ocularcentring techniques in (e-)education
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
1
Ocularcentring techniques in (e-)education
Presentation to the ESF Workshop, Visual communication in contemporary European societies: Shaping identities, citizenship, communities, inclusion strategies.
University of Bologna, Forlì (Italy), 3 April 2011
Ernst D. Thoutenhoofd
This slideshow is publicly available at slideshare.net/ernstt
What technological objects teach us about learning without teaching
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
I love to learn but I hate to be taught | Churchill
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
3
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
We live in a sociotechnical world.
Cf. Wiebe Bijker (1995) Of bicyles, bakelites and bulbs, MIT.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
5
Schools are networks of material and human actors—organised around
learning—of such density that schooling appears to act as one(‘education’).
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Learning involves objects as much as it involves people.
Cf. Estrid Sørensen (2009) The materiality of learning, CUP.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
7
Ocularcentrism is the organised privileging of sight over the other senses in actor networks (such as schools).
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
8
Human alphabet | Anton Beeke (1970).
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
In the ‘actor-networks’ of educational literacy,
alphabets are mutable, mobile objects;
reading and writing are techniques;
and literacy is a sociotechnology with a broad material base.
All are social actors.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
There is no such stuff as information or knowledge.
They are epistemes that connect the materiality of documents and data to the ideas of education and cumulative progress.
Cf Bernd Frohmann (2004) Deflating information, UTP.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
11
I want to suggest to you that learning is selforganising network activity
involving humans, objects and ideas; and that monitoring has joined classifying as a core intellectual competence.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Teaching literacy through objects was formalised by Comenius (1592-1670).
‘Aap Noot Mies’ Dutch reading method, ca 1900.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Comenius’ printed imagery supported learning and joining a
stable universe.
Orbus Sensorium Pictus, 1658 | Comenius
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Woman with child and picture-book | Jacques de Gheyn, ca 1600
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
But object-picture relations were used much earlier to teach ideas.
Cf. Simon Stevin (1584-1620) and his Beghinselen der weeghconst (1586).
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Law of equilibrium.
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Buoyancy.
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
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Some of these visual actors have become constants (such as diagrams, maps and clocks) and must be learned.
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
View of Amsterdam | Google, 2009
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
View of Amsterdam | Jan Christoffel Micker, 1652
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
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Seeing involves competence with a diverse range of visual actors.
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Australian prison designed around Jeremy Bentham’s Panopticon principles.
Foucault’s observing gaze is such an actor.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Schooling reflects similar principles of (self-)control through
monitoring. Schooling foregrounds monitoring instruments such as tests, exams, experiments, observation schemes and registers.
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Experiment with a bird in an airpump | Joseph C. Wright of Derby, 1768
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Monitoring inevitably generates conflicting or limiting behaviours and ideas that obstruct learning.
This implies that in- and exclusion are formal schooling effects.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Intelligence tests (WISC-III)
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
The DSM-IV classification of deviant behaviours.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Magnetic resonance imaging techniques and technology
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
New technologies point to monitoring as persistent empirical basis for
normative agreement.
Monitoring is the visual epistemic basis of evidence-based research, including practices of in- and exclusion.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
30
Sign language corpora | (ELAN)
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
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Molecular structure of Ritalin
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Datum 03.04.2011
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The DNA of a depressed person.
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Datum 03.04.2011
faculty of behaviouraland social sciences
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33
The progression of schizophrenia in a person’s brain.
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Datum 03.04.2011
faculty of behaviouraland social sciences
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34
Sociogram of an inclusive school class.
Sander (top left) is a special needs pupil.
© Courtesy of Anke de Boer, Groningen University doctoral student.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Monitoring systems shape monitoring, learning and understanding, wellbeing, selfregulation and inclusion.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
With lifelong learning and social media, (self-)monitoring
has become a key competence.
Monitoring is an episteme of evidence-based research practice.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
The current concept of mass-education and its literacy model date from the industrial revolution.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
It may be time to revise our vision of education.
The school (school plate) | Cornelis Jetses ca 1910.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
We might reorganise truly inclusive education around those contemporary competences and technologies that can accellerate,
distribute and selforganise many forms of learning.
We can take school teaching out of learning.
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pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
40
EndFurther reading on the next slide.
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faculteit gedrags- enmaatschappijwetenschappen
pedagogische wetenschappen en onderwijskunde
Datum 03.04.2011
faculty of behaviouraland social sciences
pedagogy and educational sciences
Further reading41
Bijker, Wiebe (1995) Of bicyles, bakelites and bulbs, MIT PressFenwick, Tara and Richard Edwards (2010) Actor-network theory in education, Routledge.Foucault, Michel (1977) Discipline and punish: The birth of the prison, Pantheon Books.Frohmann , Bernd(2004) Deflating information, Toronto University Press.Harman, Graham (2009) Prince of networks: Bruno Latour and metaphysics, Re-press.Jay, Martin (1994) Downcast eyes: the denigration of vision in twentieth-century French thought, University of California Press.Latour, Bruno (1991) We have never been modern, MIT Press.Levin, David M. (ed. 1993) Modernity and the hegemony of vision, University of California Press.Mol, Annemarie (2002) The body multiple: Ontology in medical practice, Duke University Press.Sørensen, Estrid (2009) The materiality of learning, Cambridge University Press.
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