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  • CRISIS OF CHOICE

Transcript

  • 1. GETTING LOST AND LEARNING TO FIND THE WAY
    • Group 4.
    • MARIA GABRIELA RIVAS
    • ROXANA CORIGLIANO
  • 2. APORIA WEB LEARNING CHOICE CRISIS OF CHOICE Plato - The moment when a misconception has been exposed. User makes decisions CRISIS OF CHOICE
  • 3.
    • APORIA - LEARNING
    • APORIA IS A GREEK WORD.
    • ETYMOLOGY : A- POROS MEANS LACKING A POROS, A PATH, A PASSAGE, A WAY.
    • SOCRATES DESCRIBED THE MOMENT WHEN A MISCONCEPTION HAS BEEN EXPOSED, AND WHEN A CLEAN TERRAIN NOW EXISTS FOR THE RECONSTRUCTION OF TRUE KNOWLEDGE.
    • A STATE OF PUZZLEMENT . IT IS LIKE FEELING “PARALYZED” OR “ NUMB”.
  • 4.
    • APORIA – LEARNING
    • TEACHERS SHOULD NOT ELIMINATE APORIA.
    • THEY SHOULD INDUCE THE LEARNER TO ABANDON A CORRUPT SET OF BELIEFS, TO EXPERIENCE THE CRISIS OF APORIA, AND THEN WITH THE FORCE OF REVELATORY DISCOVERY, TO BE MOVED INTO THE LIGHT OF TRUTH.
  • 5. WEB The experience of learning can be compared with PLATO´S ALLEGORY OF THE CAVE . Plato sums up his views in an image of ignorant humanity, trapped in the depths and not even aware of its own limited perspective. Only some individuals escape from the limitations of that cave and, through a long, tortuous intellectual journey, discover a true reality .
  • 6. WEB CHOICE We could also find a parallel situation with the experience of getting lost on the world wide WEB. WEB is a rhizomatic system. It grows in all directions with no hierarchies. All travellers have experienced the disorientation of finding themselves in a strange location, between the familiar and the unknown. Then, they wonder “Where am I?” “Why am I here?” The key element underlying this constellation of CHOICES is the LINK. The link represents a decision, a CHOICE by the user to leave the known content of a page to an unknown page. LINK
  • 7. TEACHER´S TASK TEACHER´S TASK To help the student who is lost to find his way. DOUBT (certainty of misconceptions) FROM to certainty of TRUE KNOWLEDGE THROUGH REAL QUESTIONS
  • 8. REAL QUESTIONS Questions that puzzle Questions that confuse Questions that interest Questions that move the learner to seek new undestandings
  • 9. CONCLUSIONS
    • The experience of APORIA reminds us of limits: our limits, the limits of understanding, the limits of our language.
    • Something that does not puzzle us, is not interesting.
    • From a teaching standpoint, this implies that the condition of doubt itself contains educational potential.
    • Teachers need to appreciate that the goal of teaching is not to eliminate aporia, but to see within doubt the questions that make a new understanding possible.
    • Teachers need to help learners not by giving them maps, but by helping them to learn how to create maps, to draw lines and make connections themselves .
  • 10. BIBLIOGRAPHY BURBULES, NICHOLAS C. APORIA: WEBS, PASSAGES, GETTING LOST, AND LEARNING TO GO ON. http://www.historyguide.org/intellect/allegory.html PLATO: THE ALLEGORY OF THE CAVE, FROM THE REPUBLIC