Category Archives: Presentation

Once Upon a Time at the Philosophy of Education Society

PES 2016 picture

This past weekend, on Mar 19, I had the privilege to share a paper at the Philosophy of Education Society 72nd Annual Meeting. The theme this year is: Philosophy of Education in the Gap between Past and Future. The phrase comes from Hannah Arendt’s preface to Between Past and Future which challenges our understanding of sustained thinking in the hopes of redirecting educational thinking, policy and practice. In that vein, I wrote a paper, Discerning a temporal philosophy of education: Understanding the gap between past and future through Augustine, Heidegger, and Huebner.

Here’s the introduction:

Over forty years ago, Dwayne Huebner began questioning “the hegemony of the notion of ‘learning’ in education”[i] and found an “overvaluing of scientific language.”[ii] This privileging of the modes and methods of educational psychology or “concept-empiricism”[iii] enables the self-promotion of learning, and in turn, relegates teaching to a mere function of learning in education. For Huebner, this matter of “learning” imposes “technical pseudo-scientific language”[iv] onto education, which exemplifies the challenge of language and its role in educational praxis. The curricular field is still largely obsessed with teaching metrics, programmed learning outcomes, and school objectives which are produced in advance of the lived experiences of students within an educational framework. These mechanized values point to an inauthentic understanding of time due to a curricular and pedagogical orientation built on a determinate and preordained educational future. For Huebner, subjugating education under the auspice of learning is problematic as it diminishes the essence of our being into a very narrow condition.[v] To subsume our beingness within a framework of learning entails a philosophy of education directed by epistemological considerations to the preclusion of ontological concerns. Instead, this paper seeks to demonstrate an understanding of temporality as a way to critique the standard language of learning and create a discourse about authentic learning. Following Huebner, we note that his educational philosophy is inspired by Heidegger and the phenomena of temporality and historicity. In turn, Heidegger’s understanding of time is largely developed from his study of Augustine. This paper, then, traces the conceptualization of temporality through the trinity of Huebner, Heidegger, and Augustine. Accordingly, one way to understand the “gap between past and future”[vi] is to conceive of authentic learning within the existential-phenomenological tradition by discerning a temporal understanding of life that advocates for our ontological potentialities and possibilities as human beings.

[i] Ted T. Aoki, “Signs of Vitality in Curriculum Scholarship,” in Curriculum in a New Key, eds. William F. Pinar and Rita L. Irwin (New York: Routledge, [1985] 2005), 230).

[ii] Dwayne E. Huebner, “New Modes of Man’s Relationship to Man,” in The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner, ed. Vikki Hillis (New York: Routledge, [1963] 2008), 87.

[iii] William F. Pinar, “The Reconceptualization of Curriculum Studies,” in The Curriculum Studies Reader, eds. David Flinders and Stephen Thornton (New York: Routledge, 2009), 171.

[iv] William F. Pinar, “Introduction,” in The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner, ed. Vikki Hillis (New York: Routledge, 2008), xxii.

[v] Dwayne E. Huebner, “The Capacity for Wonder and Education,” in The Lure of the Transcendent: Collected Essays by Dwayne E. Huebner, ed. Vikki Hillis (New York: Routledge, [1959] 2008), 6.

[vi] Hannah Arendt, Between Past and Future: Six Exercises in Political Thought (New York: The Viking Press, 1961), 13.


Two upcoming paper presentations

I am pleased to share that I will be presenting papers at two different conferences.

First, I will be heading down to Chicago for the American Educational Research Association (AERA) Annual Meeting (April 16-20). It is the largest education conference in North America and I’m delighted to be presenting a paper for the ‘Spirituality & Education’ Special Interest Group. The paper is titled, Understanding Curriculum as Techno-Theological Text. Here’s the abstract:

This paper is based on the writings of Ted Aoki, the Japanese-Canadian scholar at the forefront of the re-conceptualized movement within curriculum theory. One possibility implied in Aoki’s work is inhabiting the space in-between technology and theology. As Aoki might ask: how we can linger on the bridge between technology and theology? The purpose of using the bridge metaphor, is to bridge technology and theology, to discern curriculum as techno-theological text. A reframing of this question is whether we can be in a mode of technology without defaulting into instrumentalization. This paper, then, is an attempt at making sense the multiple ways in which the words technology and theology can be understood within an Aokian framework.

I’ve been developing the ideas of curriculum as technotheology for awhile, and Ted Aoki is a wonderful curriculum theorist who speaks into both the theological and the technological. Hopefully I will get some constructive feedback and some great discussion. If you’re down at AERA, my session is on Thursday, April 16, 12-1:30pm at the Hyatt, West Tower – Green Level, Crystal B. For more info, go to this link.

In May, I will be participating in a 2-day symposium on the Significance of Study, held at UBC. I will be acting as a discussant, responding to Alan Block, Professor from the University of Wisconsin, who will be reading from a paper, titled, Study as sacred. I am excited for this opportunity as Block has written in the area of religion, theology, and education. For more info, here’s the website.

DBR and Technotheocurriculum @ Provoking Curriculum Conference 2015

I had the privilege of participating in the CACS 7th Biennial Provoking Curriculum Conference at UBC. As indicated by the title of the conference, the purpose was to provoke curriculum studies by attending to the multiple denotations of provoke: to stimulate, arouse, elicit, induce, excite, kindle, generate, instigate, goad, prick, sting, prod, infuriate, madden, ruffle, stir, and inflame.

The first day, our ‘How We Learn‘ research team presented a panel discussion about Design Based Research (DBR). The abstract is as follows:

In the second decade of the 21st century, to ask the question “how do we learn?” is to ask questions of “how we learn media and technology across the lifespan” (HWL). Formal educational systems are challenged by 21st century learning while researchers are challenged to document cognitive implications of new media and technologies. Over the past decade, our research program has empirically explored problems of learning media and technology across the lifespan. Our field and lab investigations focus on the problem of how (not whether) new media and technologies affect learning across the lifespan. With a core of graduate students, our research team has been immensely productive and original in reconceptualizing cognition, learning, media, technology, and their interdependencies with curriculum. This panel focuses on Design-Based Research (DBR) 2.0 methodologies.

The key objectives of this panel are 1) to profile methodological advancements and insights in DBR derived from lab and field-based studies; 2) to prompt discussion on DBR in context of new technologies and the design turn in DIY or maker culture. Providing empirical examples, this symposium introduces advancements in DBR and connects interest in DBR with understandings of design and engineering cognition. The format will be conversational and demonstrative, beginning with a series of focus questions to generate interest and audience discussion. A series of demonstrations of DBR will be provided as examples and to provide depth of understanding. The overall goal is to provoke new understandings of methodology in context of design-based research 2.0 into curriculum, media, technology and learning.

The second presentation consisted of Dr Stephen Petrina, Dr Franc Feng, and myself, speaking about the intersection of technology, theology, and curriculum. The description of our presentation is as follows:

In many ways, curriculum, technology, and theology emerge coincidentally or contemporaneously within Homer, specifically within the Iliad and Odyssey. The three are somewhat conceptually interrelated in Homer and subsequently Hesiod. In Homer, the concepts, practices and words are given their ancient meanings. Medieval and modern derivatives and meanings are in some ways are quite similar and in other ways distinct from ancient Homeric and Platonic uses. Our premise is that curriculum, technology and theology are co-emergent— mutually interdependent. We do not have one without the others. This is not merely semantics. By acknowledging these interdependencies we can begin to provoke and understand curriculum anew.

This panel provides three perspectives and papers on TechnoTheoCurriculum. The first paper, “On the History and Metaphysics of Curriculum,” describes ancient encounters with curriculum, technology, and theology as they co-emerge. Inasmuch curriculum refers to the loneliness of the long distance runner, it also refers to the Circum Maximum, Maxime Circe, or the Circus Maximus, referencing chariots and conjuring up a complex technotheological infrastructure. The second paper, “Understanding Curriculum as Technotheological Text,” provides a history of a late medieval and early modern re-emergence of curriculum and technology in a Protestant and Calvinist culture at the hands of Peter Ramus. This paper traces Ramist interdependencies of curriculum, technology, and theology through the seventeenth century in the work of William Ames and technometry. The third paper, “On the History of Hermeneutic Techniques,” traces a circle from twenty-first century understandings of curriculum, technology and theology through Augustine’s City of God.

And finally, just for fun, here’s a timelapse video of our technotheocurriculum session.

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Research stories: A graduate forum #hwl #yreUBC #UBC #bced

I’m happy to share that I will be presenting at RESEARCH STORIES: A Graduate Forum. This is part of the UBC Year of Research in Education initiative for 2014-2015.

My presentation is titled, Designing things, practices and concerns for the good life.

Here’s the abstract:

This research examines the complex relationship between design, the sacred and online learning, framed by matters of concern. It is the culmination of a yearlong ethnographic research project in the lives of Christian undergraduate students in Vancouver. Focal concerns in the form of things and practices have disclosive power if they are designed for the good life. The task of the designer, then, is to purposefully move away from matters of fact towards matters of concern. The interviews were open-ended and based on a loosely structured set of questions about faith background, Internet usage, online spiritual experiences, and other factors. Conversations and participant observations were then analyzed as matters of concern.