Several sets of pedagogical ideas and theories have emerged during the last years, one of them, connectivism. What, among them, could be considered an emerging pedagogy, not only because it is an emerging one, but because of its consistency and/or completeness?
Dear Rey Segundo Guerrero-Proenza
You ask the following: What are those theories, or set of ideas, you think would be considered an emerging pedagogy?
As I see it, one of these pedagogies is a constructivist approach to education and pedagogy. Even though this type of pedagogy relies at the heart of the Suiss psychologist Jean Piaget's views on education or the process of teaching/learning, the constructivist pedagogy is now very much in vogue.
A key idea in a constructivist approach to education is that teachers are more mentors and organizers of learning experiences and situations than simple transmitters of ready made and established truths. When teachers are mentors and organizers of learning experiences and situations, not mere transmitters of established truths, students come up to understand, reinvent, and reconstruct, not to simply memorize, what they learn qua learners.
The idea that sudents are highly responsible for what they learn is another key idea in a constructivist approach to pedagogy and education.
A constructivist approach also espouses the idea that students learn more by doing than listening to.
More to the point, a constructivist approach to pedagogy and education makes use of the active methods. Contrary to the traditional and conservative methods, the active methods aim to give rise to creative and innovative, not to conformist, students.
Another central idea in a constructivist approach to education is the idea that teachers should master what they teach but also be well versed in the details of the individual's psychological development. If the former is not the case, teachers are no teachers at all. If the latter is not the case teachers risk teaching to their students material that is much above or below their cognitive capacities. For exemple, it would be a pure waste of time to try to teach the proportionality concept to a 6/7-year-old child, In the same vein, no learning takes place when a teacher "teaches" to his/her students material they already know.
To my understanding, these are central points in a constructivist approach to pedagogy, eduaction and development.
I hope I has got your question and that this helps.
Best regards,
Orlando
Dear Rey Segundo Guerrero-Proenza
You ask the following: What are those theories, or set of ideas, you think would be considered an emerging pedagogy?
As I see it, one of these pedagogies is a constructivist approach to education and pedagogy. Even though this type of pedagogy relies at the heart of the Suiss psychologist Jean Piaget's views on education or the process of teaching/learning, the constructivist pedagogy is now very much in vogue.
A key idea in a constructivist approach to education is that teachers are more mentors and organizers of learning experiences and situations than simple transmitters of ready made and established truths. When teachers are mentors and organizers of learning experiences and situations, not mere transmitters of established truths, students come up to understand, reinvent, and reconstruct, not to simply memorize, what they learn qua learners.
The idea that sudents are highly responsible for what they learn is another key idea in a constructivist approach to pedagogy and education.
A constructivist approach also espouses the idea that students learn more by doing than listening to.
More to the point, a constructivist approach to pedagogy and education makes use of the active methods. Contrary to the traditional and conservative methods, the active methods aim to give rise to creative and innovative, not to conformist, students.
Another central idea in a constructivist approach to education is the idea that teachers should master what they teach but also be well versed in the details of the individual's psychological development. If the former is not the case, teachers are no teachers at all. If the latter is not the case teachers risk teaching to their students material that is much above or below their cognitive capacities. For exemple, it would be a pure waste of time to try to teach the proportionality concept to a 6/7-year-old child, In the same vein, no learning takes place when a teacher "teaches" to his/her students material they already know.
To my understanding, these are central points in a constructivist approach to pedagogy, eduaction and development.
I hope I has got your question and that this helps.
Best regards,
Orlando
Despite the constructivist conception, even today, it is at the center of the conception of the organization of teaching processes, based on the innovative possibilities of educational processes, it seems to me that the underlying conception has a productivist tendency, that is, based on the performativity logic, in performance at the center of the process. Although active methodologies, innovative methods, arise with the constructivist bias, the emphasis is on human capital, therefore, the need to train for work, for the economy to start moving.
Thank you for your answer @Alisson Slider do Nascimento de Paula. Just curious: From your point of view, Is it good or bad? Are emerging technology shaping in any way that tendency?
@Rey,
I think that a productivist conception, which is more linked to the logic of performativity, does not in its essence contribute to human formation. However, technological innovation is a significant aid in learning in the school environment. At the limit, I believe it is necessary to think of a conception in which human formation stands in opposition to the logic of quantifiable results.
I found this interesting document, related to my previous comment:
Chapter The Dialogue Between Emerging Pedagogies and Emerging Technologies
Regarding the concept of emerging pedagogy, I think it is understood mainly related to those sets of ideas and theories, implemented on the basis of new scenarios generated by ICT, and on the new approaches of already existing theories, like Activity Theory, in its Scandinavian branch.
Veletsianos describes emerging technologies as "tools, concepts, innovations and advances used in educational contexts varied to serve various purposes related to education." For Linda Castañeda and Jordi Adell "the emerging pedagogies would be the set of approaches and pedagogical ideas, still not well systematized, that arise around the use of ICT in education and that try to take advantage of its communicative, informational, collaborative, interactive, creative and innovative potential within the framework of a new culture of learning "...
Precisely one of the issues that has revolutionized in my mind the theory and the way of learning is the Connectivism, connectivism highlights the importance of acquiring the ability to make distinctions between important and unimportant information. This aspect attracts my attention, because although it is true that thanks to resources such as the internet, we can search for any type of information at any time, we do not know if this information is true or not, and there is so much that we often waste time looking for answers to questions with no apparent solution. That is why it is essential in these times, knowing how to find the information we need, know how to differentiate it from the rest and thus get the most out of it.
In my opinion Conectivismo contributes and helps collaborative learning, communication between people, sharing resources and materials for learning, helps to learn from the experiences of others. With the Conectivismo we can achieve promote discussion and diversity in learning.
I think that flipped learning qualifies as "emerging."
Constructivism and the related student-centered active learning are no longer emergent. They have been best practices for a long time. :-)
Pedagogy is a rather conservative science that lives from the chunks and developments that other sciences leave for it. What is sorted out in other sciences and belongs to the rubbish of the discipline is gladly taken up by educators and made into a new pedagogical theory. This is not an accusation, but arises from the nature of the matter. In this sense, connectivism is a mix of elements left over from other sciences. There is a fairly familiar description of other terms that have immigrated into everyday language media life, but actually nothing new is offered. It is not a way to create an educational revolution, but to ride a certain wave that has just formed. A new learning theory that achieves better results cannot be discovered here. It only brings a little colour into the everyday life of stale pedagogical terms.
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