Welll following on from one of our colleagues tasks that she shared with this afternoon...I decidie to find out about axiology... and wallah from the web:
Axiology, the science of human values, enables us to identify the internal valuing systems that influence our perceptions, decisions and actions - to clearly understand "why" we do what we do! Robert Hartman
Friday, October 15, 2010
Ways of Knowing
Today's Friday group with Joan was a rigorous session that interrogated ways of knowing, changes in perspectives about individual teaching approaches, and free flowing expressions of our worldviews. The conversations assisted in preparing for the much anticipated arrival at the end of Ocorber of mentor Jack and a series of living histories workshops at DUT.
The episodes around 'ways of knowing' had us traveling through ancient Irish tombs as Joan explained the intricacies of applied science related to the advanced building techniqies embodied in the breathtaking architecture from a period before the advent of scribal recordings. A further scholastic adventure informed our gaze at the the mathematics applied in traditional African basketry and cultural attire. What a masterclass in the evidence of epistemology.
The episodes around 'ways of knowing' had us traveling through ancient Irish tombs as Joan explained the intricacies of applied science related to the advanced building techniqies embodied in the breathtaking architecture from a period before the advent of scribal recordings. A further scholastic adventure informed our gaze at the the mathematics applied in traditional African basketry and cultural attire. What a masterclass in the evidence of epistemology.
My axiologyepistomologyontology
Talking of big words today and trying to reduce them to greater understandings... What a bunch of contradictions... living contradictions?
Coming to grips ...
My Question:
1. Write a factual account of an event in your teaching practice.
2. How can I use this event to demonstrate my epistemology, my ontology and axiology through critical reflection?
1. My Story: Today, I started the SeStuTHESA meeting with a showing of Jack talking at BERA. There were 6 people in the room. It was my intention to use the video inductively to access understandings of epistemology, and ontology, which are key to what Jack is going to be talking about when he visits in two weeks time. The video of Jack talking started, and I very quickly observed that the quality of the picture and the sound were very poor. It very quickly became clear to me that nobody in the room was able to follow what was being said, so I switched the video off and proceeded with the discussion about epistemologies and ontologies without the video.
2. My critical reflection: I value easy access to learning for my learners, so when the visuals and sounds of the video were blurred, I realised that the learning of my learners was being compromised. I realised that I had to change my approach, and then changed the exercise to a blend of induction and deduction. I asked the learners to give an account of their understanding of the concepts of epistemology and ontology. I then asked people to apply their understanding of these notions to their practice. In so doing, I was retaining as best I could my value for easy access to learning for my learners, and I also used the belief that the best learning is derived from practical experience. Ialso engaged with the learners in the following interaction. I found that the effects of this process changed the ways i intended to behave in this interaction which meant that ontologically I moved into a closer engagement with the learners, I learned from my learners so that I developed a closer insight into their epistemologies and ontologies, while remaing true to my values, or my axiology.
1. Write a factual account of an event in your teaching practice.
2. How can I use this event to demonstrate my epistemology, my ontology and axiology through critical reflection?
1. My Story: Today, I started the SeStuTHESA meeting with a showing of Jack talking at BERA. There were 6 people in the room. It was my intention to use the video inductively to access understandings of epistemology, and ontology, which are key to what Jack is going to be talking about when he visits in two weeks time. The video of Jack talking started, and I very quickly observed that the quality of the picture and the sound were very poor. It very quickly became clear to me that nobody in the room was able to follow what was being said, so I switched the video off and proceeded with the discussion about epistemologies and ontologies without the video.
2. My critical reflection: I value easy access to learning for my learners, so when the visuals and sounds of the video were blurred, I realised that the learning of my learners was being compromised. I realised that I had to change my approach, and then changed the exercise to a blend of induction and deduction. I asked the learners to give an account of their understanding of the concepts of epistemology and ontology. I then asked people to apply their understanding of these notions to their practice. In so doing, I was retaining as best I could my value for easy access to learning for my learners, and I also used the belief that the best learning is derived from practical experience. Ialso engaged with the learners in the following interaction. I found that the effects of this process changed the ways i intended to behave in this interaction which meant that ontologically I moved into a closer engagement with the learners, I learned from my learners so that I developed a closer insight into their epistemologies and ontologies, while remaing true to my values, or my axiology.
Friday, October 8, 2010
Blogging madly
Energy
We met the VC today ... and I think we were all impressed with each other. There was a big turnout for this event, the biggest for a while....and a lot of buzz... I wonder if we do not need another 'event' to draw our energy out and up?
Friday, September 17, 2010
Action research conference at Nelson Mandela Metropolitan University
Combined use of cognitive education WITH OTHER TEACHING AND LEARNING STRATEGIES AND APPROACHES TO IMPROVE PROBLEM SOLVING SKILLS IN THE FIELD OF ENGINEERING STUDIES
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