"Après le déluge": Teaching and Learning in the Age of COVID

Autor/in	Bakhurst, David
Titel	"Après le déluge": Teaching and Learning in the Age of COVID
Quelle	In: Journal of Philosophy of Education, 55 (2021) 4-5, S.621-632 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Bakhurst, David)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0309-8249
DOI	10.1111/1467-9752.12616
Schlagwörter	Teacher Student Relationship; COVID-19; Pandemics; Web Based Instruction; Instructional Effectiveness; Distance Education; Computer Mediated Communication; Online Courses; Asynchronous Communication; Barriers; Humanities Instruction; Educational Trends; Educational Benefits; Teacher Collaboration; Educational Innovation; Technology Uses in Education; Technological Advancement + Suchen Sie Ihr Suchwort? Teacher student relationships; Lehrer-Schüler-Beziehung; Web Based Training; Unterrichtserfolg; Distance study; Distance learning; Fernunterricht; Computerkonferenz; Online course; Online-Kurs; Geisteswissenschaftlicher Unterricht; Bildungsentwicklung; Bildungsertrag; Lehrerkooperation; Instructional innovation; Bildungsinnovation; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Technological development; Technologische Entwicklung
Abstract	In my 2020 paper 'Teaching, telling and technology', I explored the essentially second-personal, I-thou, relation between teacher and student--a relation I take to be essential to teaching at its most effective and inspiring. I concluded that essay with a critique of web-based instruction in universities, arguing that there are features of online courses that undermine dimensions of the teacher-student relation that are profoundly valuable. 'Teaching, telling and technology' appeared just as the COVID-19 pandemic disrupted the completion of the 2019-2020 academic year and forced many schools and colleges around the world to teach part or all of the 2020-2021 academic year online. In this article, I consider how the experience of teaching remotely during the pandemic illuminates the position I took in my earlier paper. I find that while we all have reason to be grateful that remote communication platforms made it possible for formal education to continue during the pandemic, there remain reasons for caution about online courses, particularly when taught asynchronously. This, I argue, is particularly, though not exclusively, true of teaching in the humanities. More concerning still is that many problematic features of web-based instruction are symptoms of deleterious trends in higher education in general. Nevertheless, the last year has vividly revealed that online platforms create exciting possibilities for collaborative teaching and research and that there is reason to hope that further innovations in technology can ameliorate existing shortcomings in online education, so long as we do not lose sight of certain core educational values. Drawing on such diverse thinkers as Oakeshott, Ilyenkov and Kant, I argue that, if we are to initiate pupils into the conversation of humanity and enable them to think for themselves, then educational encounters must foster and exhibit the creative movement of thought in conditions of uncertainty, and that our model--our ideal--for achieving this should be real-time, in-person intellectual engagement between embodied beings in shared physical space. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01