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Post pandemic speculative educational futures by Eamon Costello [EMPOWER COVID-19 webinar week, day 2]

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Post pandemic speculative educational futures by Eamon Costello [EMPOWER COVID-19 webinar week, day 2]

  1. 1. Choice is yours: Anatomy of a lesson plan from University V Eamon Costello Lily Girme Dublin City University Eamon Costello Head of Open Education National Institute for Digital Learning Dublin City University @eam0 Post pandemic speculative educational futures
  2. 2. “How we anchor is fundamental” Milojević (2020)
  3. 3. Critical Utopianism
  4. 4. Critical Utopianism “Hope is not confidence. If it could not be disappointed, it would not be hope… Thus, hope is critical and can be disappointed… Hope is not confidence. Hope is surrounded by dangers, and it is the consciousness of danger and at the same time the determined negation of that which continually makes the opposite of the hoped- for possible” - Adarno
  5. 5. Speculative Fabulation Speculative Fabulation “[A] mode of attention, a theory of history and a practice of worlding” - Donna Haraway
  6. 6. Text has been troubled
  7. 7. The pandemic will not give you tenure
  8. 8. Do we have Agency?
  9. 9. Choice is yours: Anatomy of a Lesson Plan from University V
  10. 10. Thank you / Go raibh maith agaibh Eamon Costello eamon.costello@dcu.ie @eam0
  11. 11. Bibliography

Editor's Notes

  • We are in a time of educational change.
    Some developments of education that were happening anyway have now been accelerated and things that would have taken years are now happening in minutes.
  • 1. How we anchor is fundamental;
    2. Anchors change, or need to, depending on new circumstances; 
    3. It is preferable to choose new anchors in an informed, deliberate manner, as they impact decision-making in the future in an automatic manner; and
    4. It is preferable for anchors during times of ‘uncertainty coupled by an abundance of alternatives’ to be in alignment with the best available present knowledge base and preferred futures rather than being in alignment with the past (previous anchors).


    Milojević, I.(2020) Mirror, Mirror on the Wall, Who Should I Trust After All? Future in the Age of Conspiracy Thinking. UNESCO Futures of Education Ideas LAB.  Retrieved from https://en.unesco.org/futuresofeducation/milojević-mirror-mirror-wall-who-should-i-trust-after-all

  • Bill Ashcroft (2007) Critical utopias, Textual Practice, 21:3, 411-431, DOI: 10.1080/09502360701529051

    Utopia – heaven

    Dystopia -

  • Bloch, E. (1988). The utopian function of art and literature: Selected essays. MIT Press. Trans by Zipes, J. & Mceklenberg, F.
  • Humans have always, and in ways that are intensifying, thought with each other


    We are not separate from nature, we are nature, we are in the world not outside it

    Older adults will be needing to learn for longer. 

    The idea of the autonomous human child ... educated to achieve success in an economy detached from the biosphere and assessed as separate from others ... makes no sense in this analysis (if it ever did)

    Facer, K. (26 March 2021) Rethinking the 'human' at the heart of humanist education. UNESCO Futures of Education Ideas LAB.  Retrieved from https://en.unesco.org/futuresofeducation//ideas-lab/facer-rethinking-humanist-education.
  • Humans have always, and in ways that are intensifying, thought with each other


    We are not separate from nature, we are nature, we are in the world not outside it

    Older adults will be needing to learn for longer. 

    The idea of the autonomous human child ... educated to achieve success in an economy detached from the biosphere and assessed as separate from others ... makes no sense in this analysis (if it ever did)

    Facer, K. (26 March 2021) Rethinking the 'human' at the heart of humanist education. UNESCO Futures of Education Ideas LAB.  Retrieved from https://en.unesco.org/futuresofeducation//ideas-lab/facer-rethinking-humanist-education.
  • Speculative fiction and methods in educational research
  • Perhaps, a timeline will show how education provided a vital sense-making activity for people. Perhaps, it will show how they came together in the practice of this activity in a time of deep turmoil.
  • The words and the stories we wear

    We want you to wear this story.

  • Our chapter explores education as posthuman practice via the anatomy of a lesson plan. It is a fabulation set in the future but with roots that tangle with the past. Dark histories and futures are set to flicker here. Deception, de-identification and datafication lurk everywhere. If you are squeamish you may wish not to read it. The datafication of people, their reduction to numbers, bytes, and, most fatally of all words, is laid out here in gory detail. If you do wish to read, however, then you need nothing: just come as you are, and be assured as always, that as the reader, choice is yours.

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