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But if we examine it closely enough, it too begins to shift into something else. For it we look closely at the interactive dynamics either of fishing or of teaching, we realize that it is actually impossible to impose something on either a child, an adult or a fish without his or her more or less active participation.
If not, a situation of resistance is created, and the teacher cannot be sure that the text is even read in any but the most mechanical and uncomprehending way by the student. She can succeed in the game just as well by asking questions from within the zone of her actual development as from her zone of proximal development. The task is carried out formally with no resulting change of state.
The material is literally done away with. For this reason, a better metaphor for evoking the pedagogical skills of a good teacher might be—rather than fishing—the activity of a pilot in an extreme situation. The pilot both acts and reacts - imposes and imposes upon. Relations of power are never unilateral - to imagine so is to court disaster.
The student is also involved in pedagogical manipulation - also trying to «catch» the teacher. The more pedagogically resistant—that is to say awkward, inflexible, insensitive, inert—the teacher is, the harder is the process of mastering the material, and the more resourceful and creative the student must be. The implication of this reversal is that both parties in the relationship - the teacher and the student - must sincerely accept the alternative models which each one carries, and consider it as equal to his or her own.
Only in this case is there is no place for the unilateral imposition of the material. If both are understood as engaged in creative manipulation, in a context of equality, outward manipulation turns into deep communication on the level of basic meanings, dispositions, and values. Therefore, the image of teacher-manipulator - the one who appears to know where to go and what to do - ultimately fails in explaining the phenomenon of pedagogical action.
In fact in this context, resistance turns out to be the only condition common to both - although this very resistance is the driving force in their search to define their own individual positions. The question then is and remains , who is manipulating whom? Whose view is imposed, and upon whom imposed? In fact given the complications which gather around the concept of manipulation, and its expansion into more of a field-phenomenon than a form of conscious intentionality, we find our- selves obliged to drop a term whose referent has outgrown it, and substitute a descriptor taken from systems theory - «diverse» or ambiguous control.
This term refers to the observation that systems tend to resist one permanent locus of control, and in fact that all elements are engaged in continually shifting relations of power, i. Each element of an open system is at one moment or another attempting to impose its energy or direction - i. Thus, the more an element plays with the shifting power relations rather than attempting to freeze them, the more effective it becomes in moving the system forward - by which we understand facilitating its inherent drive for positive transformation.
No element can relinquish the attempt to control any more than it can take complete control—hence the term «ambiguity. To call this «manipulation» or «imposition» is to neglect the fact that, while all elements of the system are necessarily self-preoccupied, they succeed best in imposing their energy through under- standing themselves as at play with rather than in conflict with other elements of the system. Play implies fluidity, negotiation, a hypothetical stance, a virtual «as if» way of being and acting, and a multilogical rather than a monological style of approach and interaction.
It implies the understanding that the expression of each element with its particular form and style of control is necessary to the system as a whole. This leads us to formulate a few broad generalizations about the phenom- enon of pedagogical ambiguous control. First, it is ecological in the sense that it recognizes a multiplicity of mutually interactive perspec- tives in any given context, and operates in such a ways that it does not destroy any of those perspectives, nor does it attempt to do away with their inherent contradictions - for to do so would destroy the ecosystem.
Ecological action and interaction, although it is based on the recognition of contradiction and the confrontation of perspectives, is a preservative one. Confrontation leads, not to a unilateral imposition of one perspective, but to the transformation of the whole system to a new level of develop- ment.
It leaves all elements of the ecosystem intact but different. Secondly, this process of dialectical transformation of the system is irreversible, and thus never returns to a previous level of organization. If this were the case, it would represent systemic stagnation. Third, open-system process is only partially predictable, i.
Since it is a poly-dimensional system, its surface elements, the moment they enter communication - in this case between teacher and student - are immediately transformed into a third thing. Their combination is not an additive one - they create a new whole which is only relatively predictable on the basis of analyzing each element before its integration with the other.
There are also non-surface elements which enter into each exchange, and thus increase unpredictability. Back Next. Microsoft recommends you install a download manager. Microsoft Download Manager. Manage all your internet downloads with this easy-to-use manager. It features a simple interface with many customizable options:.
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