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Keith Hamon

Rhizomatic Education: Community as Curriculum | A JISC U&I Stream funded project - 1 views

magazine.openhabitat.org/...education-community-curriculum

rhizomatic Dave Cormier rhizome connectivism constructivism Deleuze and Guattari

shared by Keith Hamon on 06 Jul 10 - Cached
  • The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
  • Neither of these theories, however, is sufficient to represent the nature of learning in the online world. There is an assumption in both theories that the learning process should happen organically but that knowledge, or what is to be learned, is still something independently verifiable with a definitive beginning and end goal determined by curriculum.
  • The combination of these origins suggests a relationship of knowledge, power, and agency that is grounded in both the social and the political spheres. Knowledge represents “positions from which people make sense of their worlds and their place in them, and from which they construct their concepts of agency, the possible, and their own capacities to do” (Stewart 2002, 20).
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  • What is needed is a model of knowledge acquisition that accounts for socially constructed, negotiated knowledge. In such a model, the community is not the path to understanding or accessing the curriculum; rather, the community is the curriculum.
  • The role of the instructor in all of this is to provide an introduction to an existing professional community in which students may participate—to offer not just a window, but an entry point into an existing learning community.
  • Knowledge can again be judged by the old standards of "I can" and "I recognize." If a given bit of information is recognized as useful to the community or proves itself able to do something, it can be counted as knowledge. The community, then, has the power to create knowledge within a given context and leave that knowledge as a new node connected to the rest of the network.
  • Keith Hamon on 06 Jul 10
     
    The rhizome metaphor, which represents a critical leap in coping with the loss of a canon against which to compare, judge, and value knowledge, may be particularly apt as a model for disciplines on the bleeding edge where the canon is fluid and knowledge is a moving target.
Wildcat2030 wildcat

Edge: THE IMPRINTED BRAIN THEORY By Christopher Badcock - 0 views

www.edge.org/...badcock08_index.html

brain theory edge

shared by Wildcat2030 wildcat on 03 Jan 10 - Cached
  • Wildcat2030 wildcat on 03 Jan 10
     
    "According to the so-called imprinted brain theory, the paradoxes can be explained in terms of the expression of genes, and not simply their inheritance. Imprinted genes are those which are only expressed when they are inherited from one parent rather than the other. The classic example is IGF2, a growth factor gene only normally expressed when inherited from the father, but silent when inherited from the mother. According to the most widely-accepted theory, genes like IGF2 are silenced by mammalian mothers because only the mother has to pay the costs associated with gestating and giving birth to a large offspring. The father, on the other hand, gets all the benefit of larger offspring, but pays none of the costs. Therefore his copy is activated. The symbolism of a tug-of-war represents the mother's genetic self-interest in countering the growth-enhancing demands of the father's genes expressed in the foetus-the mother, after all, has to gestate and give birth to the baby at enormous cost to herself."
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