Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices
Along with the processes of digitization, medialization and the globalization of communications and lifeworlds, new topics, subject matters, conceptualizations and methods have been developed in educational research and practice. On the one hand, from a diachronic perspective we can notice how new...
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Lillehammer University College
2013-11-01
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| Series: | Seminar.net |
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| Online Access: | https://journals.hioa.no/index.php/seminar/article/view/2385 |
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doaj-art-9fb3cd2352a44b62887c10829548a9962018-08-24T13:48:18ZengLillehammer University CollegeSeminar.net1504-48312013-11-01922385Key Concepts in Education: Critical Issues beyond Definition and Discursive PracticesTheo Hug0Professor, Institute of Psychosocial Intervention and Communication Studies University of Innsbruck, Austria Coordinator of the interfaculty Innsbruck Media Studies research forumAlong with the processes of digitization, medialization and the globalization of communications and lifeworlds, new topics, subject matters, conceptualizations and methods have been developed in educational research and practice. On the one hand, from a diachronic perspective we can notice how new aspects of education (Bildung), upbringing (Erziehung), learning and communication have been addressed. On the other hand, from a synchronic perspective we can see a simultaneity of the non-simultaneous in terms of understandings, approaches, methodologies and forms of mediation and collaboration. Although more and more open initiatives and open educational resources (OER), as well as international collaborations and transnational intellectual networks, are being brought forward, epistemological aspects about using different key concepts are widely underestimated. The paper starts with: (1) an outline of selected understandings of education and literacy, followed by (2) a discussion of critical epistemological aspects by way of contrasting and correlating conceptual dimensions. Lastly, the contribution aims at (3) a sketch of polylogical design principles for educational knowledge organization.https://journals.hioa.no/index.php/seminar/article/view/2385Blended learningdialoguesocial systemreflecting upon practicescooperative learningvideotaped meeting |
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English |
| format |
Article |
| author |
Theo Hug |
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Theo Hug Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices Seminar.net Blended learning dialogue social system reflecting upon practices cooperative learning videotaped meeting |
| author_facet |
Theo Hug |
| author_sort |
Theo Hug |
| title |
Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices |
| title_short |
Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices |
| title_full |
Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices |
| title_fullStr |
Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices |
| title_full_unstemmed |
Key Concepts in Education: Critical Issues beyond Definition and Discursive Practices |
| title_sort |
key concepts in education: critical issues beyond definition and discursive practices |
| publisher |
Lillehammer University College |
| series |
Seminar.net |
| issn |
1504-4831 |
| publishDate |
2013-11-01 |
| description |
Along with the processes of digitization, medialization and the globalization of communications and lifeworlds, new topics, subject matters, conceptualizations and methods have been developed in educational research and practice. On the one hand, from a diachronic perspective we can notice how new aspects of education (Bildung), upbringing (Erziehung), learning and communication have been addressed. On the other hand, from a synchronic perspective we can see a simultaneity of the non-simultaneous in terms of understandings, approaches, methodologies and forms of mediation and collaboration. Although more and more open initiatives and open educational resources (OER), as well as international collaborations and transnational intellectual networks, are being brought forward, epistemological aspects about using different key concepts are widely underestimated. The paper starts with: (1) an outline of selected understandings of education and literacy, followed by (2) a discussion of critical epistemological aspects by way of contrasting and correlating conceptual dimensions. Lastly, the contribution aims at (3) a sketch of polylogical design principles for educational knowledge organization. |
| topic |
Blended learning dialogue social system reflecting upon practices cooperative learning videotaped meeting |
| url |
https://journals.hioa.no/index.php/seminar/article/view/2385 |
| _version_ |
1612673246959763456 |