Education and Learning: Risky Processes or Imposed Metrix?

Educational systems are in a process of economic and technological transformation. Many politicians desire to manage education and expect technologies to be helpful in guiding the efficient learning of children – without defining what learning is.  This kind of reasoning towards the use of outcome metrics to measure the quality of education may be tied to an incomplete understanding of learning processes.

What if the most important things to teach children are too complex or situated in local cultural and material environments to be measured? The question needed to be asked is: do we find metrics capturing the complexity of human learning? Do we find metrics capturing the epistemology of attention and engagements? Do we need a deeper understanding of how humans learn to reason and learn from ‘the inside’ and how is this tied to educational systems?

In today’s talks we shall open for new and more invigorating ways of looking at education. We shall question taken-for-granted inter-relations of pedagogy and knowledge, concept development, philosophy and technology mediated learning. We shall raise new questions about the content and purpose of learning when seen as a risky but rewarding process of human wayfaring with implications for theories of mind and learning activities.

Program

14.00-14.30
Professor Cathrine Hasse: Posthuman Learning + Questions

15.00-15.45
Professor Jan Derry: Inferentialism and Learning + Questions

15.45- 16.30
Professor Tim Ingold: Humanifying in Practice: Looking, Listening and the Education of Attention+ Questions

16.30-17.00
Discussion

Everyone is welcome. No registration required