Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes

Lyana Miranda, Magda Pischetola

Publikation: Artikel i tidsskrift og konference artikel i tidsskriftTidsskriftartikelForskningpeer review

Abstrakt

The article argues that the ecological approach can offer a viewpoint that comprises more educational complexity. If we accept that the observer and object of observation are in a constant relationship, that technology, context and culture are constituting forces of knowledge production, and that theory/practice is another binary divide to overcome, we are forced to address the intertwined emergence of teaching and learning as part of a co-evolutionary process. As part of ecological pedagogy, communication choices focus on feedback, interconnectedness and in-between-ness among living and non-living organisms. By drawing from the encounter between the complex perspective of Gregory Bateson and the thinking of media ecologist Marshall McLuhan, this article focuses on communication choices in teaching. It presents a comparative study on one-to-one programmes in schools in Italy and Brazil and shows the importance of existing connections and communicative exchanges between the elements of a dynamic system.
OriginalsprogEngelsk
TidsskriftExplorations in Media Ecology
Vol/bind19
Udgave nummer4
Sider (fra-til)503-519
ISSN1539-7785
DOI
StatusUdgivet - 1 dec. 2020

Fingeraftryk

Dyk ned i forskningsemnerne om 'Teaching as the emergent event of an ecological process: Complexity and choices in one-to-one programmes'. Sammen danner de et unikt fingeraftryk.

Citationsformater