Course Design and Narrative Discovery

Image courtesy of Michael Kreil on Flickr.

Now at the mid-point of my third pass at our open online Philosophy 12 course, I am finding different ways to bring about the salient outcomes which have arisen in the last few years. This is both a result of having observed and noted the successes and difficulty senior students have had with various concepts or ideas, as well as an improved familiarity with the connections and construction of meaning throughout the various units that constitute the course.

In just over four months, facilitating a highschool course which moves from the introduction of philosophy as a historical concept to logic, to metaphysics, epistemology, aesthetics, ethics and social political philosophy is a daunting process if each of these topics is viewed in isolation. Each of my first two turns with the course saw the units as individual spokes in a wheel that loosely surrounded the study and – as the etymologists remind us – the love of knowledge. However, toward the conclusion of last year’s course, I began to see the narrative arc of our study play out in such a way that has allowed me to facilitate the course in what I hope is a more effective means ofImage courtesy of Ken Douglas on Flickr. providing intellectual growth for enrolled students, and open online participants this time out.

What follows is an attempt to synthesize this emergent narrative.

Introduction to Philosophical Inquiry

Beginning with an introductory unit on Philosophical Inquiry, participants are asked to respond to the question, What is PhilosophyHere, we discuss the nature of exploring wisdom, knowledge, and our relationship with our experience. Each participant’s What is Philosophy assignment is shared with the group and posted to the blog, and will eventually serve as an initial snapshot against which later ‘check ins’ (in the form of a mid-term, and final presentation) will be measured and reflected upon.


In logic, Philosophy 12 participants are introduced to the structure of basic syllogisms and logical fallacies, and are asked to introduce and evaluate examples of arguments in popular or political discourse, or even their own lives. Having each arrived at slightly different subjective responses to the question What is Philosophy? and What is wisdom? logic arrives as the (still biased) instrument by which such subjectivities might be shared or debated among different perspectives.

Scientific Philosophy

Building on the biases uncovered in even our application of rigorous and rational logic, the class sets out to examine the different lenses by which philosophers have approached the nature of scientific objectivity, generally working toward a debate around the topic, Is Science Objective

Which generally works toward the consensus that no, no it is not.

Pic courtesy of Paul Frankenstein on Flickr.


Where the course waters deepen quickly is with the onset of metaphysics, where the ‘first question of philosophy’ is addressed: namely, What is? Here the first three minor units culminate in an attempt to discuss an ultimately subjective topic within the confines of philosophical discourse. Fundamental questions about the composition and nature of reality are met with the rigors of applying a personal course of philosophical inquiry, an introduction to the logical underpinnings of various metaphysical themes and concepts, and the flimsy nature of what we might hold to be objective.

Metaphysical Inquiries

This unit in particular has evolved dramatically over the three iterations of the course. Beginning in the first cycle as a series of Pecha Kucha presentations on notable metaphysicians and how their ideas have contributed to our collective understanding of existence, the second cohort’s metaphysical study tackled a more constructivist approach and led to last year’s experiments with the Metaphysical Object.

This year the unit struck a balance between the highly structured and more open-ended, perhaps, as participants engaged in a collaborative inquiry of various interests and curiosities about metaphysics.


Having uncovered a personal course of inquiry, developed the means of formulating an argument, the nature of what can be known, and what there is (and then the question of what it might be like), epistemology provides another opportunity to synthesize learning from the previous units. Here the class was aided for the second year in submitting reflections on their learning through a Google Form which gathered not only personal evaluations and feedback on the unit plan and organization, but also generated insight into how the group might proceed as a collective into our next unit.

Image courtesy of Frits Ahlefeldt-Laurvig on Flickr.

Epistemology proceeds naturally from metaphysics, in this regard, and this semester presented the opportunity for participants to reflect back on their initial thoughts on philosophy, as well as the units since. In the reflection upon the learning conducted in metaphysics, this and last year’s cohorts have seen the onset of epistemology as a point when the class truly begins to create their unique collective narrative as they set out to build upon personal and group learning from the prior unit.

This approach delivers the prospect of the unit on knowledge itself as an opportunity for exploration and expression of how the group thinks about their own learning and development as individuals within a wider culture. There is a lot of reflection on the purpose of schooling that is created from outside, and the freedom to create purpose within those expectations from our classroom, and these talks are consistently inspiring and humbling to be privy to. (The second iteration of the course conducted many of these talks as live Philosophers Cafes as Google Hangouts.)

Coinciding roughly with the middle of term, the Epistemology unit this year served as an opportunity for participants to synthesize their thinking about their own knowledge, not only on the topic itself but their journey of discovery in the course since the beginning of the semester.

The assignment’s purpose is outlined below:

  • To state and support a proposition of personal knowledge;
  • To synthesize and reflect on course topics explore thus far:
    • Philosophical Inquiry
    • Logic
    • Scientific Philosophy
    • Metaphysics
  • To integrate existing epistemological ideas into a unique personal theory.
These Personal Theories of Knowledge have been collected here:

At this point in the course, we have answered the following questions:

  • Introduction to Philosophical Inquiry: How do we / how have others engaged in the process of philosophical inquiry? What is philosophy?
  • Logic: How do we / how have others communicated, represented, and argued to support their propositions? Is it possible to formally discuss questions which may not have answers?
  • Scientific Philosophy: Can science objectively interpret the natural world? Our inner worlds? How best should science be utilized by society, given its limitations?
  • Metaphysics: What is reality/consciousness/the self/experience? What is it like? How can we / how have others imparted, described or represented the answers to these questions?
  • Epistemology: What do I/we know? How do we know it? How do we know that we know it? What is knowledge? How is it created, shared, or replaced with new knowledge?

We are left with the culminating units on Aesthetics, as well as Ethics and Social & Political Philosophy, the latter two of which I am toying with the idea of merging into a single study on Justice, as it appears to be a concept uniting both ethical philosophy, and the political.

Having hopefully discovered working answers to the questions up to this point, we are left with the issues of:

  • Aesthetics, and the nature of feeling, and beauty, and aspirational experiences; as well as
  • Ethics, and the resultant question of all which have preceded it thus far: what is a good life? Given what we know, and how we know it, about our shared and individual experience of life within the limitations of this knowledge, how best are we to spend our lives? Which leads naturally to
  • Social & Political Philosophy, which is the theorizing of a workable system to represent the collective voice of a society or community with regards to these ethical questions about how we ought live.

And while I’ve taught this course quite similarly these last three years, the nuances of the story it is telling it continue to emerge over time as different hands and voices come to share their experience with the topics, and one another. In an embedded reflection of the course’s narrative arc and themes, perhaps this has been the purpose all along.

Reflection, Self-Explanation & Citizenship

MA Doodles

Analogue Notetaking

Reflection vs. Self-Explanation

One of the questions asked by a #TieGrad classmate during my presentation on the Self-Explanation principle was whether there was all-too-much difference between the practice of self-explaining and a more general reflective process. And while I might be more inclined to leave the definitive boundary-setting to those more versed in the theory, something that drew me to investigating the principle in the first place was the apparent overlap with many of my own practices revolving around critical reflection and pedagogy.

There does indeed appear to much overlap between the practice of guided reflection, the creation of objects of learning, and an ongoing critical praxis.

The benefits of guided self-explanation touted by the chapter in Mayer’s Principles of Multimedia Learning involve the following:

  • Repair mental models,
  • Identify previously held misconceptions,
  • and Make inferences between learning materials.

Further, studies have shown that

“When students are explicitly asked to make connections between sources of information while self-explaining, they are better able to integrate the information to form a more complete mental model.”

Self-Explanation & Citizenship

Slide20As I’ve described in other posts this semester, such a framework for learning suits the ongoing themes in my own theory and practice as related to critical pedagogy and citizenship learning, as it serves to provide a personalized outlet for meaning-making in a complex learning environment. Such a process seems poised to deliver the lessons requisite for students to continue lifelong learning beyond the school or institution and become contributing members of a just society.

Such a conception of democratic society is the same one introduced by John Dewey, nearly 100 years ago. Among a great many contributions to progressive education, Dewey prescribed schools (and curriculum) as the means by which the younger generation could become enculturated to the traditions, concepts and proficiencies society deems necessary for its continued survival and progress, as well as laboratories where young people could rehearse the formation of their own communities and societies, based on their own emergent values and principles.

This notion, that each individual has a role to play in society and that schools’ function is to aid in the full participation of each citizen, relies to a certain degree on the ability of students to become lifelong learners capable of enacting an ongoing critical praxis. The education of the self as a unique agent in society is a process that does not end upon graduation, and in fact demands an even greater ability to synthesize complex learning uniquely presenting itself to each member of the broader community upon entering the so-called ‘real world.’

That guided self-explanation might help enrich learning in a complex environment, and is most effective when used to support challenging, engaging, cognitively complex learning, presents such a principle as uniquely positioned to help K12 students develop a necessary skillset in the realm of citizenship education.

The Process behind the Product

The idea of narrating one’s work has more and more become central to my focus in crafting assignments and units that reflect a focus on process over product, even when a project or opportunity presents itself with a resolute product as finale. While each member of the community or classroom may pursue a unique pathway in their own learning, a few common, simple goals can help align collective efforts toward diverse, individual learning outcomes.

An example of this type of learning design is the TALONS Eminent Person Study, a traditional gifted students’ program “Hero Project” wherein each of the TALONS adopts a notable individual who has attained ’eminence’ in their chosen field, and prepares a research study on their life and achievements. There are several general expectations for each during the course of the project:

  • Introductory Blog PostSlide14
  • Library Field Study
  • Expert Interview
  • Document of Learning
  • Learning Center
  • Night of the Notables Reflection
  • Bibloggrapy

And yet within these individual assignments, there is the latitude for each to pursue an aspect of personal learning, whether related to Individualized Education Plan (IEP) goals, areas of passion or curiosity beyond the scope of Ministry curricula, or themes emerging within the unique community of learners. So while each of the above assignments is a marked component of the study, the unit’s assessment is weighted toward the insight and autonomy expressed in the blogged reflections and documents of learning created and shared throughout the process.

Eminent Evaluation 2014

Further, these open-ended reflections are supplemented by guided self-explanation prompts in the form of a summative evaluation via Google Form. Here, the TALONS are asked to reflect upon their own process of learning throughout the project – how they measured up to their initial goals, what led them to success, or how they would improve various aspects of their work – as well as summarize and state what they felt constituted the grand takeaways from the monthlong odyssey.

Here, the process of guided self-explanation is enacted to (ideally) synthesize diverse threads of individual learning, which will in time radiate into the collective themes of the community.

In reflecting on what made her speech this year her best work in the project, Alison noted,

First of all, this year I wrote my speech draft much earlier than the due date compared to last year. Due to this fact, I was able to receive a lot of great feedback from my peers during the writing process, which then allowed me to improve my speech even further. Once my draft was written, I was lucky that I had a lot of time to rehearse my speech. One step that led my speech to success during this stage was that I didn’t just rehearse the words, I also rehearsed body language and movement, and the use of the stage. Although I can’t accurately judge what I did on stage due to my nerves, through the feedback I received from peers, guests, and alumni I can think that I was one of my better works.

But beyond these questions of process, which are of great value from the standpoint of identifying and correcting previously held misconceptions or mental models (prized by the self-explanative educator, we are told), it is the parts of the survey which prompt students’ thinking about the synthesis of personal or collective themes which shine light on the particular nuances between the product-oriented outcomes.

What will you (or do you want to) remember about this project?

One thing that I would like to take away from the project, in addition to all that I learned about [my Eminent Person], is how closely the class supported each other in their own studies, specifically in the grade 10 speeches. Although Eminent is a very personal project, I enjoyed the process in which we came together to somehow connect our eminent people into one, collective sequence of performances. It allowed us to be aware not only of our own learning, but of the learning happening around us, and how it related to the common goals of the group. Seeing all of our speeches come to life on stage was also very validating for the work that we put in together.

I think I’ll remember a lot of the little moments. I think I’ll remember the moments of support backstage and in our huddle as well as moments of joy like when I was on stage and after when we were all running down the halls.

I will remember the experiences that I had to express my learning of my eminent person. For me personally, it was the first time I had gone to a university library to find serious sources. It was very interesting to see the endless amount of books. It was also fascinating to see the university lifestyle, and to think that I may be there in a few years. Another part that I will remember about this project is the learning centers. I thought that it was  fairly similar to a science fair, I was, for the most part, wrong. It was similar to a science fair in that there were stations, but different because of how we were encouraged to have an interactive element. Usually, people might have pictures or models, but we got to speak to the people, and have them experience our project more in-depth. I enjoyed these parts of the project.

I will always remember the freedom with this project. The outline for this project can easily be altered, and I feel that this leads to a more passionate project with students who are willing to learn about something they enjoy or care about. I had the choice of being whoever I found eminent and that is something I will always remember about Eminent Person Study.

Is Constructivism Possible?

A question I have been exploring in the past year has been whether or not constructivism is possible within institutional learning. We are torn, in schools, between the dual purpose of Dewey’s initial calls for democratic instruction, and teaching what society deems ‘required’ skills, facts, or habits, and creating a space for unique individual subjectivities to emerge within educative spaces. The contradiction which arises within institutional learning settings surrounds the notion that for truly unique subjectivities to be brought about, the perceived ‘objectivity’ of the instructor/facilitator/learning outcomes often unnecessarily limits these possibilities.

This relates to an oft-quoted edict of Deborah Osberg and Gert Biesta on this blog, that

“if educators wish to encourage the emergence of meaning in the classroom, then the meanings that emerge in classrooms cannot and should not be pre-determined before the ‘event’ of their emergence.”

It is a difficult thought to wrap one’s head around, but one which is central to the aim of multicultural societies, where to foster broad diversity within a pluralist democracy citizens of countries such as Canada are tasked with

“[promoting] the full and equitable participation of individuals and communities of all origins in the continuing evolution and shaping of all aspects of Canadian society and assist them in the elimination of any barrier to that participation.”

Indeed, Osberg and Biesta write that

“In contemporary multicultural societies, the difficulty with education as planned enculturation lies in the question of who decides what or whose culture should be promoted through education. The problem of ‘educational enculturation’ is therefore of considerable concern to theorists grappling with the issues raised by multiculturalism.

“If we hold that meaning is emergent, and we insist on a strict interpretation of emergence (i.e. what emerges is more than the sum of its parts and therefore not predictable from the ‘ground’ it emerges from) then the idea that educators can (or should) control the meanings that emerge in the classroom becomes problematic. In other words the notion of emergent meaning is incompatible with the aims of education, traditionally conceived.”

Thus while still nevertheless prompted to respond to the pre-defined outcomes of a project such as the Eminent Person Study, the TALONS are hopefully still yet encouraged to construct their own subjective perceptions of themselves within the learning experience. And so in answer to the following question, we find a multiplicity of responses:

If you had to describe your learning during the Eminent Person Study in one word, what would it be? 

If you had to describe your learning during the Eminent Person Study in one word, what would it be?

Professional Autonomy and Development


Following the acrimony of our recent job action in BC schools, I’m inclined to take stock of what may be considered ‘wins’ in an otherwise defeating series of events. Having seen the government come to the terms that it did in the end, it’s hard not to feel that the major motivation Peter Fassbender and Christy Clark brought to the bargaining process was to spitefully take almost ten thousand dollars from me and my colleagues.

Those were mortgage payments.

Student loans deferred.

It’s difficult to not see it as mean-spirited, is all.

Of course, the government’s representatives were asking for much more, and to have struggled to a draw against a government that pays no heed to repeated admonishments in the province’s highest court is a victory of sorts, even while it may not give teachers as much to show for their efforts in the strike as we may have liked.

A raise that keeps pace (or caught us up) with inflation would have been a start.

Meaningful reforms to class sizes and composition ratios would have been another.

That said, in our local agreement Coquitlam teachers did affirm our rights to professional autonomy by gaining further control of our professional development in Article F.22, which guarantees us the affordance of a Pro-D committee that has access to school-based funding, as well as the autonomy to determine and advise administration on matters relating to professional development. This contract language represents a progressive step toward greater teacher autonomy as we assert more control over our own professionalism, which both our union and employer agree is tied to ongoing professional learning.

From its guide to members, the BCTF recognizes the following principles of professional development:

  • Members have an ongoing responsibility to develop professionally
  • Members have autonomy in making choices about their own professional development
  • Professional development planning is guided by members’ needs
  • Professional development informs teaching practice and encourages collegiality
  • Professional development requires time and resources to meet members’ needs
  • Professional development incorporates a wide repertoire of teacher collaboration, mentorship, action research, workshops, professional course work, professional reading, peer coaching, and reflection.

The British Columbia Teachers’ Council similarly maintains the following Standards for Education, Competence and Professional Conduct, with respect to professional development:

Educators engage in career-long learning

Educators engage in professional development and reflective practice, understanding that a hallmark of professionalism is the concept of professional growth over time. Educators develop and refine personal philosophies of education, teaching and learning that are informed by theory and practice. Educators identify their professional needs and work to meet those needs individually and collaboratively.

Educators contribute to the profession

Educators support, mentor and encourage other educators and those preparing to enter the profession. Educators contribute their expertise to activities offered by their schools, districts, professional organizations, post-secondary institutions or contribute in other ways.

Taken together with our new collective agreement around professional development, these principles of professional learning create an opportunity to revisit our school’s culture around pro-d and create an emphasis around lifelong learning, collaboration, and accountability.

If the professional development committee is to take its place alongside the CTA representation and Collaborative Decision Making Committee (CDMC) as another avenue of representing the voice of our teaching staff alongside our local stakeholders, I suggest it establishes a mandate for individuals to create and maintain an individual growth plan, and initiates a process of collaborative inquiries extending from these stated goals. Such a framework could then be used to guide a school’s Pro-D committee in facilitating meaningful, relevant, personalized professional learning throughout the year.

Such a reform would mirror the emerging themes in educational research stressed in the 21st century (inquiry, personalized learning, collaboration), and furthermore reflects a professional expectation for teachers to continually engage in learning about and reflecting on our craft as educators. It is this expectation which differentiates us from what might be considered vocations, or merely more general ’employees,’ and is a distinction that is especially important to make following the protracted battle our profession has waged in the court of public opinion in British Columbia in recent years. Having defended and expanded our rights to autonomous professional development, we owe it to ourselves and the communities we serve to explore the potential of our own learning such that we might be able to better demonstrate – for one another as colleagues as well as the student and parent communities we serve – the value of our recent struggle.

In breaking down the notion of Autonomous Professional Development, we might glimpse the convergence of our rights and responsibilities as practitioners:


Engaged in by me, and us as a community of individuals. Owned by the individual and the community.


Highly skilled. Adhering to standards and expectations.

Each of these first two may be seen to be both rights and responsibilities, and the freedom encapsulated in our rights is proportional to a commitment in our responsibilities to continually develop our understanding of autonomy and professionalism.

In other words, if we expect ourselves to be autonomous and professional, our responsibility is to continually develop:

Develop our skills. Develop our community. And develop our profession.

This act of development is a constructive act, one which suits the principles of democracy that we are all – regardless of subject speciality – charged with teaching in our classrooms, and a process we are obligated to engage in as citizens in a democracy, as well as teachers, and professionals. And if we are to provide this type of learning in our classrooms, we should be engaged – and are compelled to be engaged, in the language of our own members’ guide and professional expectations –  in a similarly constructive development of our own practice and profession.

Throughout this process we are guided by the following questions:

  • What are you working on?
  • What are you trying to do?
  • What do you wonder about?

It is not acceptable to not have an answer to these questions, and for my part I am suggesting that we amend our policies and expectations around professional development at our school to reflect this attitude. To this end, I hope to see our professional development committee move to require teachers to submit a personal growth plan at the outset of each year that will help direct our school based Pro-D toward a collaborative inquiry framework to support teacher-professionalism and community-building.

#Eminent2014 in Motion


The passage of autumn into winter in the TALONS classroom is marked by the arrival of the Eminent Person Study and culminating Night of the Notables. And while there is a great deal of tradition and meaning transmitted down through years to the current group of students undertaking the project, the chain of cultural transmission is captured in the chorus of individual goals, reflections in progress, and documents of learning blogged as the project unfolds.

While everyone fulfills the same few tenants of the study, the learning that takes place – collectively and individually – is largely a personal affair, one that is handed down from year to year in links and digital portfolios. And as the individual lessons of the study accumulate, so does the culture at the heart of the TALONS classroom congregate in RSS and digital artifacts.

Thus we can look back in the Notable class of 2009 astride our own, with Saskia’s learning center, one which still resonates today:

I left out postcards for people to write to Zahra Kazemi’s son: Stephan Kazemi. These I made from her photographs as a reference to the postcards she herself created (mentioned above). I wanted them addressed to her son for several reasons. By having people write about what they thought of Zahra Kazemi, I was honouring his mother and his own struggle to find justice for her. At the same time, it also showed him just how much his help made a difference to my project. Eleven people ended up writing postcards and I hope that when Stephan Kazemi receives them, they will make him very happy.

The sentiments of Raiya, a year later, looking back on her turn under the lights, echoes in this the fall of 2014:

Night of the Notables left me awestruck, amazed, and inspired. I realized that all my pre-N.O.T.N. stress was well worth the great moments that came with it. For me, some of the more memorable moments of the night were the ten minutes we were all getting a pep talk from Mr. J, the five minutes we were all singing the same familiar notes of “Don’t Stop Believing”, and those three seconds of dead silence after your speech, followed by the thunderous cheers from your classmates. The energy from that night will stick with us our entire life.

The TALONS newly departed, too, leave their thoughts to frame this year’s experience:

Slide11I always get the most peculiar tickling sensation in my tummy after late nights with TALONS. I don’t know if it’s those shooting stars or the fact that these late nights are way past my bedtime, but it’s always a rather homey feeling that curls around my chest when we join hands, all tired and warm from the long day.

But each of these predecessors merely sets the stage for the voices that are lent to this chorus across the TALONS blogs this fall. Newly migrated to a new domain – – each of the blogs is collected and syndicates in a steady feed of interviews, and speech drafts, and learning center floorplans. The results represent a new generation’s perspective on a timeless aspect of the program, which by changing stays the same.

And so this year we’ve been able to travel with Julia to SFU, and glimpse the individual learning on a field trip to a local university:

Before events happen, I usually have this weird distorted vision of20141030_101631 (1)what will happen. On this trip, I had some educational expectations and such. Something I really wanted to get as much as I could of was experience. Experiences are as valuable as any research, and going to an environment I hope to return to as a university student, I hoped to absorb as much as possible. Some aspects of the buildings themselves were how they were all made of cement. It made for a quite gloomy yet professional feel, and looked quite impressive from a distance. It would feel great to walk across the serene pond, down the massive steps, and graduate. There was also a pyramid in a clearing that could only be the pyramid of life, and I questioned it no further. Experiences demand to be felt, and I was entranced.

We’re introduced to fellow grade nine Emma M’s look back on her speech, and see the evolution of the draft(s) that brought her there:

Oh eminent speeches.

I have written many speeches, however I always stress about them and slightly go crazy yet end up finishing with flying colours. People say I’m a good public speaker, and I think that I’m good at it, just when I get up to speak I don’t know if it’s nerves or adrenaline running through my veins. As well, once I finish the speech I don’t speak for a while because all I’m thinking is “Wow, I just did that.”

Sensing the permanence of the blogged reflection, by taking stock of her grade nine speech Nazlie offers some advice to her future self:

I presented my speech on monday, which I am really proud of myself for. I’m usually not the best with public speaking, but I feel like I did pretty well and I am less nervous to present in front of groups of people, especially the classroom. I think I have a pretty good technique for staying calm whilst presenting now, which is something extremely useful that I have gotten out of this project so far. However, I have miserably failed to follow through with my goal of time management, I left my speech to be written on the last weekend before I presented. Personally this wasn’t a big problem for the outcome of my speech, but I still believe it would’ve been more efficient for me to have written at least some of it the weekend before. I literally spent 2 weeks brainstorming and then ended up doing something completely different from what I brainstormed. So, Future me, who will probably look back at this post a year from now and feel terribly embarrassed, PLEASE brain storm and do some speech writing on the same day, preferably 3 weeks before NOTN, so then you won’t have to spend all day on Sunday and Saturday before the big day writing your speech based off of brainstorm-notes and then end up realizing, on the 3rd speech you’ve rewritten, that there is a way better POV to use. Please.

While attending to her own project, grade ten Jessica takes the opportunity to shine some light on Nazlie’s speech, as well:

SFU trip with TALONS

I also want to comment on Nazlie’s project. I recently heard her speech on the woman who runs Rookie. It blew me away. During her speech, she didn’t ever really move, using no body language to aid her, however it worked in her favour. I believe this is because her speech was formed as a letter to her eminent person and letters are not often associated with body movement. She caught my eye because she spoke with such passion in a way that was relatable, and because she was talking about body images and the affects society have on us.

But as the project marches on, Alison takes a moment to forecast her goals for Night of the Notables:

Compared to last year, my learning center is not so complex and it occupies more space. Also, visitors will have to directly converse with me for information about my person rather than reading off a board or by looking at pictures. Although the idea may be more simple, I think I will be equally or even more busy than last year, but I look forward to it! I hope that this learning center idea will be successful and entertaining on the night of while showing the true eminence of Niccolo Paganini to the guests!

While Lyle shares his interview progress with the Reddit community:

If you recall from last year, my interview requests crashed, burned, asked me to tell their wives they loved her, and then convulsed wildly until their vital signs were zero. I believe this was because I was overly optimistic about securing an interview with my person himself and so did a pretty half-hearted job of seeking interviews from anyone else. In short, I was fishing with a line instead of a net.

This year however, my interview request was fired out to a potential audience of almost 60, 000 people, all who are knowledgeable or at least interested in graffiti. Where did I find such an audience?


Joanna shares her successful interview attempt, as well as her results:

So this year, I was extremely lucky to get an interview on my first try, with none other than Margaret Sanger’s grandson, Alexander Sanger, who also happens to be the Chair of the International Planned Parenthood Council.

Talking with Mr. Sanger has really made me feel like I know Margaret Sanger a bit better- questions such as the one I asked about her personality are really going to help me be in character on Night of the Notables, and being able to see this woman from a family members point of view gave me quite a bit of insight on her private life. I also got the chance to learn about some of her lesser known beliefs, and this knowledge prompted me to look into her accomplishments outside of the legalization of contraceptives.

While her sister shares another draft of her speech speech draft, along with the following caveat

The first thing I did for my speech was pretty much a free-write. The free-write is below. I will be posting my speech draft #2, which will actually have a semblance of organization, in a different blog post. The transitions are in bold because I had already decided where I wanted to start and end, so those are parts that won’t change much. You’ll be able to tell that they don’t fit with the free-write, because they were created separately.

Emma F in turn sketches out the broad strokes of her turn as Frida Kahlo:

Although I have chosen not to illustrate a specific ‘snapshot’ moment or event in my speech, I have instead decided to address the concept Frida’s balance of surrealism and reality within her paintings. Although many have labelled her as a surrealist painter, she has incorporated so intimately the realities of her suffering in her work, which makes it difficult to dismiss her paintings as purely imaginative of dream-like. Of course it is necessary to acknowledge that there is a spectrum of realism within her paintings, from her most literal reprentations of people and still life to her most extravagant otherworldy images, but both polar opposites hold meaning and relevance in her life. Thus the ‘surreal’ paintings that she created still were rooted in the very real aspects of her experience.

And Jenny anticipates the Big Night:

Today the grade ten afternoons did a run through of our speeches. The result made me ecstatic! Our. Speeches. Will. Be. Awesome. Glorious. Magnificent. Superb. Spectacular. Terrific… etc. etc.

By Wednesday night, another cohort of grade tens will have passed across the stage which marks their true arrival as the program’s seniors. One of the TALONS pillars will have passed into recent history to be filed among the notables that have gone before, all to act as prelude for the grade nines who will inherit the honour next year.

EDCI591: Self-Explanation Principle, Remixed

I was having trouble exporting this with sound for a while but seem to have it figured out finally. 

As I introduce in the video above, I selected my remix chapter for EDCI 591 (Multimedia Learning) based on the hunch that the principle aligned with my own views about critical reflection and learning, that the simple act of narrating one’s process can allow for meaningful personalized learning. So I set about the process of recording and summarizing my efforts to digest the chapter from Mayer’s text, the results of which are shared in the video.

In my reading, I found my initial expectations mostly met by the research collected in the chapter, as the broad trends show that in highly complex (see: authentic) learning environments, open-ended self-explanation can lead students to:

  • Repair mental models,
  • Identify previously held misconceptions, and
  • Make inferences between learning materials.

For my own part, I found the process of open-ended explanation of my emerging understanding of the topic to be supportive of each of these endeavors, which I discuss in the video.

A large part of the research highlighted in the chapter supports the efficacy of prompted self-explanation to support the learning of specific outcomes. If we imagine the different prompts falling on a continuum between open and closed, we see the former indicating a truly open-ended self-explanation process, and the latter being more specifically directed by the teacher or learning management system.

Much of the research shared in the chapter documents the success of direct prompts to facilitate the learning of specified outcomes. Open-ended explanations, for example, will not be as supportive in learning one’s multiplication tables, as a process where prompts direct the learner toward the salient areas of the problem to be solved.

However, an interesting extension of these findings is the role played by student engagement in the effectiveness of learning. And by introducing Chi’s ICAP Framework, we begin to see that while directed self-explanation may lead to the most efficient means of learning an educational program’s outcomes, more open-ended prompts may induce greater engagement in learning, thereby generating more learning.

Briefly, Chi’s (2009) ICAP framework 

classifies learning activities based on cognitive engagement and predicts that as student engagement increases from Passive to Active to Constructive to Interactive (I > C > A > P), student learning will increase.

The intersection of these points, for me, aligns with the role that critical pedagogy plays in bringing about meaningful learning in authentic, complex learning environments where outcomes cannot be foreseen, lessons are personal, and driven by the individual. And it is in this intersection that open-ended self-explanation can become a means of engaging an ongoing critical praxis for teachers as well as students.

Self-Explanation & Reflections on Metaphysics

What questions did you set out to answer during the unit?

Last year I started asking my classes to reflect on and assess their learning for projects and different units by responding to prompts through Google Forms. The ability to collect and synthesize individual and collective reflection on work and experiences just passed turned out to be particularly valuable, especially when looking back on areas of personal inquiry and narratives beyond the course content itself.

As a point of critical reflection between Philosophy 12‘s metaphysics and epistemology units, the responses to a variety of questions about learning offer an example by which to explore the Self Explanation Principle in Multimedia Learning in action. Chi and Wylie present prompted Self-Explanation Principle as

a constructive or generative learning activity that facilitates deep and robust learning by encouraging students to make inferences using the learning materials, identify previously held misconceptions, and repair mental models.

In supporting collaborative inquiry such self-explanation offers the opportunity for learners to define the terms of their learning, and examine the process of discovering what Freire called the “generative theme”:

The more active an attitude men and women take in regard to the exploration of their thematics, the more they deepen their critical awareness of reality and, in spelling out those thematics, take possession of that reality.

The nature of the metaphysics unit in particular lends itself to this discussion, and as respondents synthesize various aspects of their learning by defining their particular inquiries, they are fulfilling the first aspect of self-explicative learning: to make inferences using a variety of learning materials.

Where the form’s questions could do a better job, I feel, is in seeking to identify previously held misconceptions and repair mental models. While the questions do ask students to reflect upon the processes which led them to success in aspects of the unit, this before-and-after conception of understanding on the topic is not addressed.

Below you will find these personal reflections, as well as further feedback on the Metaphysics unit in Philosophy 12.

What were the main questions you set out to answer during the course of the unit?

What is actual being? How does consciousness work in terms of “self”?

Does “normal” exist? How can you measure normal? Who decides what is normal? Why do we prefer to have a standard of normal? Do we choose to be a certain way (free will) or are we normal as a result of hard determinism?

My main question that I set out to answer during this unit was: what is, what are, and what is nothing?

I didn’t have any specific questions I wanted answered, rather I set out in search of greater knowledge hoping that would uncover the right questions.

What are ideas? (As an extension, what Mapping dialogueis a number?) Where do ideas exist? Are ideas dependent on human thought? What is human knowledge? Is it objective or subjective?

I continued to be curious about why people strive to the furthest extent to obtain happiness.

What is the purpose of our existence? What is the true self?

How others perceive things and how it’s different for everyone.

Do animals share the same consciousness as humans? How do you define consciousness? Is consciousness linked to intelligence?

What is happiness? How do we achieve happiness? Is happiness our purpose?

Do animals have intelligence equal to humans? Should intelligent animals be viewed as equivalent beings to humans? Do animals (orcas, dolphins, etc) have a high level of consciousness and self-awareness?

Can we ever factually prove another beings existence? What is consciousness?

During which assignment do you feel you produced your best work?

What are you proud of in the work highlighted above? 

During the discussions I felt I participated well, especially during the thought experiment and the final metaphysics discussion (making connections). I felt I listened well to what others had to say and added my input when I felt the need to do so.

I think that during class I am able to contribute useful information to help further discussions, and help others and myself understand concepts better. If I cannot contribute in that way i sometimes like to play devils advocate and suggest something that I know will spark conversation or argument among classmates. this works especially well during ethical debates.

I feel that I did contribute to the class discussions by stepping up and moderating, as well as drawing lines to connect our topics together. That was the first time I have pseudo-moderated a discussion. There’s a first for everything.

The work that I wrote on the post for me was my better writing. I was able to put my thoughts into understandable words, unlike the class discussion where it was confusing for me to put words together due to so many other questions that have been asked. Metaphysicians

I think that my blog post gave a good amount of background and information, and then logically followed an argument to a reasonable conclusion.

I am proud of my participation in class discussions as I feel like I can often bring out a different view contrary to the beliefs in the class that are helpful in bringing about a better understanding of the material. I do so in a non-confrontational manner to invoke further questions, and to better the understanding of the topic at hand. As well, I feel like I can vocalize thoughts that other people may have trouble conveying.

Just bringing a new angle to class discussions. Trying to make sense of what we were talking about and maybe bring it down to an easier level of understanding. Also to simplify things we were talking about so they weren’t so daunting.

The reason I’m so proud of this blog post is because a spent a large amount of time researching my topic. I watched countless videos that allowed me to expand the knowledge I had. This helped me understand different viewpoints and created a more clear path to help me reach a satisfying answer to my question.

I am really proud of myself for fully summing up what I’ve learned in the past few weeks from this class while simultaneously expressing how I perceive life.

I am proud of this work because it comes from the thoughts within me that do not get to see the light of day very often.

I am proud that I was able to expand my ideas in my second blog post and make as much progress in my thoughts and ideas as I did. Though I did not come to a definite answer, I feel that some of the new questions I created are more beneficial than any answer I could have come to.

During which assignment do you feel you created work you would like to improve?

How would you go about improving your work highlighted in the previous question?

Next time, I would pick a broader topic to research and narrowing in as I go along with the second blogpost. As well, I would better formulate my question so it’s actually answerable.

Putting time and effort in the forms of blog posts, reviewing classmates posts, commenting, and research and posting of my own blog posts.

I think it’s important to share some insights to those who have related topics for a greater class discussion outcome. Therefore I should spend more time on others’ blog posts and comment based on my thoughts.

While most of my comments on Metaphysiciansclassmates’ posts were of good quality, I would have liked to gone more in-depth on some of them.

For others, I failed to respond to replies to my comments, something else that could have furthered my learning. I can improve on this in the future my taking more time when writing and responding to comments, treating them more like mini blog posts in their own right.

I wish that I had explained my ideas more. I felt that I gave a broad overview of my experiences in metaphysics, but did not give enough specific examples.

I could probably contribute to class discussions a bit more. I should also read more of the assigned readings and other unassigned readings so that I have a better grasp on the concepts, that way I can provide more insight throughout the discussion and more in the beginning of the discussions because it usually takes a while into the conversation for me to say anything.

I just wish I had taken more time to dive deeper into my topic.

I think I definitely needed to comment more, not less, and to have more effective comments. E.g. I needed to address the post more directly rather than modifying it in my mind as to create some sort of push back. I also need to read the posts more frequently, rather than relying too much on class discussions.

I will participate more in class discussions, put in my own thoughts to have them questioned or supported and built upon or build on or question someone else’s ideas or things they bring to discussions.

I can improve my participation in class discussions by coming to class with meaningful ideas and questions to share with the class. In addition, I can also try to think more quickly so that I can share a point before the conversation moves past the topic that I want to contribute to.

I had a lot of very good ideas and intentions behind my second blog post, but I was only able to capture snippets of them. If I had taken the time to structure, support, and find the right words to explain my post I believe I could have made it much more effective and meaningful.

Really taking the time to comment and reflect on others ideas and concepts so I can not only help them get a different perspective, but help myself understand more. Take more time out of a day to look at what people are posting.

I would have a more definite topic which I could talk about in more depth. I felt that I had little valuable evidence in my first post that helps me to prove my point. I also ended up disagreeing with this post in my second metaphysics blog post, so constancy would have been better.

I would like to be able to participate more during class discussions and really let my ideas be known to my peers. I will definitely be trying to speak up more during our next unit on Epistemology.

At the time I wasn’t very sure of the topic I wanted to pursue in Metaphysics. As a result, my first blog post did not really have as strong of a purpose as I would have liked. Instead, it touched vaguely on small aspects of free will. I definitely should have spent more time thinking about what I wanted to do.

I think I need to work on being more confident in my responses and comments to others. I often feel that if I leave a comment on someone’s blog post that they might be offended by what I have to say. I can work on this by typing what I have to say and posting it without thinking twice about it because I know that I would appreciate the constructive criticism.

Engagement with the unit

If you could keep one or more aspects of the Metaphysics Unit, what would it / they be?

I loved the group discussions we had on the topic. It was very a very effective way to help us understand the topic. It would also help us view different points of view about the topic and helped me personally expand my knowledge of metaphysics. It was easy, quick and effective. I could connect with each one of my classmates as they would share their thoughts on something, then we as a class would easily be able to interpret the topic and understand it much easier than if we were to look up the topic on our own.

I would keep the group discussions. They were very affective and I had achieved a greater understanding of others’ point of view.

I love thinking about how we could better our own understanding of ourselves. The thinking of existence, like solipsism and thinking about existence and how nothing can exist without something else.

I would keep the large class discussion that allows clarity and a path into the minds of people who created the blog posts.

I like the small group discussions, some large group discussions, and when we did the simulation. The small group discussions are good for people to share their ideas and really get into detail whereas the large group discussions are good for everyone to get their ideas out there.

I really enjoyed the discussions we had in this unit. They were very smooth and the amount of engagement the class exemplified was quite high compared to previous experiences. I feel as though this aspect of the unit worked very well, and is essential in making metaphysics more clear.

I really enjoy class discussions as opposed to independent study, I feel that concepts are much easier to understand when they can be portrayed by different people, or explained by different minds. Kelsey’s activity was fantastic.

The connecting of our topics. Although each class will have different ways of connecting them, I think that the act of doing so was very helpful in getting everyone as engaged as possible.

The freedom in choosing what you want to study is great.

I always like class discussions. Collaborating with others and working things out as a class seem to produce the best results. It helps to get different ideas and others helping you to better understand a topic.

I enjoyed our last classroom activity where we connected everyone’s different topics together. It was nice to be able to hear about peoples topics in person and to be able to have small debates with the class on different topics.

One aspect that I would keep regarding the unit is the way that me mapped our individual ideas together into one big picture. To me, it seemed a good method of connecting all of our individual points of study and giving each of us a greater view of the unit as a whole.

I would change it so we had more structured group discussions, as I remember when we were consolidating our ideas we spent half the class just deciding on /how/ to talk rather than actually talking about things. Although the experience itself was learning in managing people, I feel like the actual learning of philosophy was not effective.

I enjoyed the fact that the ideas we researched were so diverse, because I felt like people were more engaged when they could choose what they wanted to research. Personally, despite the fact that my topic was somewhat different to others’, I still enjoyed looking into it, possibly because it was so obscure. As well, the diagram of how all of metaphysics tied together in so many ways helped, because we got to see connections between things that we wouldn’t have expected, like perception and animal consciousness. I also enjoyed the chance to discuss my topics in larger groups before we discussed with the entire class, because small conversations with groups of three or four tend to run out of steam quickly, while talking with seven or eight people can go on for much longer and provoke more interesting opinions.

I would keep the large group discussions because I think that listening and contributing to what others have to say helped challenge my ideas and make it easier to create a path for my thoughts and new ideas. I like working with others because it helps me stay on track when some of my metaphysical questions become overwhelming.

At the beginning of the course, I was very skeptical about the blog. I had never used one before, and am not very technologically savvy. However, especially for this unit, I have found the blog a great way to share my ideas effectively and in an organized fashion. I would like to keep the class discussions where we connect all of our ideas. I think that its really engaging and helpful.

If you could change one or more aspects of the Metaphysics unit, what would it / they be?

More examples/videos involving metaphysical discussions. More ideas could have been fed for the students to ponder rather than us coming up with the limited ideas we had on our own.

Not to focus as much on the blogging aspect.

One aspect that I would change regarding the unit is having more engagements on the blog posts of others. While I did see many good comments on other people’s posts, due to the fact that some people posted late along with other factors reduced the amount of comments.

No class led discussions as I think they go off on tangents and are unproductive.

I’d love to have heard more of what other philosophers have said about metaphysics in class (then possibly discussed that). Just so we could expand beyond the specifics we’re researching and hear from the pros.

The only thing about the class discussions that I would like to improve on would be that during some of our class topics, we wouldn’t let some people finish what they were talking about and then someone else would talk about something interesting to them, and the past speaker would pay less attention because they wanted to focus on what they were still speaking about. That would lead to other problems such as getting off topic and getting somewhat frustrated with each other.

If I could change some aspects of the unit, I would prefer to have a teacher moderator for the discussions, because its easier to have a discussion when everyone doesn’t go off topic.

I would definitely change the amount of support around commenting on blog posts, as it seems that was more of a scattered activity. (It happened sometimes, but did not happen all the time) often conversation, unless mandatory was limited or ineffective online. Perhaps more structure is required in this area.

The only thing I would change is when we figure out who’s work related to others, that we would all split off into smaller groups so that the relatable topics would get even more clarity and the expansion of ideas would be even greater.

A better final showing of what was learned.

Narrow down a couple of topics and post a group blog based on the outcome that the specific group produce.

Probably the mini-group discussions. Those were not very well organized and some instructions were left pretty vague as well.

The only thing I would change about the this metaphysics unit is that I would have liked to have the teacher guide us through it more. Metaphysics is an extremely confusing topic, and I felt as though we needed that extra push from someone with more expertise to give us that head start.

It was almost so vast and mind blowing that I feel maybe we should’ve taken it in in smaller chunks, rather than just diving in and hoping for the best, it’s a very complex unit.

I would change the collaborative note-generation because sometimes it was difficult to see the connections between my topics and the topics of others. I thought that sometimes we went off topic when we were trying to find connections between each others topics. I thought it was most beneficial to choose one of the topics and discuss deeply about it.

However, this could have just be in my case and may have been very beneficial for others.

I would love if there were more student lead activities. I enjoyed leading the class in a thought experiment, and learned a lot from it. I feel my classmates would enjoy organizing and leading their own activity.

During some student mediated large group discussions, it would get a little messy and was sometimes counter productive. For example, during the first day that we tried to connect our metaphysics subtopics during a large class discussion it got a little counter productive when the mediators were trying to figure out the best way to group our topics. I think once our class finds the best way of mediation that could work, student mediation will be very useful but as of right now, we are still a little bit shaky. Maybe during our next class discussion, we can have people vote for our mediator and have the entire class discuss what we want out of our discussion that day. Sort of like setting a goal so we know where to go back to if we went off on an irrelevant subject.

Method of delivery: maybe more discussions that are based on distinctly different topics to start off with so we have a better idea of the concepts we’re supposed to talk about. If I were to change the metaphysics unit, I may have some specific branches of metaphysics to study and a list of philosophers we could use as resources. Additionally, I think that group presentations of concepts was very effective and I would use more of those!

What I would want to change about this unit was to make it less broad. I felt I could have gained more from this unit if I had more specifics to focus on and less information to wade through. There was too much happening in too little time. I felt that everyone was focused on their specific topics and that only in the last discussion were we really able to see the connections between everything.

An Ignite Talk: No handbook for Transcendence

Pic courtesy of Dean Shareski

Pic courtesy of Dean Shareski

What a hoot tonight to come share in a blitz of ideas with a room full of #bced folks, convened around food and drink, rallying around a call from Dean Shareski to talk about our passion projects. The atmosphere was loud and fun, thoughtful and provocative, and I’m glad to have dusted off at least an hour’s (or a PhD’s) worth of ideas to cram into a five minute – fifteen second a slide – presentation.

In a bar. With the Canucks game on in the corner. On a mic that seemed poised to drown us in feedback with a step in the wrong direction.

But if that makes the task sound a chore, it really was the perfect setting to dash across way too many ideas in the time allotted: indeed it is the appeal of the Ignite Talk format. There isn’t room for any pontificating, audience interaction, or derivations into the fescue after an interesting anecdote to illustrate a point.

There is just the idea you brought to share. And then it’s gone.

Then there are more talks.

It was great, really, even if I felt rushed, and left stuff out, and probably crushed several different words together trying to get them all out at once.

Anyway, the great thing about giving talks and presentations to groups of plugged in people is that the job is really just to get them curious about the things the presenter has been spending time thinking about / experimenting with / learning. If anyone is so inclined, they can seek out the breadcrumbs that lead to these lessons and insights later on, if they choose.

If they’re not, the talk is over in five minutes.

Tonight I returned to a topic I’ve discussed before in presentations, blog posts, academic papers, and casual conversations and rants going on more than a year now: Citizenship Learning and the Project of Enlightenment. It’s a big topic. Too big, really, for five minutes, but as my opening lines addressed, education is a matter of infinite complexity driven by a simplicity of cause. What’s underneath all that complexity is a simple idea, one that we’re always shaping together: What is school for? Why are we learning?

Here then are my slides and the notes I was working with for those that would like to pursue these ideas in a little more depth. Links to many of the things discussed here – and more… – are in this Google Document. Click on any of the images below to see them bigger.

No Handbook for Transcendence 


Emerson wrote that, “At the periphery there is infinite complexity, and at the center, simplicity of cause.” And I like to think that just as our work as educators is infinitely complex, it is driven by a simple cause.


When it comes to learning we stand at the intersection of philosophies that constitute what several have deemed the Project of Enlightenment: the cultivation of the self, of knowledge, and society that encompass the study of epistemology, metaphysics and citizenship.

But I wonder whether we honour the traditions that first created the need for institutional learning.


I wonder what does constructivism – what emergent subjectivities forming a unique collective voice – really looks like? What if knowledge “does not exist except in our participatory actions”?


I wonder what our schools would look like if we embraced the idea that democracy is dependent on the ability of individuals to create public spheres representative of a collective will?


Because if this is true, and ‘new ways of knowing ourselves can create new conceptions of the self, and new possibilities for the search for the self itself,’ teachers and learners are forced to rewrite the book daily. The metaphor of the digital campfire, where we share our stories and songs recalls the infinite complexity and simplicity of cause.


Fortunately, lots of intelligent people have been talking about this for quite some time, and a theme that emerges describes Enlightenment as the acquisition of knowledge about our boundaries and experimentation with the act of going beyond them.


A big part of the reason we put such a high importance on the ability to transcend our selves and our contemporary problems is that it is just this sort of behavior which gave us the modern age.

It’s no accident that we begin to see the end of feudalism, the monopoly of the Catholic church, the emergence of the scientific age, and the artistic renaissance at the same time we start building schools, and parliaments, and the institutions of democracy.


Unfortunately for us, where once various media allowed us a free exchange of ideas and the creation of a representative public opinion, Habermas says that the public sphere has been degraded to “spectacle,” frivolity, and “passive consumption.”

Good thing that didn’t happen to us, right Kim Kardashian?


Now, the good thing is we’re all about this stuff, in every ‘official’ way possible.

Any one of your district’s mission statements and you’ll find some combination of things Immanuel Kant and Paulo Freire and Michel Foucault would stand up and applaud.

Lifelong learning would by necessity become Foucault’s definition of Enlightenment, wouldn’t it?


But if we’re to be creating and preparing tomorrow’s citizens for the job (as opposed to just saying this is what we’re doing), we need to remember a couple of things:

One is that learning about this type of citizenship happens everywhere.


Another is that the context in which a thing is learned says more about what is being being taught than the thing itself. So we need to be careful that we don’t devote our thinking to what is to be taught at the expense of thinking about the contexts in which the learning takes place, and the meaning communicated by these contexts.


And that might just look like this: Maybe it could espouse openness as a way of operating. It could cultivate habits of mind, rather than contents. And maybe the knowledge created there would be seen to emerge from the sum of its parts.


School could become the kind of place that is filled by the will of its participants. A cave they could populate with their own shadows, and made into meaning by the assembled voices of a community of inquiry.


Assignments, then, and assessment, and the problem of educational design could become the challenge of providing a platform on which to reflect, and develop one’s voice: something that might be deemed socially documented inquiry.


Something like this owes a lot to what Gardner Campbell coined and that Jim Groom and Tim Owens and Martha Burtis have been developing at the University of Mary Washington, with the Domain of One’s Own and Reclaim Hosting, where learners become system administrators of their digital lives.

“Shaping their own cognition, expression and reflection in a digital age…”


Because the antidote to the degraded public sphere may just be subverting the system of power through the very same media channels which operate it.

This is our Philosophy classroom, with a worldwide reach. It’s learning not only on the web, but of the web, conceived in the same spirit.


Here is our classroom broadcasting live on 105 the Hive, distributed web radio, sharing a remixed episode of CBC’s Ideas with live introductions and interviews with the producers of each remix. Media archivists Tweeted feedback and promoted the event in progress, catching the attention of Philip Coulter at the CBC, who emailed his praise.


Here’s what a ‘test’ looks like in an emergent classroom. If you were to get 10 out of 10 on a quiz like this every day, you wouldn’t need the same kind of teacher you have now.


Because the trouble with the types of paradigm shifts our continued Enlightenment depends on is that there’s no handbook to transcendence. The wisdom adopted and created by each successive generation is a collaborative act young people need to rehearse and explore with adults engaged in this struggle.


That struggle to “generate public spaces of social interaction… based on finding agreement, welcoming different points of view, identifying the common good… searching for synthesis and consensus, promoting solidarity and ultimately improving community life.”

Live from #CUEBC

On Friday I’ll be presenting at the CUEBC Conference in West Vancouver, sharing a little of the gospel of distributed web radio stations DS106Radio and 105 the Hive, meaning I am now putting together slides, collecting images, links and the like. Developing a script, of sorts.

Outlining a “talk,” y’know? And when it comes to sharing a message or a piece of communication, the balancing of brevity, clarity and force demands preparation.

But I find myself torn, putting the presentation together. Because I don’t want the message to be communicated by the things I will say or share, on Friday.

I want the thing communicated by a session on radio to be something that does not lend itself to a formal, explicit, presentation. Rather, I feel compelled to share the magic of distributed web – live! – radio that is something best shared in if it is to be communicated.Lunchtime Jam w/ the Gals

Because beyond the capability to distribute pre-recorded and stored audio materials to a public audience, what has kept these radio communities alive and in touch almost four years later is the illustrious buzz of live. Whether as a listener or broadcaster, the power of the radio stems from partaking in a live happening that connects people across vast distances.

To share the intimacy of sound – the hum and refraction of this room, right here – with listeners throughout the company of radio, to live and breathe in people’s headphones or car speakers, office spaces or classrooms, this is the magic of radio, and an inspiring example of the potential for learning on the web. It is the age-old magic that has captivated us since ham radio, and tin can telephones, and can imbue out digital spaces with that often lamented element they may lack: a human connection.

This is the piece I’d like people to come away with on Friday: a glimpse of that magical connection made possible with a seamless entryway. So I’m trying to conceive of a ‘presentation’ that doesn’t rely too much on a one-directional conversation.

I want us to play around with the wonders of the radio and produce an artifact of our time together on Friday.

I want us to bring our voices together, take them live onto the air, and let the magic of live do the talking.

As it is the the annual conference of Computer Using Educators of BC, #CUEBC seems the perfect place to engage such an opportunity. Along with Will Richardson providing the keynote, there are many colleagues from across British Columbia who will be descending on West Van to discuss themes in technology education that could inspire a wealth of dialogue worth sharing with an audience beyond.

In Transit in Cuba

All we need to do is point our microphones at the conversation.

Fortunately, the structure of the conference even allows for such an ambitious enterprise, inviting presenters to take on two hour sessions, one of which I’ve been given Friday afternoon to introduce the whats and the hows of web radio, and then to dive in with the participants who attend. What we make of the conversations surrounding the day and session itself will emerge through the course of our time together, and be presented live online before the end of the day.

So we’ll need to hit the ground running, making me slightly anxious about the amount of content I should share at the outset of the ‘presentation’ that is quickly becoming a workshop.

Something I’ve done for past presentations – especially online, as I’m cognizant of the fact that folks might be clicking around while I’m talking – is to supplement these talks with footnotes and links that lead to digital artifacts and deeper explanations of the things I’m mentioning. And I’ll do something similar here, collecting the pertinent details in a Google Doc or blog post that can act as an annotation of sorts.

But as much as the session will be a crash course in broadcasting on ds106radio or 105 the Hive, I am also striving to provide an experience in producing a radio happening, and want to jump into the creation piece.

So I want to start the conversation with you, whether you’ll make it to the session, be taking in another in West Van at the same time, or be spending Friday afternoon somewhere else entirely. Without knowing exactly where our radio show will take us, I’ll begin by asking you the same questions I plan to start with in a few days.

We’ll be taking your offerings into consideration during our own brainstorming, and even asking for your audio samples if you’ve got them to give!

Help contribute to something that could be quite special if enough people get behind it. Take a few minutes to complete the following form, so send an audio file along to bryan at if you’d like to share a response or shout out to be shared during our broadcast.

The Digital Age and Curriculum in British Columbia

I: The Digital Shock & Curricular Reinvention 

“We are living in the middle of the largest increase in expressive capacity in the history of the human race,” declared Clay Shirky in his 2008 tome Here Comes Everybody: The Power of Organizing without Organizations (Shirky, 2008). In the intervening years we have continued to see an emphasis in curricular thought and reform which seeks to realize the potential of a dawning Digital Age. In blog posts and cable news investigations, parent-advisory council meetings and teacher professional development events, academic scholarship and TED Talk distillations, discussions about curriculum struggle toward consensus on what might constitute an education for the 21st Century. Such a time is fraught with both possibility and peril.

Simsek and Simsek describe the Digital Age as a time when “forms of information have changed drastically” (Simsek & Simsek, 2013), so much so that they are capable of inducing a state of shock:

“Information is an integral part of daily life in today’s society in order for individuals to survive against information-related requirements. Production of knowledge requires different skills than those necessary for producing goods. Thus, the concept of shock could be interpreted partly as the feelings of the confusions of people, being aware of not having necessary skills for the new literacies” (p. 127).

In contemplating the nature of shock as might effect curricular reform, it can be helpful to consider Naomi Klein’s Shock Doctrine, wherein she presents the rise of neoliberal capitalism and its champion Milton Friedman’s ideas across the latter half of the twentieth century. Friedman, Klein observes, looked to the onset of crises and shocks as opportunities to radically intervene in the reform process, noting his admission that “Only a crisis – actual or perceived – produces real change. When that crisis occurs, the actions that are taken depend on the ideas that are lying around (Klein, 2008).”

Looking toward the unique challenges presented by the Digital Age, David Perry recommends taking “note of the plasticity of digital forms and the way in which they point toward a new way of working with representation and mediation, that might be called the digital ‘folding’ of reality, whereby one is able to approach culture in a radically new way” (Perry, 2011).

As this ‘folding’ of reality administers structural changes across society, curricular reform lies at the center of digital reinventions of politics, economics, creative expression and collaboration, the natural sciences and perspectives on the nature of life and consciousness itself. However, such broad educational considerations are hardly novel, as Egan noted in 1978 that once started down the path of inquiry into the methodology of education, “there becomes little of educational relevance that can be excluded from the curriculum field” (Egan, 1978). Thus, the regeneration of our curricula to suit the Digital Age is something that ought be carefully engaged to ensure an authentic expression of society’s best intentions for education.

Ralph W. Tyler’s Principles of Curriculum and Instruction outlines a rationale for viewing, analyzing and interpreting an instructional program as an instrument of education. Tyler notes “no single source of information is adequate to provide a basis for wise and comprehensive decisions about the objectives of the school,” (Tyler, 2013), and advocates for a comprehensive discussion of curricular purposes from each of the progressive, essentialist, sociologist, and educational philosopher’s perspectives:

“The progressive emphasizes the importance of studying the child to find out what kinds of interests he has, what problems he encounters, what purposes he has in mind.

“The essentialist, on the other hand, is impressed by the large body of knowledge collected over many thousands of years, the so-called cultural heritage, and emphasizes this as the primary source for deriving objectives.

“[Sociologists] view the school as the agency for helping young people to deal effectively with the critical problems of contemporary life. If they can determine what these contemporary problems are then the objectives of the school are to provide those knowledges, skills, attitudes and the like that will help people deal intelligently with these contemporary problems.

“[Educational philosophers] see the school as aiming essentially at the transmission of the basic values derived by comprehensive philosophic study and hence see in educational philosophy the basic source from which objectives can be derived (p. 4-5)”

This paper seeks to examine the Government of British Columbia’s Education Plan (BCEdPlan) from each of these perspectives with the hopes of furthering discussion of the potential of curricular reform in the Digital Age within the province.

II: Principles of Curriculum and Instruction in the BCEdPlan

In 2012, the British Columbia Ministry of Education began consultations to bring about changes in the province’s K-through-12 curriculum. Guided by the Premier’s Technology Council 2010 report, A Vision for 21st Century Education (Council, 2010), the BCEdPlan was published in 2013 and shares the province’s vision for teaching and learning in the Digital Age, with reforms set to address curricular goals and assessments, graduation requirements, transitions to post-secondary learning, parent-communication, and even the physical time and place of formalized schooling (Government, 2013b). These changes are guided by the EdPlan’s Five Key Elements (p. 5):

  1. Personalized Learning for Every Student
  2. Quality Teaching and Learning
  3. Flexibility and Choice
  4. High Standards
  5. Learning Empowered with Technology

“While a solid knowledge base in the basic skills will be maintained,” the BCEdPlan admits that better preparing students for the future will require greater emphasis on teaching “key competencies like self-reliance, critical thinking, inquiry, creativity, problem solving, innovation, teamwork and collaboration, cross-cultural understanding, and technological literacy” (p. 4).

At the time of this writing, the Ministry of Education has begun posting draft versions of subject and grade curricula from grades kindergarten to nine. The intent of this section of the paper is to investigate the formally published BCEdPlan with the hope that this discussion might lead to a similarly critical analysis of subject curriculum as it comes more clearly into focus.


In its advocacy on behalf of student choice and flexibility, the BCEdPlan may be seen to embrace tenants of the progressive mindset. By looking to develop students’ passions, self-reliance, and personalizing the learning experience of each individual, the focus on role of the child in the schooling process is soundly rooted in progressive principles.

While the BCEdPlan does state its intention to prepare students to “realize their full potential and contribute to the well-being of our province” (p. 5), less well emphasized are the democratic traditions of the progressive movement. The words ‘society,’ and ‘democracy,’ do not appear in the BCEdPlan; however it does state as an objective for further action that “We will work with our education partners to identify the attributes of an educated citizen and how that will be articulated throughout the education program culminating in graduation” (p. 5). Curricular discussions in British Columbia might delve further into the progressive promise of student-centered learning characterized by John Dewey, who warned of the danger that increased personal independence could decrease the social capacity of an individual” (Dewey, 1916):

“In making him more self-reliant, it may make him more self-sufficient; it may lead to aloofness and indifference. It often makes an individual so insensitive in his relations to others as to develop an illusion of being really able to stand and act alone — an unnamed form of insanity which is responsible for a large part of the remedial suffering of the world (p. 42).”


Essentialists, meanwhile, may not see their approach as integral to the BCEdPlan, which cites as an operating premise the idea that “The world has changed and it will continue to change, so the way we educate students needs to continually adapt” (p. 5). The impetus for the education revolution in British Columbia and other jurisdictions around the world is an acknowledgement that the Digital Age has so fundamentally changed the nature of society that new skills and knowledge(s) are required for tomorrow’s citizens. And while it may include traditional values and legacies such as cross-cultural understandings and assurances that core knowledge and “basic skills” such as literacy and math will be preserved, the BCEdPlan looks to create and define new skills and proficiencies – e.g. “innovation” and “creativity” – which essentialists may view as components of a much lengthier cultural heritage.

For example, the essentialist may view the advent of new communications technology as an opportunity to apply the lessons of past revolutions in reproduction and collaboration to contemporary curriculum. Providing an education in the background of the relationships between advances in technology and human creativity, for instance, could prove a valuable instructor for young people learning about literacy in the Digital Age. Bruner describes undertaking such a task as learning about “not only the role of tools or language in the emergence of man, but as a necessary precondition for doing so, setting forth the fundamentals of linguistics of the theory of tools” (Bruner, 1966).

It remains to be seen the amount of influence these and other cultural legacies will exert in the pending British Columbia curricula, however the tenor and intent of the BCEdPlan as stated casts its gaze decidedly toward the future, potentially at the expense of the vast cultural learning about the past.


The BCEdPlan adopts a sociological lens in developing curriculum that is part of a broader government agenda to confront the perceived needs of our historical moment. As part of its Jobs Plan (BCJobsPlan), the Government of British Columbia declares that it is “reengineering education and training so that BC students and workers have the skills to be first in line for jobs in a growing economy” (Government, 2013a). Within this broader context, the critical contemporary problems British Columbian curriculum intends to address come into clearer focus, as education is redrawn from the bottom up, in three stages:

  1. A Head Start Learning to Hands-on Learning in Our Schools that will “give [students] an earlier head-start to hands-on learning, so [they’re] ready for the workforce or more advanced training when [they] graduate” (p. 8);
  2. A Shift in Education and Training to Better Match with Jobs in Demand to [maximize] spaces available to provide the programs [students] need to compete successfully in the workforce” (p. 8); and
  3. A Stronger Partnership with Industry and Labour to Deliver Training and Apprenticeships to “better connect [students] with the on-the-job and classroom training [needed] to boost […] skills or achieve certification” (p. 8).

Sociologists may be encouraged by the consideration of such economic metrics to guide the creation of British Columbian curriculum. However, by viewing the BCEdPlan as embedded within the government’s more comprehensive BCJobsPlan[1], they might find the purview of this sociological study to be narrowly focused or to ignore altogether areas of potentially more pressing contemporary importance. “To make the most effective use of our education and training resources,” the BCJobsPlan notes, “we will rely on the best data and […] the most up-to-date labour market information […] to guide government decision-making and to determine spending priorities” (p. 7).

Further sociological study may seek to critically address 21st century problems such as inequality, environmental degradation, or the degree to which our education systems help actualize the democratic ideals enshrined in the Canadian Charter of Rights and Freedoms (Canada, 1982) or Multiculturalism Act (Canada, 1988).

Educational Philosophy

While the first of these three lenses might assert different resolute perspectives toward the creation of curricular purposes, the educational philosopher approaches the discussion in the tradition of the humanities, and is thus “committed to the concept of knowledge as interpretation” (Drucker, 2011), as well as the idea:

“That the apprehension of the phenomena of the physical, social, cultural world is through constructed and constitutive acts, not mechanistic or naturalistic realist representations of pre-existing or self-evident information” (par. 7).

Educational philosophers may be critical of the BCEdPlan’s reliance on “the best data and labour market projections” to direct educational resources at the expense of allowing a more broadly constructed view of education’s role in democracy into the decision-making process, as this data assumes a market-oriented solution to a perceived educative problem. Others may highlight the similarity between this practice and the economic project authored by Milton Friedman in the form of neoliberal capitalism, “the doctrine that market exchange is an ethic in itself, capable of acting as a guide for all human action” (Harvey, 2005).

The educational philosopher may also challenge the symbolic representation and meta-messages about the nature or purpose of education communicated in the language and design of schooling, as Giroux has noted that the “survival-of-the-fittest ethic has replaced any reasonable notion of solidarity, social responsibility and compassion for the other” (Giroux, 2012).

Image by Alan Levine

III: Further Discussion

Analyzed through these various perspectives, the creation of 21st century curriculum in British Columbia can be seen to highlight aspects of both the progressive and sociological perspectives. While each of these lenses could be explored further, a more comprehensive approach to addressing essentialist and philosophical concerns would allow a more broadly constructed view of curriculum in the Digital Age. In implementing its notion of 21st century learning, the government of British Columbia should be especially willing to experiment with new technology in developing a curriculum reflective of the digital medium’s message (McLuhan & Fiore, 1967), lest our collective aspirations for the future be limited unnecessarily by perceived economic realities.

The ‘shock’ of the Digital moment provides an opportunity for both critique and the establishment of new myths surrounding education, the broader enactment of which Michel Foucault described as Enlightenment (Foucault, 1984), or critical ontology, something that should “be considered not, certainly, as a theory, a doctrine, nor even as a permanent body of knowledge that is accumulating,” but rather, “a philosophical life in which the critique of what we are is at one and the same time the historical analysis of the limits that are imposed on us and an experiment with the possibility of going beyond them.”

Paulo Freire described a similar sense of enlightenment at the root of an emancipatory critical praxis, whereby “critical percep­tion is embodied in action, [and] a climate of hope and confidence devel­ops which leads men to attempt to overcome the limit-situations” (Freire, 1970). This emancipation constitutes an active citizenship that continues to transform reality, “and as these situations are superseded, new ones will appear, which in turn will evoke new limit-acts” (p. 99).

By applying such critical discourses to the negotiation and expression of societal interests with respect to curriculum, we are presented with one of the unique democratic opportunities presented by the Digital Age itself. Indeed, as Simsek and Simsek point out, “the free flow of information through new technologies is consistent with the requirements of deliberative democracy.” However, as the man largely credited with the developing the World Wide Web, Tim Berniers-Lee, recently noted, “Unless we have an open, neutral internet […] we can’t have open government, good democracy, good healthcare, connected communities and diversity of culture” (Kiss, 2014).

In encountering the Digital Age, educators and those interested in constructing curriculum are well-served by embracing the spirit of the open and interconnected web, and playing what Jim Groom and Brian Lamb call for as “a decisive role in the battle for the future of the web” (Groom, 2014). They write, “It is well within the power of educators” to engage in this struggle, though admit that it “will require an at-times inconvenient commitment to the fundamental principles of openness, ownership, and participation.”

As the Ministry of Education continues to unveil its vision for the future of education in British Columbia, these and other questions, perspectives and concerns raised in the discussion of this paper are presented with the intention of further engaging an ongoing discussion of curricular purpose in the province.

Bruner, J. S. (1966). Toward a theory of instruction (Vol. 59): Harvard University Press.

The Constitution Act, 1982 (1982).

Canadian Multiculturalism Act (1988).

Council, Preimier’s Technology. (2010). A Vision for 21st Century Education

Dewey, J. (1916). Democracy and education: An Introduction to the Philosophy of Education. New York: Macmillan.

Drucker, J. (2011). Humanities approaches to graphical display. Digital Humanities Quarterly, 5(1).

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 65-72.

Foucault, M. (1984). What is Enlightenment? . In P. Rabinow (Ed.), The Foucault Reader. New York: Pantheon Books.

Freire, P. (1970). Pedagogy of the Oppressed (M. B. Ramos, Trans. 30th Anniversary Edition ed.): The Continuum International Publishing Group Inc.

Giroux, H. (2012). Education and the crisis of public values. Peter Laing, New York.

Government, B. C. (2013a). BC Jobs Plan

Government, B. C. (2013b). BC’s Education Plan Province of British Columbia.

Groom, J. L., Brian. (2014). Reclaiming Innovation. EducausE review, Online.

Harvey, D. (2005). A brief history of neoliberalism: Oxford University Press.

Kiss, J. (2014, March 12, 2014). An online Magna Carta: Berners-Lee calls for bill of rights for web. The Guardian

Klein, N. (2008). The shock doctrine: the rise of disaster capitalism.

McLuhan, M., & Fiore, Q. (1967). The medium is the message. New York, 123, 126-128.

Perry, D. (2011). The Computational Turn: Thinking about the Digital Humanities. Culture Machine(Spec. Issue ).

Shirky, C. (2008). Here comes everybody: The power of organizing without organizations: Penguin.

Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Online Submission, 4(3), 126-137.

Tyler, R. W. (2013). Basic principles of curriculum and instruction: University of Chicago press.

[1] Where the BCEdPlan runs just under 8 pages, the BCJobsPlan measures just fewer than 50.

Emergent Citizenship: Curriculum in the Digital Age


“Souls cross ages like clouds cross skies, an’ tho’ a cloud’s shape nor hue nor size don’t stay the same, it’s still a cloud an’ so is a soul. Who can say where the cloud’s blowed from or who the soul’ll be ‘morrow? Only Sonmi the east an’ the west an’ the compass an’ the atlas, yay, only the atlas o’ clouds.” (Mitchell, 2008)

What is curriculum?

Kieran Egan begins his essay, “What is curriculum?” (Egan, 1978) by presenting the idea that schools and curriculum constitute a process by which “children are initiated into particular modes of making sense of their experience and the world about them, and also into a set of norms, knowledge and skills which the society requires for its continuance.” John Dewey presents a similar vision of schools that are “responsible not to transmit and conserve the whole of its existing achievements, but only such as make for a better future of society” (Dewey, 1916):

“It is the office of the school environment to balance the various elements in the social environment, and to see to it that each individual gets an opportunity to escape from the limitations of the social group in which he was born, and to come into living contact with a broader environment.” (p. 20)

Dewey’s description can be seen in congruence with the critical ontology of the self that Michel Foucault described in his essay “What is Enlightenment?” (Foucault, 1984), which should: “be considered not, certainly, as a theory, a doctrine, nor even as a permanent body of knowledge that is accumulating”:

“It has to be conceived as an attitude, an ethos, a philosophical life in which the critique of what we are is at one and the same time the historical analysis of the limits that are imposed on us and an experiment with the possibility of going beyond them.”

It is toward this ideal of enlightenment that we might apprehend the spirit of the Canadian Charter of Rights and Freedoms (Canada, 1982), or the Multiculturalism Act (Canada, 1988), which seeks “to promote the full and equitable participation of individuals and communities of all origins in the continuing evolution and shaping of all aspects of Canadian society.” While Egan notes that “one symptom – or perhaps condition – of pluralism is the conflict and argument about what [the] curriculum of initiation should contain,” it should not be controversial to state that the mandate of education includes an introduction to (and the rehearsal of) the requisite skills which promote this “full and equitable participation” in the creation of our collective societal narrative(s) and identity.

This paper attempts to describe the nature of knowledge-creation in the Digital Age, and outline an approach to curriculum and citizenship that embraces an emergent sense of identity and culture.

Emergence in the Digital Age

The modernist conception of citizenship expressed in the Multiculturalism Act aligns neatly with possibilities brought about through the revolution in communication technologies that can be thought of as our Digital Age. Simsek and Simsek characterize the early stages of the Digital Age as a time when “the forms of information have changed drastically” (Simsek & Simsek, 2013):

“Information processing has been transformed from being passive receivers to active information processors, who must engage, construct, respond and act with information.” (p. 127)

“Our emergent digital times,” Nahachewsky and Slomp argue, “challenge the authority of any one author or teacher” (Nahachewsky & Slomp, 2009). However, envisioning a curriculum that might challenge the central authorial role of the teacher presents a number of difficulties, as Osberg and Biesta argue that such an emergent information landscape assumes that “Knowledge is neither a representation of something more ‘real’ than itself, nor an ‘object that can be transferred from one place to the next[i]” (Osberg & Biesta, 2008). The emergent classroom is a place where

“Knowledge is understood, rather, ‘to ‘emerge’ as we as, as human beings, participate in the world.” (p. 313)

This view of knowledge is congruent with Simsek and Simsek’s description of the literacies required to actualize democracy in the digital era, which “differ from the previous ones, mainly due to their operational, interactive and user-based technological characteristics” (p. 129). Here we see that the emergent view of knowledge-construction, which presents a difficulty to institutional learning, may be supported by the advent of digital communications technologies.

Teaching and learning in polyphony

“If we hold that meaning is emergent,” Osberg and Biesta state. “Then the idea that educators can (or should) control the meanings that emerge in the classroom becomes problematic” (p. 316). Sidorkin admits that “the tragic side of such a situation is that regardless of teachers’ intentions the relationship cannot become equal and truly dialogical” (Sidorkin, 2000). Despite one’s best efforts, the context of organized learning assumes orientation toward certain aforementioned goals and/or outcomes.

Paulo Freire confronted the student-teacher contradiction by prescribing what he called the “problem posing method” of education, whereby curricular content “constantly expands and renews itself” (Freire, 1970):

“The task of the dialogical teacher in an interdisciplinary team working on the thematic universe revealed by their investigation is to “re-present” that universe to the people from whom she or he received it – and “re-present” is not as a lecture, but as a problem” (p. 122).

However this framework maintains the authority of the teacher to “re-present” the reality of students toward their emancipation and as such is deserving of Bruner’s critique (highlighted by Nahachewsky and Slomp) in that the student becomes a “performing spectator” who “does not invent the world, [but] uses it” (Bruner & Bruner, 2009).

Sidorkin looks beyond this dialogical model toward Bakhtin’s idea of polyphony (Bakhtin & Emerson, 1993), and proposes that “the problem of imbalanced relation is not to be countered with power sharing based on considerations of equality.” Rather, he says, it should be “addressed with polyphony, the principle of engaged co-existence of multiple yet unmerged voices” (Sidorkin, 2000). The literacies attending such curricular intentions can be seen to revolve around the realization of a critical awareness of one’s community, and an ability to articulate a unique perspective within it. And it is here we see the notion of emergence begin to exist in a dual sense, as it arises in a collective narrative of community, but also in the individual’s sense of themselves within that community.

Sidorkin argues that curricular authority in the classroom should aim toward the realization of mutuality in meaning-making, stating “The polyphonic authority creates mutuality, and only this kind of authority should be used in education.”

It is this invitation to mutuality that Nahachewsky and Slomp describe by noting that:

“If students are allowed, through openness in the curriculum and their teachers’ language, to become part of a negotiation, facts then are created and become interpreted understandings shared by teacher and students, rather than transmitted by teachers as predisposed ‘truths’” (Nahachewsky & Slomp, 2009).

The skills and competencies attending such collective meaning-making may well have long been essential to the democratic project, as Simsek and Simsek note that “democratic values needed for citizenship are not different for new literacies.” However, they present the Digital Age as an opportunity to realize further promise of the democratic project:

“Many democratic values could be acquired by new literacies. New literacies are prerequisites for digital citizenship. New literacies increase the availability of relevant and credible information and broaden the capacity of individuals to get, share, compare, and contextualize information by developing new skills” (p. 133).

While they are careful to not describe the revolution in communicative technology as a panacea in an era of anemic political engagement and accountability, the authors do note that such a summary of digital citizenship embraces the value of broad contribution to an emergent, collaborative constructed community. Optimistically, they note, “Digital citizenship could create a more transparent, connected and participatory democratic environment” (p. 132).

Curriculum as Identity

The advent of the Digital Age has led to an increase in the opportunities for individuals to contribute their voice to the type of polyphonic democracy suggested by Freire and Sidorkin. Simsek and Simsek characterize the Digital Age by highlighting the increasing ability and access individuals have to spaces in which they might cultivate a networked, public “identity.”

“Identity in the digital territory is seen as a higher construct of literacies, which enables the citizen to act as a person with culture and independence as well as with critical abilities and democratic values” (Simsek & Simsek, 2013).

When conceived of in this fashion, the society education serves intends to admit all voices in its chorus, and asks that schools provide learning in the conception and expression of individual and pluralist identities. This is a process that unfolds endlessly, as the One and the Many are constantly making each other (Follett, 1919), and it is toward this critical praxis that education must orient the student experience if it is to achieve Freire’s “critical and dynamic view of the world” by which we might realize what he considered the central human objective: “permanent transformation of reality in favor of the liberation of people.” The progress toward this pluralist aim is the stated purpose of the Canadian Constitution, and should guide the continued exploration of curriculum in the Digital Age.

Bakhtin, M. M. M., & Emerson, C. (1993). Problems of Dostoevsky’s poetics: U of Minnesota Press.

Bruner, J. S., & Bruner, J. S. (2009). Actual minds, possible worlds: Harvard University Press.

The Constitution Act, 1982 (1982).

Canadian Multiculturalism Act (1988).

Dewey, J. (1916). Democracy and education: An Introduction to the Philosophy of Education. New York: Macmillan.

Egan, K. (1978). What is curriculum? Curriculum Inquiry, 65-72.

Follett, M. P. (1919). Community is a process. The Philosophical Review, 576-588.

Foucault, M. (1984). What is Enlightenment? . In P. Rabinow (Ed.), The Foucault Reader. New York: Pantheon Books.

Freire, P. (1970). Pedagogy of the Oppressed (M. B. Ramos, Trans. 30th Anniversary Edition ed.): The Continuum International Publishing Group Inc.

Mitchell, D. (2008). Cloud Atlas: A Novel: Random House LLC.

Nahachewsky, J., & Slomp, D. (2009). Sound and fury: Studied response (s) of curriculum and classroom in digital times. Beyond ‘presentism”: Re-imaginging the historical, personal and social places of curriculum, 139-151.

Osberg, D., & Biesta, G. (2008). The Emergent Curriculum: Navigating a Complex Course between unguided Learning and Planned Enculturation. Journal of Curriculum Studies, 40(3), 313-328).

Sidorkin, A. M. (2000). Toward a pedagogy of relation.

Simsek, E., & Simsek, A. (2013). New Literacies for Digital Citizenship. Online Submission, 4(3), 126-137.

[i] See Biesta and Burbules (2003), Biesta and Osberg (2007), Cilliers (1998) and Osberg et al. (in press).