-pressed to find any cybernetic approaches included in their course material. This is an unfortunate observation as most psychological problems arise in a relational context. Reasons for this status quo are presented. The purpose of this paper is to reduce obstacles for prospective learners in cybernetic psychology, with the hope that cybernetic psychology be assimilated and seen as an equal footing paradigm in mainstream psychology teachings.
- Full Text: false
- Authors: Baron, Philip
- Date: 2014
- Subjects: Cybernetics , Cybernetics - Psychological aspects - Research - South Africa , Causation
- Type: Article
- Identifier: http://ujcontent.uj.ac.za8080/10210/389335 , uj:5089 , http://hdl.handle.net/10210/13670
- Description: Purpose: When reviewing the prospectus of mainstream universities that offer psychology majors, one would be hard-pressed to find any cybernetic approaches included in their course material. This is an unfortunate observation as most psychological problems arise in a relational context. Reasons for this status quo are presented. The purpose of this paper is to reduce obstacles for prospective learners in cybernetic psychology, with the hope that cybernetic psychology be assimilated and seen as an equal footing paradigm in mainstream psychology teachings.
- Full Text: false
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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- 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 quantitative examination of two different teaching paradigms in a Germiston based pre-school: A pilot study
- Baron, Philip, Baron, Anne Catherine
- 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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- 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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