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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

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

- Baron, Philip

Ethical inclusive curricula design : conversational teaching and learning

- Baron, P.R.

  • Authors: Baron, P.R.
  • Date: 2018
  • Subjects: Conversation theory , Contextual teaching , Cybernetics
  • Language: English
  • Type: Article
  • Identifier: http://hdl.handle.net/10210/289374 , uj:31397 , Citation: Baron, P.R. 2018. Ethical inclusive curricula design : conversational teaching and learning.
  • Description: Abstract: South African Public Universities are facing transitional challenges as they traverse uncharted territory in decolonising knowledge. The idea of decolonising knowledge brings with it the need to review curricula as well as the lecturer’s pedagogy. A cybernetic approach using conversation theory is presented as a viable solution to inclusive and ethical contextual curricula design. Through conversation, contextual enquiries can be achieved which are then used as reference points in revising curricula. In this paper, a report back on a recent curriculum re‐design is presented. The results of this process have been positive with students demonstrating increased participation, personal responsibility, and higher motivation in performing assignments. Other positive features are that students introduce new and relevant topics into the curriculum. These topics are contextualized by the students (and teacher) allowing for student interpretations of the content in terms of their daily lives, i.e. the students populate the curriculum with experiences they have had within their communities. There is increased social engagement in the classroom with students also dialoging in community with one another and the teacher. The abstraction of the curriculum is reduced in turn increasing the familiarity and personalization of the module content areas. This personalization effect was found to improve memory retention of the module content as the grades were higher for the topics that were proposed by students.
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Overcoming Obstacles in learning cybernetics psychology

- Baron, Philip

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

- Baron, P.

The role of context in decolonising engineering curriculums in proudly South African universities: a cybernetic perspective

- Baron, Philip

  • 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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Connect to me dot com: contemporary issues in cyberpsychology

- Singer, Merryn

  • Authors: Singer, Merryn
  • Date: 2010-04-19T07:44:21Z
  • Subjects: Virtual reality therapy , Cyberspace , Cybernetics
  • Type: Mini-Dissertation
  • Identifier: uj:6786 , http://hdl.handle.net/10210/3216
  • Description: M.A. , The language and expression of technology progresses daily, and has transformed not only the forms of communication we use, but also the way we identify with it and how we locate ourselves within realms such as cyberspace. In essence, cyberspace, with its lack of boundaries, increased freedom, anonymity and control has come to represent the truly postmodern condition, where multiplicity, disintegration and re-invention foster identities, which are able to flirt with transition and reality. In addition, technology has shifted the way that we experience our bodies and negotiate our conceptualization of body in terms of self. This facilitates the fragmentation of the self into multiple personalities, which is common practice on the Internet but one that would be pathologised in the ‘real world’ (Pack, 1999). The way we communicate is also shifting radically; new languages and social attribution cues inform our experience online, and seep into our experiences offline. As such, these phenomena are not confined to the realm of cyberspace, and are evident throughout contemporary culture and society, with particular implications for both social and individual psychology. The norms of acceptable behavior have shifted online, and lead to confusion of moral and ethical considerations in both online and offline contexts. I am interested in the effect this has on our sense of self; both in terms of the corporeal body, and in terms of self-concept and how this affects our communication and relationships, in both online and offline contexts. There is also a growing trend towards providing psychological services and practice online, with psychological research, assessment and psychotherapy increasing in popularity. This has implications for ethical practice and the reputation of the discipline of psychology in both online and offline contexts. In addition, psychologists working offline are increasingly called on to deal with Internet related presenting problems. This exploratory study attempts to understand this social climate through a critical review of the literature as well as a survey of current online psychological applications. It is necessary to explore this context in order to understand how psychology is located within contemporary practice and the experience of individuals both online and offline as well as how this relates to a transforming society such as the one in South Africa.
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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

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

- Baron, P.

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