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7 Cards in this Set
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Krause, 2005
Changing face of the 1st Year - Environment - Challenge - Orientation - Students: Generation Y Mature International |
Kaleidoscopic environment of Higher Education: Changes to policy, globalisation, technology, expectations, increased competition & diversity.
Challenge: Hear, listen, respond. Shared responsiblity; Personalised learning experience; shape & monitor. Orientation: help to welcome; process not event; engagement better results. Students: Generation Y: embrace diversity, client mentality, portable degree, more online/ connected. Less time & envolvement uni campus. Mature: focused, motivated, seek assistance, less collabrative study. International: comprehension difficulties, expect higher grades, discomfort class participation, overwhelmed by workload. |
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Hobson, 1996
Concepts of self - Modernism (Part 1 - to Medieval) - Learning Process (C,C,P) - Knowledge (attach, time, place) - Worldview (hidden, framework) - Historical Self Greeks (Democratis, line) Pluto (cave, dualism) Aristotle (cosmos, chain, fluid) |
Contextualise, clarify, problematise.
Knowledge: Is spoken, written, or theorised by a person or group within a particular time & culture. Often hidden, its attached to the person (cant de-attach). Claims are situated in a worldview. Worldview: 'Primary conceptual framework within which our beliefs, values & attitudes about ourselves & others rest.' So ubi*uitous becomes invisible. (fish in water) Historical Self: Greeks (preSocratic) 500Bc. nature of reality & self. constant disagreement. Democratis (antomist) line; matter (basic blocks, passive & dead) & spirit (force that moved blocks). Pluto (Socrates pupil); chained in dark cave. Dualism: Changing, imperfect world (body) & pure, eternal, unchanging (soul). Soul must rule. Aristotle: (12th C) Medieval. Earth centred, organic cosmos. chain to heaven (God). elements sharing aspects. Man (position assured);animals (sensations) & angels (rational). Absolute knowledge, self is spirit, spirit in all, all in God. nature |
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Hobson, 1996
Concepts of self - Modernism (Part 2 - Moderism) - Scientific Revolution (abstract reality, mechanical, reductive method) - Thinkers - 5 assumptions - Psychology (Skinner, Freud) - Mind & Self (separate, atom) - The Universe |
Enlightenment; in/leaving. Abstract reality; subjectivity only in human conciousness. Mechanical WV; Reductive: Pull apart,modify,manipulate,repair. Nature (& body) just object. Rules of right & wrong. Great scholars.
Descartes: 1596-1650, think so am, think for self. I diff to body. Body/ Mind Problem. Newton:1642-1727, Gravity, pairs, forces of motion; space as frame. 5 Assumptions: 1)Matter made of particles 2) Universe is natural order 3) Knowledge abstracted from nature (independent of context) 4) Problems can be analysed into parts 5) Sense data is discrete (seperate or unconnected). Psychology: Behavioural (BF Skinner) person reduced to behaviour (Pavlov Dogs & bell); Introspection. Mind (Freud); Psychoanalysis. The Mind & the self: Separate; not part of nature; split from body. Self independent atom, disconnected nature & all other atoms; self alone, alienated, adrift in the void. The Universe: (clockwork) Indifferent, engine rolling atoms; |
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Hobson, 1996
Concepts of self - Modernism (Part 3 - Post Modernism) - nietzsche (Doubt, narratives) - Self (fragment, memory, change) - Process Worldview (reconnect, mind & body) - Problems (nihilism, anxiety) |
Nietzsche:19th C; German Philosopher. God is dead certainty gone. Radical Doubt, we chose. No grand narratives, just little ones;
The Self: fragmented as world is. no unified self, can be all kinds. Identity from memory, not given. Change & fashion ourselves. Self within the process of knowing. Process philosophy: need to reconnect knowing to who we are. Mind & body cant be separate. Problems: Nihilism, nothing matters, nothing to hold on to. Anxiety from constant recreating. |
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Rodgers, 1967
Concepts of Self - Modernism On Becoming a Person: A therapists view. -'To be that self which one truly is'.(p163) - 2 themes (function, satisfying) - uestions (purpose, morris x5) - Direction (x4away & x6towards) - Nots (fixity, evil) - Social Implications (honesty, communication, creativity, less fear) - Summary (freedom, openness, pathway) |
Confidence: human organism functioning freely & existential uality of satisfying living.
Uestions: striving for? purpose? Old ones, only we can answer. Glorify God? Desire? Power? Money? Morris, across nations: 1. moral value 2. overcome hurdles 3. inner life 4. nature 5. self enjoyment. Direction: Away from facades; oughts; meeting expectations; pleasing others. Towards self direction; fluid process; being complexity; openness to experience (friend not enemy); acceptance of others; trust of self. Individual moves towards being, knowing & accepting, process he inwardly, actually is. Change not fixity; Permits feelings to flow not evil. Social Implications: Honest accpetance leads to honest communication; create instead of defend; less fear more solutions. Summary: Freedom from threat, to choice; self concealment to openness; pathway of life. |
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Hughes & Oakes, 1996
The group & the self - self categorisation theory (groups, process) - Identity (no stable, value) - Self definition (comparion - Sterotyping (relationship, favour) |
Individual selfs derived from groups we belong to. Self is process not thing. Everything & nothing is the self.
No stable identity. Multiple contrasting selves, compatible within ourselves. Identify & take value from groups. Self definition based on comparison - change depending on group comparing with. Stereotyping; perceived relationship to self. Favour in group (positively); |
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Ballard & Clanchy, 1988
Literacy in the University: An anthropological approach. |
Language indivisible from culture it functions within.
University culture is of knowledge; subjects are subcultures. Literacy : students capabilities with written language to perform functions culture reuires; in ways & at level judged acceptable by reader. Judges understanding of broad cultural |
