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Docendo discimus – or deschooling the society?

Docendo discimus – or deschooling the society?. Antti Suvanto Dissertation research University of Tampere 2013. Intention of the study. to compare working culture (the human reality) with schooling civilization (dynamic, evolutionary practice) to rehalibitate teaching in Finnish VET

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Docendo discimus – or deschooling the society?

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  1. Docendo discimus – or deschooling the society? Antti Suvanto Dissertation research University of Tampere 2013

  2. Intention of the study • to compare working culture (the human reality) with schooling civilization (dynamic, evolutionary practice) • to rehalibitate teaching in Finnish VET • in the light of case studies to clarify ways to teach and learn communality • search VET’s ways as common professional knowledge or conventional wisdom (Allgemeinbildung ) for working careers • to develop arguments for pedagogicaljustification for teaching within VET • and to challenge educational beliefs, persuasions & ”myths” (VET culture signals) w. work life realities Antti Suvanto

  3. Design, methodology & approach • Thisqualitativeresearch is a fieldexploration and focuses on observation of the worklife & its’ language • Dialogues of clients (totals 30 in differentlocations in Finland) arebeingviewed in rhetoricalanalysis • Randomsamples, keysentences, topicschangerepeatedly • Communalitysubjectsareapproachedbroadly & in an eclecticfashion • Central application is concerning the psychotherapeutictheories and practice to education • TherapeuticschoolsinspectedincludeFreudianpsychoanalysis, Franklianlogotherapy & PerlsianGestalt-therapy Antti Suvanto

  4. Originality and importance I In thispaper the readerwillfind: • New approach to VET research: realisticexpectancies • ”Goingback to the roots” to studyprofessions and workplaces – realism of everyday life • Workingconditionsarerepresented in a realistic manner • BoundaryConditions of workarebrought to the light • Workingcommunitiesaredescribedas theyare, not as theyshouldbe • A person carrying on a trade/practitioner is different from multinational groups and concerns • Educationalbeliefs (”myths”) areconfrontedwithcompanybrands & commercialism and greed for gainbehindthose ”trends” Antti Suvanto

  5. Originality and importance II • New way to implementdiscoursedissection=> opensuppossibilities for qualitativeresearch • Criticality to the ”latesttrends” and ”booms” of Finnish VET: esp. businessmodels, ”clientservice”, euphemism, conformism, anthropomorphism, animism orarewe‘brother's keepers’ • The presentlevel of communalityskillsappearssuperficial, avoidance of learningplain and reject is habitual • Communality: Conventionalwisdommeanslearningandteaching Antti Suvanto

  6. Frustration • retreat, withdrawal • silence or ”no!” • show limits or ”reject” • Trick • do the trick, see fit • advice, guidance • ”second”, support: • Amplify • aid; big participation • do stg on behalf of sb • ”save” Antti Suvanto

  7. http://fi.wikipedia.org/wiki/Abraham_Maslow The Birth of Human Psychology: Abraham Maslow & Carl Rogers Human needs & motivation Applications & implementations Carl Rogers: a child has innate, positive capabilities & social readiness (”self concept”) Human activities are explained from instantaneous experience http://fi.wikipedia.org/wiki/Carl_Rogers Antti Suvanto

  8. Two cultures Education/VET beliefs: Working life realism & brands: Greed for gain, competition Closure, ”quick wins” Decisions & making profits Utilitarian & useful outcomes Making money, ”no pain, no gain” Skills learning and implement Management by objectives Concentration: core tasks, benefits Achieving goals, results, income ”To do & monitor” Trademarks, ”free trade” vs. IPR Individual track records, résumé • Humanism/anthropomorphism • Troublesome/problem based • Good solutions/”best practicies” • Personal growth/development • ”Growth culture” (org.) • ”Growth oriented atmosphere” • ”Participation leadership” • ”Job enrichment & rotation” • Motivation/innovate, inspire • ”To know & understand” • No logo & no globalisation/praise • Communality/”Positive feedback” (Klein, Murto, von Wright, Ruohotie, Manka et al.) Antti Suvanto

  9. Findings • Problem Based Learning is found unsatisfactory and quite impractical as a doctrine for assimilating & absorbing communality, and also weak for confronting ”brands” • The cut out of teaching is not consistent with the working life commitment of VET • The accountability of the school addresses poorly working communities – the praise of globalisation is not part of it • ”A student-client-relationship” turns out as a didactic failure or the end of dialogue • Human psychology is out of time and non-topical as it applies industry based methods to ”white collar” employees and current communities • The language divergence(schooling culture vs. working communities) is significant and deserves more academic and political attention • Deschooling may sometimes be justifiable or suitable for skills learning, but not for communality Antti Suvanto

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