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...
- Full Text:
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.
- Full Text:
- 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.
- Full Text:
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
- Full Text:
- 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
- Full Text:
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.
- Full Text: false
- 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.
- Full Text: false
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
- «
- ‹
- 1
- ›
- »