Education As Subjectivity: Three Perspectives On The Construction Of Subjectivity And The Position Of Knowledge

Nordtug, Birgit

doi:10.1007/978-1-4020-5945-2_10

Cited by 7 publications

(7 citation statements)

References 6 publications

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“…Also, the second highest percentage based on the average was the question about the “educational tools” used in the seminar (mean value: 4.41, SD: 0.751) ( Table 3 ). One of the most interesting results from the analysis was the average percentage regarding the “knowledge” they acquired (theoretical background investigation) on the subject (mean value: 3.97, SD: 0.894) ( Table 3 ), something that is purely subjective for each individual [ 123 ]. In addition, we see that the degree of satisfaction in terms of “time” (mean value: 3.92, SD: 0.744), “venue” (mean value: 3.66, SD: 0.776), and “period” (mean value: 4.05, SD: 0.746) of the seminar have the lowest percentages compared to the other questions, while the choices on the five-point Likert scale ranged mainly on the choices from 2 to 4 (“Poor” to “Good”) ( Table 3 ).…”

Section: Resultsmentioning

confidence: 99%

Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners

Nicolaou

Kalliris

2020

EJIHPE

129

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Nowadays, audiovisual media technologies and audiovisual content (audiovisual media communications) play an important role in our physical/psychological health, education, and lifelong learning, causing the redefinition of the teaching methodology. As presented in the literature, the use of audiovisual media communications presuppose a new way of approaching effective teaching, which requires the educators on all educational levels and disciplines to display with competence many advanced skills and abilities. The aim of this research is to provide data that will contribute to the effective teaching utilizing audiovisual media communications in adult education. This research is a secondary research from two researches, which are qualitative and based on a quantitative method of analyzing. The primary data were collected through experiment method from adults (18 years and older), in Cyprus and Greece. The results confirm the current debate of using audiovisual media technologies within the educational process in technology-enhanced learning in education, both from the literature, and from the findings and results of various researches. This research is part of a larger, ongoing research that explores the multidisciplinary field that incorporates media, audiovisual content, and education (MACE), information and communications technologies (ICTs) in adult education (in Greece and Cyprus).

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Section: Resultsmentioning

confidence: 99%

Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners

Nicolaou

Kalliris

2020

EJIHPE

129

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“…On the other hand, following the correlation of questions related to the parameters of educational effectiveness (i.e., organization, interesting suggestion, discussion time, question/answers, knowledge, time, venue, period, and classroom equipment) (see Table 11), and answering the RQ1, we see that a well-organized lecture with interesting suggestions manages to achieve its goal and satisfy the budding journalists' expectations (Table 12). In the same framework, the acquired knowledge (theoretical background investigation) on the subject is also correlated with the expectations (Table 12), something that is purely subjective for every individual (Nordtug 2007). Based on the above result, we can say that this may be due to the proper planning of a lesson plan (including educational activities, educational techniques, and/or communication tools, etc.…”

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confidence: 76%

“…The largest percentage of option 5 ("Excellent") was presented in the "questions/answers" made at the end of the interactive teaching (49 budding journalists, with a percentage of 79%). Regarding the averages, the question which gained the highest percentage was also the "questions/answers" at the end of the interactive teaching (mean value: 4.77, SD: 0.459), while the lowest percentage was on the "knowledge" they acquired (theoretical background investigation) on the subject (mean value: 4.27, SD: 0.772), something that is purely subjective for every individual (Nordtug 2007). This low percentage was expected, because the interactive teaching was held in the last lecture of each respective course, as mentioned above.…”

Section: Acquired Knowledge Organizationmentioning

confidence: 99%

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

Nicolaou

Matsiola

Karypidou

et al. 2021

Journalism and Media

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In this article, the quality of media studies education through effective teaching utilizing audiovisual media technologies and audiovisual content (audiovisual media communications) to budding journalists as adult learners (18 years and older) is researched, with results primarily intended for application in radio lessons at all educational levels and disciplines (including adult education). Nowadays, audiovisual media communications play an important role in the modern and visual-centric way of our life, while they require all of us to possess multiple-multimodal skills to have a successful professional practice and career, and especially those who study media studies, such as tomorrow’s new journalists. Data were collected after three interactive teachings with emphasis on educational effectiveness in technology-enhanced learning, through a specially designed written questionnaire with a qualitative and quantitative form (evaluation form), as case study experiments that applied qualitative action research with quasi-experiments. The results (a) confirmed (i) the theory of audiovisual media in education, as well as (ii) the genealogical characteristics and habits of budding journalists as highlighted in basic generational theory, something which appears to be in agreement with findings of previous studies and research; and (b) showed that (i) teaching methodology and educational techniques aimed primarily at adult learners in adult education kept the interest and attention of the budding journalists through the use of such specific educational communication tools as audiovisual media technologies, as well as (ii) sound/audio media, as audiovisual content may hold a significant part in a lecture.

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“…Some educational philosophers have argued that the pressure for uniformity through mapping, measuring, international surveys and tests, laws and regulations, supports an understanding of education as the simple acquisition of knowledge and skills. Such an understanding is too simple, maintain these theorists, who speak in favour of the German word Bildung (Løvlie et al, 2003;Nordtug, 2007). Some theorists have, however, expressed a certain concern that the project of Bildung can result in even more uniformity by way of a grand humanistic project, focusing on common virtues, such as autonomy, rationality, moral capacity, self-directedness and selfknowledge (Todd, 2008b).…”

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confidence: 99%

The welcoming of Levinas in the philosophy of education – at the cost of the Other?

Nordtug¹

2013

Theory and Research in Education

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This article focuses on the turn towards the philosopher Emmanuel Levinas's (1906Levinas's ( -1995 ethical perspective in educational philosophy, which many theorists promise can promote an educational practice that is more sensitive of the diversity of teaching and learning, and the uniqueness of students and teachers. I call this into question by asking for whom is the Levinasian ethics for the better? In the article I discuss this question in the light of Levinas's insistence on the deposition of the autonomous and knowing subject, and his embracing of a subject who is always already for the Other and who welcomes the Other before any assessments of the Other and of his own capabilities of being responsible for the Other.The article is divided into two parts. The first part explores what has been welcomed in the welcoming of Levinas through a critical reading of some educational philosophical publications on Levinas's ethics. I argue that Levinas's idea of welcoming the Other in many cases has been displaced to a welcoming of Levinas. This shift appears to have created a reception context where Levinas's uncritical approach to the Other has been transferred to an uncritical approach to Levinas's ethics. Thus, it seems as if this lack of critical commentators has caused a lack of attention to other subjects and other Others whom Levinas does not see. The second part focuses on possible costs of the welcoming of Levinas for these other subjects and other Others. The discussion adopts a stance inspired by semiotics and French psychoanalysis.

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Education As Subjectivity: Three Perspectives On The Construction Of Subjectivity And The Position Of Knowledge

Cited by 7 publications

References 6 publications

Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners

Audiovisual Media Communications in Adult Education: The case of Cyprus and Greece of Adults as Adult Learners

Media Studies, Audiovisual Media Communications, and Generations: The Case of Budding Journalists in Radio Courses in Greece

The welcoming of Levinas in the philosophy of education – at the cost of the Other?

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