Weeping camel

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A family in the Gobi Desert finds a newborn camel unable to stand or feed. The calf is separated from its mother and cries constantly. The family calls a veterinarian for help who discovers the mother rejected the calf due to a birth defect, but is able to reunite them using treatment and persuasion. The mother ultimately accepts the calf.

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In this presentation, I undertake an informal reconstruction of Klaus Mollenhauer’s hermeneutics and also in a sense, of what could be called his “phenomenology.” This reconstruction is based on Mollenhauer’s late work and particularly on Forgotten Connections: On Culture and Upbringing. Especially in Forgotten Connections, Mollenhauer explicitly speaks of hermeneutics as it relates to the subject. He also enacts a kind of historical and cultural hermeneutics in this text. Through this working-out of hermeneutics as both subjectivity and method, Mollenhauer sketches out, often by what he does not say, a kind of refusal of descriptive phenomenology as the study of lived experience, particularly as it might relate to children. Mollenhauer points out the limits of intersubjective description and recognition by emphasizing the mutual exclusivity of subjectivity on the one hand, and intersubjective communication and description on the other.

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Over the past century or more, the language associated with education and pedagogy has changed considerably. I sketch out an overview of these changes, focusing on the field of educational psychology, and beginning with the work of Dewey on the one hand, and Behaviourism on the other. I include the vocabulary of the ‘Learning Sciences’ which sees itself as being centrally informed by the neurosciences. I focus on the notion of ‘the self’ in educational psychology. The term Bildung is central to this psychology, particularly as it is articulated in Dewey’s early textbook titled simply “psychology.” Bildung has been variously translated as edification, formation or growth...

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Given the appearance and reappearance of this notion of transaction, interaction and communication across his writings, Dewey can be said to be an important and early contributor to discourses on “traffic” as an event and as a medium. His wide-ranging and gradually evolving thought offers an opportunity to see how various issues can be configured in terms of dynamic flow and circulation. These issues include the development of technical media that were profoundly reshaping nearly all aspects of everyday reality in Dewey’s time. Among these technical media are the railway and telephone, as well as the mass media of radio, film, newspaper and other print forms. As one would expect, Dewey frequently portrayed these as facilitating ever an ever-widening gyre in a larger, generative economy or medium. At the same time though, Dewey was forced to address far-reaching critiques of communication in the political arena, which saw new media as distorting and blocking effective communication. In this presentation, I focus on Dewey’s remarks on media and circulation in both his 1927 book, The Public and its Problems, and in two early works, “The Primary-Education Fetich [sic]” and “Lectures vs. Recitations: A Symposium.” As McLuhan perceptively noted, “Dewey” was in effect “reacting against passive print culture [and thus] surf boarding along on the new electronic wave.” Through this examination, I show how Dewey is indeed, and perhaps unwittingly, riding along an electronic wave that was just beginning to well up in the first half of the twentieth century.

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Facebook and other social media have been hailed as delivering the promise of a new socially engaged education learning and educational experiences for undergraduate, self-directed and other sectors. A theoretical and historical analysis of these media in the light of earlier media transformations however puts this into question. Specifically, the analysis provided here questions whether social media platforms satisfy a crucial component of learning – fostering the capacity for debate and disagreement. Using mMedia theorist Raymond William's analytical frame that emphasisesis on advertising in his analysis of the content and form of the medium, television, allows us towe weigh the structural conditions of dominant social networking sites as constraints for learning, using his critical analytical frame(?). Williams’ critique focuses on the structural characteristics of sequence, rhythm and flow of television as a cultural form. Our critique proposes information design, architecture and above all algorithm as similar structural characteristics that apply to social networks as a different but related cultural form. We shed new light on media influencing non-commercial television content (as Williams's terms sequence, rhythm and flow account for) by proposing that the operation of commerce in non-commercial Web 2.0 content can be correspondingly accounted for by informational design, architecture and algorithm. Illustrating the ongoing salience of media theory for researchstudying on-line learning, the article updates Williams work while leveraging it in a critical discussion of the suitability of some social media for education.

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The lecture has been much maligned as a pedagogical form. It has been denigrated as a “hot medium” to be “superseded” by the cooler dialogical and televisual forms (McLuhan, 1964, p. 256), or as an “oral residue” in an age of proliferating digital information (Jones, 2007), or. Yet the lecture persists and even flourishes today in the form of the podcast, the TED Talk, and the “smart” lecture hall (outfitted with audio, video and student feedback technologies). This persistence provides an opportunity to re-evaluate both the lecture and the status of the media related to it through an analysis of its form and function over time. This paper examines the lecture as a pedagogical genre, as “a site where differences between media are negotiated” as these media co-evolve (Franzel, 2010). This examination shows the lecture as bridging oral communication with writing and newer media technologies, rather than as being superseded by newer electronic and digital forms. The result is a remarkably adaptable and robust form that combines textual record and ephemeral event, and that is capable of addressing a range of different demands and circumstances, both practical and epistemological. The Web, which brings together multiple media with new and established forms and genres, presents fertile grounds for the continuation and revitalization of the lecture as a dominant pedagogical form.

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