the project
DESCRIPTION
The Project. Personalised object-centred learning. The Project. What it is…. What is personalised object-centred learning?. Student-led Student-owned Student-assessed (in part). What are the advantages?. Motivation Relevance Develops self-awareness of skills and relevance of knowledge - PowerPoint PPT PresentationTRANSCRIPT
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The Project
Personalised object-centred learning
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Handouts 1 & 2
WHAT IT IS…The Project
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What is personalised object-centred learning?
• Student-led• Student-owned• Student-assessed (in part)
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What are the advantages?
• Motivation• Relevance• Develops self-awareness of skills and
relevance of knowledge• Possibly geared towards future
career/education• Response to contemporary culture
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Response to contemporary culture?
• Intellectual capital is no longer about epistemic expertise or possession of ‘facts’
• Intellectual capital is about knowing how to find, organise and communicate interpretations in the proper discourse and at the correct register
• Example: “GPs as flow-chart manipulators”
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REQUIREMENTSThe Project
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Assessment
Indicative
Formative
Summative
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What do I have to produce?
January•A progress report (500 words)•Initial presentation
May•Concluding presentation•Personal development plan (workbook)•Entry for the Book of Change (one webpage)•Project dissertation (8000 words)
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Assessment
Indicative
• Progress report• Initial presentation
Formative
Summative
• Project dissertation
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HOW IT IS DONE…The Project
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You decide
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But…
• Mini-project group themes:– Desert– Credit crunch– A song– Representations of youth– The care home– Mobile phones
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What I want…
•A Book of Change entry (a “poster”)•A presentation
In groups, I
want you to
produce:
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Not just you. My example: bridge
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THE PROCESSThe Project
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The seven-step path…
Identify an
object
Empirical
research
Identify
philosophical
concepts
Develop
appropriate methodology
Reflect on
learning
process
Agree title and
objectives of dissertation
Produce
dissertation
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OBJECTSThe Project
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Step 1: identification of an object
• Is my object acceptable?– Scope– Engagement– Value
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Handout 3
EMPIRICAL RESEARCHThe Project
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Step 2: identify the context, territory or place of the object
• How do I know my object?• How does it appear to me?• How do I understand it?• How can I ‘find out about’ my object?• In which context do I understand my object?
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Step 2: my example How do I know my object?
As a crossing over an obstacle How does it appear to me?
As an empowerment, as a way to overcome How do I understand it?
A bridge is a crossing point. It links two places which ‘need’ to be connected
How can I ‘find out about’ my object?I can photograph bridges, I can go to bridges, I can bungee jump, stand
under them, read Billy Goat Gruff, talk to people about bridges, look at art… In which context do I understand my object?
I understand bridges as a communication
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Contexts, territories and places
•Cultural•Ethical•Aesthetical•Scientific
The major
discourses:
• There is no one set context, think about your object in many different ways: a ‘hand’ is a cultural object for a wooer, an ethical object for the police, an aesthetic object for the artist, a limb for the doctor.
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Empirical research
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My example
Notice how these can overlap!
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Handout 4
Contrast
•Historical•Cultural•Contextual•Philosophical
Contrasts allow us to interrogat
e our immediate intuitions
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My exampleBridge as contrast: Il Ponte Vecchio has shops on it. Is a place to stop on, to linger. It is a thing, rather than an absence…
Questions arise:
Why is there this difference? Is it an historical change in the meaning of bridge? A cultural difference? A geographical one? Why is my immediate intuition not appropriate to this bridge? Is there something particular here we need to know (tax laws and boundaries, for example)?
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PHILOSOPHYThe Project
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Step 3: identification of appropriate philosophical concepts
• These should arise from identifying the context of your interest and how you understand your object.
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My example
I have talked about bridges as ‘communication’, so I need a theory of communication or language: Hegel and the expression of the will (how our ideas are made actual), Heidegger on language as framing…
I have talked about bridges as always a way-to, an absence, this links into the nothingness of Sartre…
I have talked about ‘need’, I can think about Marx and fabricated versus real needs…
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Criteria for the application of concepts
‘Fittingness’ (appropriateness) to object
Scope (too vague or too narrow)
Relation to context/territory or place
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Thinkers
• The identification of concepts will lead to the identification of appropriate thinkers and texts. Lecture notes from all modules are invaluable within this stage. Thinkers/concepts should ideally be drawn from your stage’s modules.
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Handout 5
My example
• ‘Need’ as understood by Marx and the neo-Marxists: real versus functions of ideology (PHi3001)
• ‘Communication’ as characterised by Hegel’s theory of expression and the social will (PHi2003)
• ‘Nothingness’ as an absence, hidden by metaphysics Heidegger and Sartre (PHi3001/2)
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Handout 6
METHODOLOGYThe Project
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Selection of an appropriate methodology
Two questions:
Is my understanding of
the object ‘true’?
What is the nature
of the ‘truth’ of
my understan
ding?
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Examples
Museum curator:
“Let’s put the café at the end of the museum tour.”
CAUSAL EXPLANATION OF HUMAN BEHVIOUR
“Let us arrange the artefacts by chronology rather than geographical location.”
COMMITMENT TO HISTORICAL DEVELOPMENT RATHER THAN TAXONOMY
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Most normal/usual territory
Stage 1 Stage 2 Stage 3 Key question
IMMEDIATE REFLECTIVE CRITICALCULTURE/SOCIETY Contrastive
method
(Phi1001, 1002, 1003)
Historical method
(Phi2001, 2002)
Genealogy
(Phi3005, 3006)
How did this happen/come about?
ETHICS Intuitionism/foundationalism
(Phi1001)
Reflective equilibrium
(Phi2003, 2006)
Axiological critique
(Phi3001, 3002, 3005)
Is this right/good?
ART Interpretative methodology
(Phi1002, 1003)
Theories of difference
(Phi2005)
Hermeneutics
(Phi3001, 3002, 3003)
What does it mean?
TECHNOLOGY/SCIENCE Naïve inductivism
(Phi1001)
Hypothetico-deductive method
(Phi2001, 2002, 2003)
Paradigmatic relativism
(Phi3001, 3002)
What caused it to be like this?
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Example bridge: as cultural object Stage 1: Il ponte vecchio versus Ironbridge. Historical
contrast: mercantile city versus industrial revolution, man as consumer versus man’s power over nature and so on…(Contrastive method)
Stage 2: how was the bridge understood in its time? How might we understand it differently and why? (Historical method)
Stage 3: show the development of bridge as a link connecting human need becoming a purely cultural object (see the Gateshead bridge) and our thinking is obscured by the original understanding of bridge that has nothing to do with its contemporary reality (reality always precedes thought: commitment to Hegel’s owl and so on…) (Genealogy, archaeology)
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Methodological expectations
•describe the method usedStage 1: •describe and justify the methodStage 2: •describe, justify and evaluation of the method used.Stage 3:
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HOW IT IS ASSESSEDThe Project
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Requirements
You are required to:Present twice, once in January and once in May;Produce a progress report (500 words) in January;Produce an entry for the Book of Change (a
webpage summary);Hand in a personal self-development plan (a
workbook containing notes, questionnaires, data and so on, plus reflections on your work)
An 8000 word project dissertataion
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Handout 7
Roles of the various requirements
• But you are to receive a mark for the project dissertation alone. The other requirements are either indicative or formative and you are to assess personally how much you have gained from the learning experience.
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Handouts 8, 9 and 10
The dissertation
• Title• Objectives/aims• Structure• Content
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What is measured in the assessmentAssessment criterion Intended
knowledge outcome
Skill developed
1 Depth of understanding of philosophical concepts/thinkers
Philosophy Rationality
2 Appropriate use/application of philosophical concepts/thinkers
Philosophy Creativity
3 Appropriate and reflective choice of methodology Rationality, critical reflectivity
4 Rigour of “empirical” research Object-centred knowledge
Rigorousness, independence
5 Evidence/relevance of secondary material (philosophy)
Philosophy Rigorousness
6 Evidence/relevance of secondary material (object-centred/context)
Object-centred knowledge
Flexibility, independence
7 Awareness of personal development and level of personal engagement
Critical reflectivity
8 Structure, organization and style Articulacy