|
|
| (No se muestran 114 ediciones intermedias de 6 usuarios) |
| Línea 1: |
Línea 1: |
| − | {|cellpadding="5" cellspacing="6" style="width:100%;background:#DDFFFF; border-style:solid; border-width:1px; border-color:#0066FF;" | + | {|cellpadding="5" cellspacing="6" style="width:100%;background:#DDFFFF; border-style:solid; border-width:2px; border-color:#003366;" |
| | + | | width="100%" valign="top" style="padding: 0; margin:0px;" | |
| | + | {|cellpadding="5" cellspacing="6" style="width:100%;background:#DDFFFF; border-style:solid; border-width:1px; border-color:#003366;" |
| | | width="100%" valign="top" style="padding: 0; margin:0px;" | | | | width="100%" valign="top" style="padding: 0; margin:0px;" | |
| | <span style="background:#88EE44"> | | <span style="background:#88EE44"> |
| Línea 5: |
Línea 7: |
| | <span style="background:#CCEECC"> | | <span style="background:#CCEECC"> |
| | [http://de.wikieducator.org/Benutzer:Philbartle Deutsch]</span> | | [http://de.wikieducator.org/Benutzer:Philbartle Deutsch]</span> |
| | + | <span style="background:#99FFFF"> |
| | + | [http://el.wikieducator.org/χρήστης:Philbartle Ελληνικά]</span> |
| | <span style="background:#FFFF99"> | | <span style="background:#FFFF99"> |
| | [http://www.wikieducator.org/User:Philbartle English]</span> | | [http://www.wikieducator.org/User:Philbartle English]</span> |
| | <span style="background:#FFBBFF"> | | <span style="background:#FFBBFF"> |
| − | [http://fr.wikieducator.org/Utilisateur:Philbartle Français]</span> | + | [http://fr.wikieducator.org/Utilisateur:Philbartle Français]</span> |
| − | <span style="background:#99FFFF"> | + | <span style="background:#AAFF77"> |
| − | [http://el.wikieducator.org/χρήστης:Philbartle Ελληνικά]</span> | + | [http://it.wikieducator.org/Utente:Philbartle Italiano]</span> |
| | <span style="background:#DD77DD"> | | <span style="background:#DD77DD"> |
| | [http://po.wikieducator.org/Użytkownik:Philbartle Polski]</span> | | [http://po.wikieducator.org/Użytkownik:Philbartle Polski]</span> |
| Línea 21: |
Línea 25: |
| | <span style="background:#EECCCC"> | | <span style="background:#EECCCC"> |
| | [http://tl.wikieducator.org/Gumagamit:Philbartle Tagalog]</span> | | [http://tl.wikieducator.org/Gumagamit:Philbartle Tagalog]</span> |
| − | | + | <span style="background:#FFCCC0"> |
| | + | [http://te.wikieducator.org/ఉపయూక్త:Philbartle తెలుగు]</span> |
| | [[Imagen:PB-hea-s.gif|center]] | | [[Imagen:PB-hea-s.gif|center]] |
| − | <center>http://www.scn.org/mpfc/index.htm | + | <center>http://cec.vcn.bc.ca/mpfc/index.htm |
| − | <Font color="#0044CC"><Font size="+1">Pruébalo, nosotros (tu comunidad) te apoyaremos</Font></Font> | + | [[Imagen:PB-barbel.gif|80px|center]] |
| | + | <Font color="#001188"><Font size="+1">'''Pruébalo, nosotros (tu comunidad) te apoyaremos'''</Font></Font> |
| | </center> | | </center> |
| − | [[Imagen:PB-barbel.gif|80px|center]]
| |
| − |
| |
| | {{Infobox_personal | | {{Infobox_personal |
| | |Nombre = Phil Bartle | | |Nombre = Phil Bartle |
| Línea 34: |
Línea 38: |
| | |Ocupación = Retirado | | |Ocupación = Retirado |
| | |Nacionalidad = [http://www.youtube.com/watch?v=9z-xqIFX5Po Canadiense] | | |Nacionalidad = [http://www.youtube.com/watch?v=9z-xqIFX5Po Canadiense] |
| − | |País= [[Imagem:Flag_of_Canada.svg|30px]] [http://es.wikipedia.org/wiki/Canada Canadá] | + | |País= [[Imagen:Flag_of_Canada.svg|30px]] [http://es.wikipedia.org/wiki/Canada Canadá] |
| | |Empleador = jubilado | | |Empleador = jubilado |
| − | |Otras actividades = Fundador del [http://www.scn.org/mpfc/collects.htm Colectivo de Potenciación Comunitaria] | + | |Otras actividades = Fundador del [http://cec.vcn.bc.ca/mpfc/collects.htm Colectivo de Potenciación Comunitaria] |
| | |Email = cmpbartle@gmail.com | | |Email = cmpbartle@gmail.com |
| | |Boxes = {{Usuario_WikiVecino}} | | |Boxes = {{Usuario_WikiVecino}} |
| | |WM3 = Pschlicht | | |WM3 = Pschlicht |
| | }} | | }} |
| − | ==Quick Links== | + | ==Enlaces Rápidos== |
| − | [http://es.wikieducator.org/Usuario:Philbartle/My_Profile Mi perfil]<br /><br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/My_Profile Mi perfil]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/OER REA (Recursos Educativos Abiertos) ]<br /> |
| − | [http://es.wikieducator.org/Usuario:Philbartle/OER OER (Recursos Educativos Abierto) ]<br /><br /> | + | [http://wikieducator.org/User:Philbartle/Collective Collective]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/2020 2020]<br/> |
| − | [http://wikieducator.org/User:Philbartle/Collective Collective]<br /><br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Sandbox My Sandbox]<br /> |
| − | <br />
| + | [http://www.wikieducator.org/Featured_L4C_Participant:Phil_Bartle Featured L4C Participant]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos03 Archivos 3]<br /> |
| − | [http://es.wikieducator.org/Usuario:Philbartle/Sandbox My Sandbox]<br /><br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos02 Archivos 2]<br /> |
| − | <br /> | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos Archivos 1]<br /> |
| − | [http://www.wikieducator.org/Featured_L4C_Participant:Phil_Bartle Featured L4C Participant]<br /><br /> | + | [[Image:PB-an-ini.gif]] |
| − | <br /> | + | |
| − | [[Image:PB-an-ini.gif]]<br /> | + | |
| − | <br />
| + | |
| | | | |
| − | ==Los sermones de Phil== | + | ==Los sermones== |
| | | | |
| − | <span style="color:blue"><center>'''Si el entrenador realiza las flexione'''s''',<br /> | + | <span style="color:blue"><center>'''Si el entrenador hace las flexiones,'''<br /> |
| | '''El atleta no se hará más fuerte'''</center></span> | | '''El atleta no se hará más fuerte'''</center></span> |
| | | | |
| − | Mis pensamientos ocasionales sobre el WikiEducador y su comunidad
| + | ===Sermón de Jonny de abril=== |
| | + | {{Traducido_por|Adolf85 Adolfo Fulco}} |
| | + | <br/><br /> |
| | | | |
| − | Traducido por
| + | Si bien el primer lugar al que iría al quebrarme un hueso es al que tenga medicina amparada por las Asociaciones Médicas, los puntos ciegos de la medicina convencional canadiense son desesperantes para aquellos que sufren más que nada de problemas médicos internos. Las manifestaciones que se leen como síntomas de reacciones alérgicas están erróneamente identificadas como enfermedades, y cualquier tratamiento que se lleve a cabo está diseñado para cubrir esos síntomas en lugar de solucionar el problema subyacente.<br/> |
| | + | Mientras que en Europa, partes de América Latina y otros lugares del mundo se está incorporando modelos de salud preventiva como la Neuropatía y la Homeopatía en sus sistemas de atención médica de pagador único, el retrógrado gobierno de Canadá está privatizando y reduciendo de manera progresiva la cobertura de medicina preventiva.<br/> |
| | + | Con el intento de los líderes canadienses de seguir un camino extravagante caracterizado por el pensamiento cortoplacista propio del estilo estadounidense, nuestros esfuerzos nacionales se aplican en “civilizar” tierras extranjeras por medio de la ocupación y el derramamiento de sangre, mientras que China muestra su liderazgo con iniciativas positivas como su sistema de trenes de alta velocidad que pasan por 17 países en Asia y Europa.<br/> |
| | + | La sociedad norteamericana está siendo llevada por mal camino hacia la fragmentación y el retroceso mientras que otros continentes crecen, prosperan y triunfan. La gente necesita organizaciones, conocimiento y fuerza para poner a los respectivos barcos del estado de nuevo en sus cursos éticos. |
| | | | |
| − | * ► '''Agism, Sexism, Racism''' – What is the role of education in the struggle against prejudice, bigotry and discrimination? Is this a valid concern for Open Educational Resources (OERs)?
| + | ===Sermón de Jonny de marzo=== |
| | + | {{Traducido_por|Adolf85 Adolfo Fulco}} |
| | + | <br/><br /> |
| | | | |
| − | : ◊ We are biological creatures; animals, to be more specific. That means our bodies vary over time, and we are products of the genetic contributions of our parents and their predecessors. There are three biological characteristics that everybody has, and they each have social consequences – how we treat one another – our age, our sex, and our inherited physical characteristics.
| + | '''"Blanco legítimo"'''<br/> |
| | | | |
| − | : ◊ Socially, we tend to portray each of these as having distinct categories with identifiable boundaries between them. Biologically the characteristics are far less distinct. Socially, we think of only two genders, masculine and feminine. Biologically although we use two words, male and female, there is a range of sexes. Our population has far more than two sexes. We differ biologically in age very little from day to day, yet we use arbitrary calendar dates to make important distinctions between infants, children, adults and seniors. Socially, we think of races as distinct categories, yet we use variables that are inconsistent, are contradictory, and are ranges without boundaries, to create those arbitrary racial categories. Biologically, there is no such thing as race.
| + | Mi pareja Amanda hace poco concurrió a un Foro para Indígenas en el Hotel Empress en Victoria centro. Al momento de entrar, dos personas desconocidas para Amanda (una era una mujer joven de unos veinte años, la otra un hombre de unos cuarenta y tantos), y que seguramente no se conocían entre ellos, manifestaron hostilidad racial. |
| | | | |
| − | : ◊ What is important here is that we use these arbitrary and inconsistent social variables, age, gender and race, to label people differently, and to think of and treat people differently in an unfair way, based on those invalid distinctions.
| + | De maneras distintas (una amagó con escupirla, la otra hizo un "llamado indio" como los de las películas western) estas dos personas blancas de forma espontánea y separada transmitieron algo de odio a Amanda, que luce visible e inequívocamente como una persona nativa. |
| | | | |
| − | : ◊ Most studies show that children are able to distinguish among these variables, but take them as given and natural, and do not make value judgements based on them. They have to be socialised to become prejudiced. To counteract that we need to use our educational institutions to teach values of acceptance, tolerance, flexibility and fairness. These need to be designed for the abilities and knowledge of the students, which are usually correlated with their ages.
| + | Tal vez estaban alcoholizados y actuaban como tontos, y no tuvieron malas intenciones. A las 9 a.m. un día de semana, no lo creo. Aunque tal vez no lo sabían, estos dos estaban manifestando la animosidad con la que se creó el sistema de gobierno de Canadá. Transmitido de generación en generación como parte de la cultura, el odio a los nativos aún lo podemos encontrar en cualquier lugar todos los días.<br/> |
| | | | |
| − | : ◊ The analysis sketched above, which is a core part of first and second year university social science courses, may be too sophisticated for elementary school children, but is not for adults at any level of subject, and certainly can be included in middle and secondary school curricula. A simpler approach, one of acceptance of all of us (including our selves) as valuable no matter what we look like, might be more appropriate at elementary level. There is a wide range of approaches between those two.
| + | La mañana que vivió Amanda le hizo recordar que a pesar de las falsas intenciones de los funcionarios de incluir a algunos canadienses nativos en las Olimpiadas que se llevaron a cabo cerca de aquí, y que a pesar de la disculpa oficial dada el año pasado por las atrocidades cometidas en la escuela residencial para personas autóctonas, e incluyendo la tasa de mortalidad ampliamente reconocida del 50%, ser visiblemente nativo en Canadá aún hace que uno sea un "blanco legítimo". |
| | | | |
| − | : ◊ This is not the place for a "paint-by-numbers" prescription, for we want to encourage educators to create new and appropriate methods and topics. It is important, however, that teachers are aware of the arbitrariness and superficiality of racist, sexist and agist ideas, and that they are not based on scientific (including biological) facts. (I had a secondary school biology teacher who expressed his opinion that Hitler was right).
| + | ===Sermón de Jonny de febrero=== |
| | + | {{Traducido_por|Killianlan Killian Alexander Lansingh}} |
| | + | <br/><br /> |
| | | | |
| − | : ◊ Treating people unfairly (eg access to education. to employment, to housing, to club membership, to voting) for any reason is unfortunate; when it is based on bigotry, it is criminal. Our whole educational system, orthodox and non orthodox, is a major tool for preventing and mitigating it. | + | Hermanos y hermanas, la clase rica y elite solo quiere una cosa: ¡todo!. El mundo necesita potenciar la comunidad más que nunca, necesitamos ser los suficientemente fuertes para defender y ampliar/mejorar nuestras instituciones públicas y nuestro bienestar.<br /> |
| | + | Trabajo medio tiempo como taxista, y este empleo, sumado a mi amor por conversar, me ayudó a conocer personas increíbles en el taxi. He discutido la invasión de Estados Unidos a Granada de 1983 con una persona de Granada que sobrevivió y con un agente del gobierno británico que participó.<br /> |
| | + | El taxi me ofrece una gran oportunidad para interactuar con gente de una manera relajada y natural, y aprender sus historias. Lo que los sociólogos llaman una "entrevista cualitativa profunda" ocurre muy naturalmente en una largo viaje al aeropuerto.<br /> |
| | + | "Qué acento interesante" descubre los orígenes nacionales, y funciona mucho mejor que "De dónde eres". La segunda pregunta puede alarmar, porque puede ser interpretado como un desafío o un ataque como los de los xenófobos, racistas y nacionalistas. <br /> |
| | + | Feliz Febrero para todos.<br /> |
| | + | <br /> |
| | + | Jonny Gentille<br /> |
| | + | Director<br /> |
| | + | Junta Directiva<br /> |
| | + | Community Empowerment Collective<br /> |
| | + | [http://www.jonflash.com/ Jonny Flash Web Site] |
| | | | |
| − | : ◊ We need to have an answer to those who accuse us of destroying their traditional culture, where discrimination is practiced. Far from it. Culture is not static, and if we try to preserve it, we pickle it; kill it. Culture is a living organic entity, and must grow and change to live. What we are doing, then is helping to make it stronger by adapting to the evolving world social environment.
| + | ===Sermones anteriores=== |
| | | | |
| − | : ◊ As we develop Open Educational Resources, it is our responsibility to include this topic wherever appropriate throughout the whole range of subjects. Most obviously it should be included in social studies courses. Less obviously it should be included in science courses such as biology and zoology. Debunking the notions that there are distinct categories of race, sex and age is the responsibility of the biological sciences. A wide range of other subjects can easily have appropriate places for adding the topic. Taking the "Gardening" approach to education, where "the taught" should be considered before "what is taught," should encourage us to consider the needs of societies and communities when designing and presenting educational resources. --[[Usuario:Philbartle|Phil Bartle]] 14:23 16 oct 2009 (UTC) | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos03 Archivos 3]<br /> |
| | | | |
| | + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos02 Archivos 2] |
| | | | |
| − | Earlier rants:
| + | [http://es.wikieducator.org/Usuario:Philbartle/Archivos Archivos 1] |
| | | | |
| − | | + | {|cellpadding="5" cellspacing="6" style="width:100%;background:#FFFFFFFF; border-style:solid; border-width:1px; border-color:#000077;" |
| − | * ► '''Methods of Learning are not the Same as Methods of Teaching:''' We encourage alternative and non orthodox methods of learning, and this affects how we present them to the learners, but they are two different things, and we must be careful not to confuse the two. At first this sounds too obvious, but when we are creating alternative and non orthodox processes, it can become easy to forget.
| + | | width="100%" valign="top" style="padding: 0; margin:0px;" | |
| − | | + | |
| − | : ◊ Recall that among other ways of learning, including watching and listening, we recommend "doing" as the usually most effective method of learning.
| + | |
| − | | + | |
| − | : ◊ When we set up a learning session for the students to play roles in a particular scenario, for example, it is the students who are engaged in the "doing" to learn. The teacher is creating the context for that to happen. There is not one single way to create it. When the teacher organizes a literacy class into a planning meeting to decide on a project such as going on a field trip to collect fish prices information then come back to construct signs to indicate the prices of fish, it is not the teacher who engages in the doing, the students do, and the teacher creates the context for that to happen. The teacher can choose among many ways to create it, and design new ones.
| + | |
| − | | + | |
| − | : ◊ In the common orthodox method, the teacher does all the doing: preparing the content, setting up the props, making the presentation, responding to feedback and questions. The teacher, by doing, learns much about the subject, and sometimes forgets that the learners are not "doing" (just listening and watching), are less stimulated, and are learning less. The teacher can easily become puzzled, even irritated, that the learners are so slow.
| + | |
| − | | + | |
| − | : ◊ The teacher must first decide on or plan the learning method(s), and to choose what is appropriate both for the students and for the topic. That comes first. Choosing or planning the approach of the teacher, the methods to use, comes second. They must complement the methods of learning, not duplicate them. There are many possible ways to teach for each method of learning, some not yet known, so there is no automatic formula. | + | |
| − | | + | |
| − | : ◊ In other words, designing a session must necessarily include both the methods of learning and the methods of teaching, and be planned to be complementary to each other. Three separate elements. All too often, teachers plan classes with a focus on one or another, usually how to teach it, rather than with a balanced and complete approach which not only includes both but also how the two relate.
| + | |
| − | | + | |
| − | : ◊ As we develop OERs (Open Educational Resources) we must not just parrot tired and worn approaches used in the classroom. We need to provide the best, and that includes a call for more analysis of the needs of the students and of the topics, and a willingness to be creative, novel and experimental.
| + | |
| − | | + | |
| − | earlier rants:
| + | |
| − | | + | |
| − | * ► '''Language Learning; a Lesson about Learning:''' One of our training documents describes a method for learning a language that is unwritten. The method also works for learning a written language . . . without resorting to writing (or to books, to note taking, or to learning rules).
| + | |
| − | | + | |
| − | : ◊ The method is based on the idea that how we learned our first language, at ages 1-3, served us well, but the way a second language is taught in school is far different. True, we lose some of our language learning abilities as we get older, especially if we do not exercise them, but it is our methods, not our natural abilities, that are in focus here.
| + | |
| − | | + | |
| − | : ◊ When we learned our first language, we did not use text books or notebooks, we did not memorize vocabulary; we did not memories grammatical rules. Oh we did learn grammar, but we did so by learning what felt right, not what the regulations were.
| + | |
| − | | + | |
| − | : ◊ The method was designed so I could learn a language in Africa to do anthropological studies there. I later used it for training community workers to learn a language if they were assigned to a community where they spoke a different language. The method is to pretend that you are a three year old, select only words and phrases that are useful in your daily life (Please pass the salt) and train your friends and colleagues (as informants) to repeat the term after you (you must not repeat it after them). Without telling them what you are thinking, you pretend that your informants are your older brothers and sisters, correcting your pronunciation. You choose 1-5 words only each day, no more, no less. You vary the way a word is used (I want water. He has water). Within three months, you aim for fluency, which means the ability to operate in the language, with a limited vocabulary, about a hundred words only (what we tend to use in daily life).
| + | |
| − | | + | |
| − | : ◊ Although your ability to learn a new language has decreased, you have burned learning pathways in your brain, and this method takes advantage of them. While you train your informants to not think of themselves as correcting you, just repeating after you, you pretend you are three years old getting corrected.
| + | |
| − | | + | |
| − | : ◊ You might think at first a certain fruit is a napple, which can be easily corrected later when you learn how to read and write.
| + | |
| − | | + | |
| − | : ◊ I think this method can be adapted to teaching a language to a group of students, even though it was designed for self teaching. I see hints of it in the most up to date methods of TEFL (Teaching English as a Foreign Language) and language immersion programs.
| + | |
| − | | + | |
| − | : ◊ What is important here is the degree to which the method can be adapted to teaching other subjects and topics. Using text books and notebooks is efficient and convenient, and encouraged by schools and colleges that are becoming more and more like corporations. unlike an environment that encourages teachers to explore and create new and unorthodox methods. Text books and notebooks encourage conformity, monotony and homogeneity (like McDonald's hamburgers).
| + | |
| − | | + | |
| − | : ◊ It may be that the new challenge of not using text books and notes, may not only make it better to learn introductory levels of each topic, but also preparing the learner to learn the more advanced elements better. I would like to hear from collaborators on WikiEducator their thoughts and experiences with unorthodox methods of learning. --[[Usuario:Philbartle|Phil Bartle]] 01:38 1 oct 2009 (UTC)
| + | |
| − | | + | |
| − | | + | |
| − | earlier rants:
| + | |
| − | | + | |
| − | * ► '''Functional Literacy → Functional Anything.''' In the Community Empowerment methodology, there is a large module about Functional Literacy. In the tradition of "Deschooling Society," it suggests to avoid pre packaged curricula, and make the content of the teaching something practical and useful, and those differ from community to community. It goes further to also recommend that the method of teaching and learning also be unorthodox, and custom designed for the varying needs and interests of each community.
| + | |
| − | | + | |
| − | : ◊ If there is more interest in the content and method by the teacher than by the learners, then something is unbalanced.
| + | |
| − | | + | |
| − | : ◊ Although it suggests to the participants that they design each course themselves, it gives a few examples to illustrate. In a fishing community, for example, where the learners are illiterate adults, the classroom becomes a planning meeting room, and the learners choose fish and their various prices as the content, and choose to go on a field trip to look at fish being bought and sold. They decided that they would make signs to post in public, although they had considered making a pamphlet with the prices. After the field trip, they returned and made the posters, learning words for fish and their varieties, and learned numbers as they applied to fish prices, almost as a secondary result. They did not learn an alphabet, or grammar rules, or lists of useless vocabulary. ("useless" in the sense that they would not be functional for them in their community).
| + | |
| − | | + | |
| − | : ◊ This approach is tested and vetted. The challenge is, in the context of developing free and open educational resources, can it apply to topics other than literacy? If so, how would we go about this? What topics are better than others?
| + | |
| − | | + | |
| − | : ◊ What constitutes practical and interesting topics may be surprising to some educational specialists. Shakespeare, for example, is often seen as highly impractical, except for teaching the finer characteristics of the English language. When I taught in rural Ghana, 1965-7, the staff and students put on a Shakespeare play every year. It included a narrator who translated the material into the local vernacular. The series was very popular, and the auditorium was filled over capacity by peasant farmers each year. If nothing more, this should serve to illustrate that we should be open and tolerant to many different unorthodox and unexpected approaches.
| + | |
| − | | + | |
| − | : ◊ The lesson we should be learning here is that we must be strong and resist formula planning of classes, and often stop and put the objectives and purpose at arms length from us and ask if there is another way, or ways, to plan content and means of educating. Although mistakes will be made, this approach leads to the best quality of education, what we need to develop as part of the OER (Open Educational Resources). --[[Usuario:Philbartle|Phil Bartle]] 18:12 27 sep 2009 (UTC)
| + | |
| − | | + | |
| − | | + | |
| − | earlier rants:
| + | |
| − | | + | |
| − | | + | |
| − | *► '''Alms, Altruism and Strength'''. In the Community Empowerment methodology, there is an apparent paradox in that we argue against alms and other forms of charity which weaken the recipient community or organism. In contrast, when we identify the sixteen elements of strength of an organization or community, altruism is at the top of the list (alphabetically).
| + | |
| − | | + | |
| − | :◊ The major element in the difference is whether the organism is giving or receiving the charity. Giving is not only easier than receiving; it makes you stronger. | + | |
| − | | + | |
| − | :◊ For over half a century, bilateral (government to government) aid to Africa was based on charity and the result has been increased poverty, more dependency, a climb in corruption, and a decline in good governance. When you give alms to a beggar, you train her or him to be a beggar. In community work, in contrast, when you encourage a community to find its own resources, to plan its own future, and to act, then it becomes stronger and more self reliant.
| + | |
| − | | + | |
| − | :◊ How does this relate to open and free education? Or is it more than one way? Some people might argue that if you provide people with free education (like those teachers who have had people sitting in the back of the class with their arms folded, their feet up and daddy is paying the bill to babysit them until they know what they want in life), that if you give them free education they will think it is worth every penny they spent on it. In my varied teaching career, I have taught students in a penientiary and I have had students at different levels in Africa and it was so noticable that those students demonstrated more respect, and they did so much better in their studies.
| + | |
| − | | + | |
| − | :◊ We aim to provide educational resources for every level from K to PhD, vocational, professional and academic. Does this mean we are providing charity and weakening or that we are making opportunities and assisting in providing strength? Does OER contribute to strength or weakness?
| + | |
| − | | + | |
| − | :◊ The answer to this dilemma comes from our animal characteristics, that our offspring are born or hatched weak and helpless. They need nurturing and the opportunity to play so as to learn how to survive and thrive. It also looks like that it applies at all ages, not only the young. In a complex social system as we have in human society, education is an important element of that play. When we play and learn, we become stronger. If society as a whole takes on the responsibility to provide the environment and necessary utensils for that play, then we become stronger. OER takes the provision of educational resources out of the hands of profit oriented organizations, and makes it available to all of us. We all get stronger.--[[User:Philbartle|Phil Bartle]] 16:20, 3 September 2009 (UTC)
| + | |
| − | | + | |
| − | | + | |
| − | Previous rants:
| + | |
| − | | + | |
| − | *► '''Alms, Altruism and Strength'''. In the Community Empowerment methodology, there is an apparent paradox in that we argue against alms and other forms of charity which weaken the recipient community or organism. In contrast, when we identify the sixteen elements of strength of an organization or community, altruism is at the top of the list (alphabetically).
| + | |
| − | | + | |
| − | :◊ The major element in the difference is whether the organism is giving or receiving the charity. Giving is not only easier than receiving; it makes you stronger.
| + | |
| − | | + | |
| − | :◊ For over half a century, bilateral (government to government) aid to Africa was based on charity and the result has been increased poverty, more dependency, a climb in corruption, and a decline in good governance. When you give alms to a beggar, you train her or him to be a beggar. In community work, in contrast, when you encourage a community to find its own resources, to plan its own future, and to act, then it becomes stronger and more self reliant.
| + | |
| − | | + | |
| − | :◊ How does this relate to open and free education? Or is it more than one way? Some people might argue that if you provide people with free education (like those teachers who have had people sitting in the back of the class with their arms folded, their feet up and daddy is paying the bill to babysit them until they know what they want in life), that if you give them free education they will think it is worth every penny they spent on it. In my varied teaching career, I have taught students in a penientiary and I have had students at different levels in Africa and it was so noticable that those students demonstrated more respect, and they did so much better in their studies.
| + | |
| − | | + | |
| − | :◊ We aim to provide educational resources for every level from K to PhD, vocational, professional and academic. Does this mean we are providing charity and weakening or that we are making opportunities and assisting in providing strength? Does OER contribute to strength or weakness?
| + | |
| − | | + | |
| − | :◊ The answer to this dilemma comes from our animal characteristics, that our offspring are born or hatched weak and helpless. They need nurturing and the opportunity to play so as to learn how to survive and thrive. It also looks like that it applies at all ages, not only the young. In a complex social system as we have in human society, education is an important element of that play. When we play and learn, we become stronger. If society as a whole takes on the responsibility to provide the environment and necessary utensils for that play, then we become stronger. OER takes the provision of educational resources out of the hands of profit oriented organizations, and makes it available to all of us. We all get stronger.--[[User:Philbartle|Phil Bartle]] 16:20, 3 September 2009 (UTC)
| + | |
| − | | + | |
| − | | + | |
| − | *► '''Agricultural Revolution, Culture and Open Education'''. Without doubt, the most profound event in the history and development of human beings was and is the Agricultural Revolution. Without it we were gatherers and hunters living in small bands. With it we developed complex social organization, cities, states, industry, the Internet, increasingly faster production of new inventions and technology, and the creation of complex ideas and perspectives.
| + | |
| − | | + | |
| − | :◊ If we look at the classical Greek teachers, we see a frequent reference to education as cultivation (eg Epicurus) using an agricultural metphor to describe and analyse learning and teaching.
| + | |
| − | | + | |
| − | :◊ We usually see the process of education as one of transferring ideas, knowledge, skills and wisdom. Here let us also use an alternative approach which sees education as caring and cultivating. This approach tends to emphasize moral development (although not exclusively) and the idea that our minds are like gardens or farms. We grow and develop organically, and what is needed is the nutrients, sun and water, not a forceful moldling of our ways of thinking.
| + | |
| − | | + | |
| − | :◊ If agriculture has had such a revolutionary effect on human society, think what education, as a form of cultivation, is doing to humanity.
| + | |
| − | | + | |
| − | :◊ If we see our developing of open and free educational resources, not only for the transfer of kowledge, but also for the care and cultivation of the learners, then we will be contributing to a new and incredibly valuable body of knowledge and understanding in this world. Some anthropologists have argued that it was not so much the domestication of plants and animals which transformed us, but our domestication of ourselves. The cultivation of ourselves, as learners, knowing that teaching and learning is best if a two way process, will take us, as they say in Star Trek, where no one has gone before.
| + | |
| − | | + | |
| − | :◊ I see education as a gardening process, and the development of free and open education as a revolutionary process that will have as important an effect on humanity as the agricultural revolution. The force is not only with us; we are The Force.
| + | |
| − | : --[[Usuario:Philbartle|Phil Bartle]] 12:35 28 ago 2009 (UTC)
| + | |
| − | | + | |
| − | | + | |
| − | earlier rants:
| + | |
| − | | + | |
| − | *► '''Epistemology''': It might be time to add a few questions about epistemology (how we know) to our discussions on WikiEducator. Lots of good debate on "How do we learn?" and its converse (but not its mirror image), "How do we teach?" Now we should ask, "How do we know?" If we learn something, how do we know if and when we know? If we teach something, how do we know if and when the taught know?
| + | |
| − | :◊ In classical Epistemology we have only four ways of knowing: (1) Observing (sensing, empiricism), (2) Logic (calculating, reason), (2) Belief (faith, worldview), and (4) Authority (Mommy said so). While we educators pay much lip service to our students discovering for themselves (by logic or observation), we rely considerably instead on Authority (because we, or the text book, said so). | + | |
| − | :◊ There are issues, problems and criticism for each of the four ways. Observation: we have no way of being certain that what you sense is what I sense, even if we give it the same name, and no objects, including observers, can occupy the same space at the same time, so everyone has a unique observational experience. Reason: There is nothing intrinsic abut two when we see two apples; the "twoness" is in our minds. Belief: If you do not believe in dwarves, that makes you a dwarf atheist. Authority: proselytisers for a particular belief cite some Authority, usually a book, omitting to mention that all books are written by human beings.
| + | |
| − | :◊ Now how does all this relate to open and free educational resourses, which is what we are all about? Is learning different for the four ways? Should our teaching be different? I once taught at a seminary and noticed then that the teachers of religion ("our kind" of course) did not like to take a critical and epistemological look at beliefs, like the creed, or that God exists, because Authority and belief have neither logic nor witness to back them up. No wonder they talked about sheep as a role model.
| + | |
| − | :◊ We often forget that there is no finite amount of right knowledge, and what we know as a society constantly changes. There is no right answer. Administrators in schools and colleges, however, ask us for a course outline that portrays a finite quantity of information as the curriculum. There is no curriculum!
| + | |
| − | :◊ What is the lesson to be learned here? The solution? We should always promote unorthodox methods of learning and teaching on WikiEducator and in the classroom. Those lacking courage and creativity will revert to the orthodox. Not all new methods will work, but a key feature of WikiEducator is collaboration. We can help each other in developing new methods. Let us keep on so long as we are having fun. --[[User:Philbartle|Phil Bartle]] 07:32, 20 August 2009 (UTC)
| + | |
| − | | + | |
| − | *► '''Education and Empowerment'''. An important element of the reasoning behind community empowerment is that charity weakens. If we do everything for a poor community, then it does not get stronger. It becomes dependent upon our charity. This is not universal. There are times and places where charity is necessary and does not weaken. During a disaster, emergency response requires charity to ensure the people can survive (but it must end when it should). If a person becomes blind, it would be charity to read to that person, and that does not make the person more dependent. Most of the Aid to Africa, especially bilateral (government to government), in contrast, is based on charity, and it encourages corruption, inefficiency, and it releases more resources for war and oppression.
| + | |
| − | : When we support open and free education, are we contributing to charity which weakens? We should think about this, because WikiEd and similar endeavors now comprise a major thrust in providing education which is free. I do not think so. There is charity and there is charity. The young of animals need nurturing until they become adults, and the higher up the phylum, the more complex they are, the more nurturing they need. Humans now need education to survive (and to reproduce physically and culturally). Education has been available to the privileged of the world, and it has not weakened them, to the best of my knowledge. If we nurture the young and vulnerable, allow them to play and grow strong and skilled, then they will develop the strength they need to carry on to reproduce.
| + | |
| − | : The OER (Open Educational Resources) that are made available freely on sites like WikiEducator, provide the tools to allow the young to play and get skilled, no matter in what part of the world they originate and, most importantly, in spite of the historical disadvantages they might have had. --[[User:Philbartle|Phil Bartle]] 03:25, 21 July 2009 (UTC)
| + | |
| − | | + | |
| − | [http://es.wikieducator.org/Usuario:Philbartle/Archivos Archivos]
| + | |
| | | | |
| | ==Utilitidades== | | ==Utilitidades== |
| | | | |
| − | <span style="color:#111199">'''Son Ias: {{CURRENTYEAR}} {{CURRENTMONTHNAME}} {{CURRENTDAY}}, {{CURRENTDAYNAME}}''' <br/> | + | <span style="color:#000088">'''Son Ias: {{CURRENTYEAR}} {{CURRENTMONTHNAME}} {{CURRENTDAY}}, {{CURRENTDAYNAME}}''' <br/> |
| | '''Hoy es {{CURRENTTIME}}, Zulu (ie. at Greenwich)'''</span><br /> | | '''Hoy es {{CURRENTTIME}}, Zulu (ie. at Greenwich)'''</span><br /> |
| | + | |
| | + | [http://wikieducator.org/User:Philbartle/Tutorials '''Tips and Recommendations'''] |
| | | | |
| | ===Contactos frecuentes=== | | ===Contactos frecuentes=== |
| − |
| |
| − | '''Nuestra pandilla, y amig@s de Potenciacion Comunitaria'''
| |
| | | | |
| | <center> | | <center> |
| Línea 216: |
Línea 129: |
| | |- | | |- |
| | ! [http://es.wikieducator.org/Usuario:Philbartle Phil Bartle] | | ! [http://es.wikieducator.org/Usuario:Philbartle Phil Bartle] |
| | + | ! [http://es.wikieducator.org/Usuario:Valmule Valeria Mulé] |
| | ! [http://es.wikieducator.org/Usuario:Crisvasal Cristina Varela] | | ! [http://es.wikieducator.org/Usuario:Crisvasal Cristina Varela] |
| − | ! [http://es.wikieducator.org/Usuario:Valmule Valeria Mulé]
| |
| | |- | | |- |
| − | !
| |
| − | !
| |
| | ! [http://es.wikieducator.org/Usuario:María María Seijo] | | ! [http://es.wikieducator.org/Usuario:María María Seijo] |
| | + | ! [http://es.wikieducator.org/Usuario:Killianlan Killian Alexander Lansingh] |
| | + | ! [http://es.wikieducator.org/Usuario:GSG Garirayga Sosa Gil] |
| | + | |- |
| | + | ! |
| | + | ! [http://es.wikieducator.org/Usuario:Emarzan Elena Marzan] |
| | + | ! [http://es.wikieducator.org/Usuario:Giani Laura Gianina Carballo] |
| | |- | | |- |
| | | <font color="#111199">''Amig@s'':</font> | | | <font color="#111199">''Amig@s'':</font> |
| Línea 228: |
Línea 145: |
| | |} | | |} |
| | </center> | | </center> |
| − |
| |
| − | ===Tips y Sugerencias===
| |
| − |
| |
| − | [http://wikieducator.org/User:Philbartle/Tutorials '''Tips y Sugerencias''']
| |
| | | | |
| | ===Comentarios de mis Wikivecinos=== | | ===Comentarios de mis Wikivecinos=== |
| | | | |
| − | Por favor, escribe tus comentarios en la sección de Debates. Pincha en "Debate" en la parte superior de esta página.--[[Usuario:Philbartle|Phil Bartle]] 03:07 3 may 2009 (UTC) | + | Por favor, escribe tus comentarios en la sección de Debates. Pincha en "Debate" en la parte superior de esta página |
| − | | + | |
| − | | + | |
| | | | |
| | + | {{TEP}} |
| | [[Category:Equipo de traduccion]] | | [[Category:Equipo de traduccion]] |
| | [[Category:Potenciación Comunitaria]] | | [[Category:Potenciación Comunitaria]] |
| − | [[Category:Canada]]
| |
| − | [[Category:Equipo de traduccion]]
| |
