Making of Meaning; considering ethics - Classroom 2.02024-03-29T09:13:12Zhttps://www.classroom20.com/forum/topics/649749:Topic:32053?commentId=649749%3AComment%3A34251&feed=yes&xn_auth=noDavid,
You are right on targe…tag:www.classroom20.com,2007-07-30:649749:Comment:380662007-07-30T20:47:43.611ZLindahttps://www.classroom20.com/profile/llakshmi
David,<br />
You are right on target with technology (or the novel, even) being a double edged sword. What makes it so powerful--its scope and reach to all parts of the world in an instant, for example--is what also makes it so powerful. I wish I could remember all the things that my cyber-ethics class in library school discussed. That was seven years ago and already there are new issues and concerns. The cyber-world changes so quickly that it makes some of our ethical (and other) discussions…
David,<br />
You are right on target with technology (or the novel, even) being a double edged sword. What makes it so powerful--its scope and reach to all parts of the world in an instant, for example--is what also makes it so powerful. I wish I could remember all the things that my cyber-ethics class in library school discussed. That was seven years ago and already there are new issues and concerns. The cyber-world changes so quickly that it makes some of our ethical (and other) discussions obsolete before we can find the definitive answer. Even the seemingly straight forward question of what is good digital citizenship is made that much more difficult because we can discuss it from one cultural bias and it is soon being batted about from a totally different perspective. The existence of CR 2.0 means that a somewhat elite group is discussing suggested "rules" for people who do not even know this exists. That is not really democracy. Is it even ethical to "impose" our beliefs on others. How do we promote the ideas developed here to the "outside" world without imposing them where they are unwanted? I am all for promoting books but cringe at the thought of censorship. How do we promote the "good,clean, fun and knowledge" of the worlds opened by technology without censoring the trash that comes along with it? How do we, as Julia asks, assure that teachers respect intellectual property or any of the other myriad things that seem good use at the time only to infringe, impede, or simply embarrass someone.?<br />
<br />
I ramble, I know, but this is really interesting stuff and I feel a need to just get my ideas out and let you help me put them into place. David,
Thanks for your commen…tag:www.classroom20.com,2007-07-30:649749:Comment:378092007-07-30T09:54:00.786ZConnie Weberhttps://www.classroom20.com/profile/connieweber
David,<br />
Thanks for your comments; they deserve much thought. I'm going to share your post as an opener in my discussion group at Harvard's Project Zero. I look forward to the talk that will follow...
David,<br />
Thanks for your comments; they deserve much thought. I'm going to share your post as an opener in my discussion group at Harvard's Project Zero. I look forward to the talk that will follow... Wow! The posts on this thread…tag:www.classroom20.com,2007-07-23:649749:Comment:350982007-07-23T00:51:03.956ZJulia Osteenhttps://www.classroom20.com/profile/josteen
Wow! The posts on this thread make for some very enlightening reading. I would like to take us back to my original question. Since we have now come back to the importance of being a good citizen, then what does it mean to exhibit digital citizenship in a global society? I'm not trying to put together a list of do's and don'ts but I am trying to create for myself (and anyone else who wants to read this) a vision for what a good citizen in the 21st century really looks like. If we don't know what…
Wow! The posts on this thread make for some very enlightening reading. I would like to take us back to my original question. Since we have now come back to the importance of being a good citizen, then what does it mean to exhibit digital citizenship in a global society? I'm not trying to put together a list of do's and don'ts but I am trying to create for myself (and anyone else who wants to read this) a vision for what a good citizen in the 21st century really looks like. If we don't know what we are working toward, then how will we know when we've modeled correctly for the students?<br />
<br />
I have known some very well-meaning teachers who didn't realize how some of their actions actually projected to their students a lack of regard for intellectual property. Dave, you said,<i>"But I prefer open access with educators as facilitators, discussing this with students and with education departments, fostering this awareness in teachers."</i> I agree with your statement here. I'm not sure we can assume that all teachers will be able to facilitate toward good citizenship if we don't have some type of vision or goal for what we want that to look like at the end. Linda,
I do believe that "hy…tag:www.classroom20.com,2007-07-22:649749:Comment:350612007-07-22T21:43:09.755Zddeubelhttps://www.classroom20.com/profile/ddeubel
Linda,<br />
<br />
I do believe that "hypocricy" is abundant in all societies really and not just the day and age we all live in. But you are right, it play a large role in the ethical development of children/students.<br />
<br />
I've always believed in the power of "authenticity", meaning that what is important about an action is not the "what" that is undertaken, the content, the thing, the representation. No. The real message to others in all action is deeper and is in the "How", how you undertake something, how…
Linda,<br />
<br />
I do believe that "hypocricy" is abundant in all societies really and not just the day and age we all live in. But you are right, it play a large role in the ethical development of children/students.<br />
<br />
I've always believed in the power of "authenticity", meaning that what is important about an action is not the "what" that is undertaken, the content, the thing, the representation. No. The real message to others in all action is deeper and is in the "How", how you undertake something, how you do something. The process, the "dansein" as Heidegger might of described it - the thing behind itself. We tend to think of this very abstractly as "spirit" but I think it is every bit as concrete as the thing itself.<br />
<br />
When people are deemed "authentic", they have grace and no matter the action or result itself, there is worth there. Why? Because there is no apparent contradiction between the person and their being. We need this kind of "anti" hypocricy in teachers as mentors and role models. I think a lot of what we admired in the teachers we liked as children was this - not what they did specifically but rather their manner and spirit. The authenticity they oozed.<br />
<br />
What does this have to do with ethics and technology? A lot I believe. Skip gets it right in my opinion; the aspirations of Dewey will be forever the goal, no matter how the world changes. It is all about being a better citizen. But you can't teach this directly, overtly. That is where I believe the education system gets it so wrong. You can't make "cultural learning" into a subject. It is done as you say, through collaboration, networking, socialization, through the everyday actions of teachers as role models.<br />
<br />
For technology, there is much danger -- even ethically. We risk technology becoming the end not the means. Technology becoming a plaything, a way to pass the time....technology controlling the user. I think this is the biggest "ethical" challenge. How to create and promote forms of technology in education (much like the book was promoted first, through cheesy soap opera stories -- yes! this is what got people reading at first too, see Pamela, the first successful novel) which will lead to a better citizen? How to hook people without killing them, killing their soul?<br />
<br />
Technology is a two edged sword. It invigorates and sustains democracy and a "better, educated citizenry" (the goal of all education) but it may also limit and control this same citizenry through its very nature.<br />
<br />
David Just ask Connie, I hate rules…tag:www.classroom20.com,2007-07-20:649749:Comment:347402007-07-20T17:05:06.380ZLindahttps://www.classroom20.com/profile/llakshmi
Just ask Connie, I hate rules that are written down and I agree with what you are saying about teachers being a path and all of those good things. Nothing to argue with there. I guess my point is that the actual teaching of ethics or doing good or not hurting things still gets caught up in the values of the society. So, how do we teach ethics when they may be learning some slight twist on it at home and something else from the media and something else, perhaps, from their spiritual life, and…
Just ask Connie, I hate rules that are written down and I agree with what you are saying about teachers being a path and all of those good things. Nothing to argue with there. I guess my point is that the actual teaching of ethics or doing good or not hurting things still gets caught up in the values of the society. So, how do we teach ethics when they may be learning some slight twist on it at home and something else from the media and something else, perhaps, from their spiritual life, and something else from peers, and so on and on and on. So--here is my big soapbox (or one of them) for 2007--we need to be setting good examples and then kids will follow. I just found this good quote from Marian Wright Edelman. (I may be leading this far, far from where Connie wanted to go but here it is)<br />
<br />
"What is wrong with our childreN? - Adults telling children to be honest while lying and cheating. Adults telling children not to be violent while marketing and glorifying violence.... I believe adult hypocrisy is the biggest problem children face in America."<br />
<br />
Isn't that really ethics?<br />
<br />
Linda Connie,
I feel the same and…tag:www.classroom20.com,2007-07-20:649749:Comment:346522007-07-20T10:33:00.556Zddeubelhttps://www.classroom20.com/profile/ddeubel
Connie,<br />
<br />
I feel the same and really feel a lot of "personal growth" and education happening from a community such as CR 2.0. And I think the new technology is a "dangerous opportunity" as the Chinese saying goes.<br />
<br />
But I do think that the most dire concern is not our students. We educators can look after their interests and guide their actions and I believe for the most part, most do a fantastic job.<br />
<br />
I feel the biggest danger is from the BIG interests who like the music industry, might gobble…
Connie,<br />
<br />
I feel the same and really feel a lot of "personal growth" and education happening from a community such as CR 2.0. And I think the new technology is a "dangerous opportunity" as the Chinese saying goes.<br />
<br />
But I do think that the most dire concern is not our students. We educators can look after their interests and guide their actions and I believe for the most part, most do a fantastic job.<br />
<br />
I feel the biggest danger is from the BIG interests who like the music industry, might gobble up all the freedom to educate. The risk is immense and I see it happening little by little every day. More protectionism, more get a little of this but give us a lot of that (money). We really need more people speaking up about the potential for technology to enable people on the ground to do good, to help, to be better citizens and more knowing. And promoting it as FREE and a right of all and not something that can be "commodified". It's a large topic but I see this as being the big shark in that water you spoke of.....<br />
<br />
Opportunities are vast. Self learning is the basis of all wisdom. The new paradigm of technology releasing the student from authority and into self learning is HUGE for me. A big shift and forget the printing press or even the light bulb. This is a big one.<br />
<br />
I thank you for your own efforts here and in the groups you are part of, for promoting this own "light" [not at the end of any tunnel].<br />
<br />
David David,
What beautiful words,…tag:www.classroom20.com,2007-07-20:649749:Comment:346502007-07-20T10:07:47.361ZConnie Weberhttps://www.classroom20.com/profile/connieweber
David,<br />
<br />
What beautiful words, what a way of expressing it--<br />
<br />
" I prefer my ethics from the ground up -- organically evolved by the actions, every day actions of educators. No gatekeeper, just that feeling of "doing the right thing."<br />
<br />
I agree entirely. It's going after a feeling of common purpose, of joining in to make things go well, or make them go better. Ethics are actually teamwork, with the future in mind.<br />
<br />
David, you wrote, "But no Dos and Don'ts list for me. Ethics to me, is something…
David,<br />
<br />
What beautiful words, what a way of expressing it--<br />
<br />
" I prefer my ethics from the ground up -- organically evolved by the actions, every day actions of educators. No gatekeeper, just that feeling of "doing the right thing."<br />
<br />
I agree entirely. It's going after a feeling of common purpose, of joining in to make things go well, or make them go better. Ethics are actually teamwork, with the future in mind.<br />
<br />
David, you wrote, "But no Dos and Don'ts list for me. Ethics to me, is something that always comes in the backdoor." Yeah, I'd say it's that sense of being a person who's trying, and who keeps trying, sensing out the various contributions s/he could make in the various social settings or networks s/he's a part of.<br />
<br />
And this comment you wrote: "I feel I.T. is the ecosphere of the mind. It is imperative that both good and bad dwell there (for its own evolution) but that we be eternally vigilant."--well, that sums a lot of things up. "I.T. as the ecosphere of the mind" is so dramatically profound; it seems we are part of an evolving "world mind." The nature of our species' intelligence is changing.<br />
<br />
To me, this means huge opportunity, huge challenge. Educators have to play a part as guides in the sorting of information, no longer sticking with the old model of dispensing the knowledge. We delude ourselves when we think we know just what has to be known-- it's more about constantly sifting and evaluating incoming knowledge. I'm consumed with thinking through what my job is in this changing world intelligence, as are many on this network. Being a teacher with decades of experience, I know what "being an educator" is about. Now, here, in this new land of such I.T. capabilities, I'm evolving a new style as educator. (Sometimes I see myself on horseback, out ahead of the wagon train, as a scout. Where's water? Where's safety? What vast opportunities lie ahead?) Does anyone else feel this way, or have a different analogy?<br />
<br />
I feel vastly grateful for colleagues on CR2.0 for debate and feedback that can help us join together as pioneers with purpose. Linda,
I really, fundamental…tag:www.classroom20.com,2007-07-19:649749:Comment:345372007-07-19T23:36:06.539Zddeubelhttps://www.classroom20.com/profile/ddeubel
Linda,<br />
<br />
I really, fundamentally reject "concrete" and "framework" when talking about ethics and the responsibility of a teacher in this regard. I am glad Connie mentioned David Warlick's "seek truth, minimize harm, be accountable, respect and protect,". This to me is enough, that educators desire to be ethical and guide students.<br />
<br />
Things go wrong when there are guidelines unless when applied to very, very specific situations. I prefer my ethics from the ground up -- organically evolved by the…
Linda,<br />
<br />
I really, fundamentally reject "concrete" and "framework" when talking about ethics and the responsibility of a teacher in this regard. I am glad Connie mentioned David Warlick's "seek truth, minimize harm, be accountable, respect and protect,". This to me is enough, that educators desire to be ethical and guide students.<br />
<br />
Things go wrong when there are guidelines unless when applied to very, very specific situations. I prefer my ethics from the ground up -- organically evolved by the actions, every day actions of educators. No gatekeeper, just that feeling of "doing the right thing".<br />
<br />
Yes, technology is daunting and there are some very real and scary implications. But I prefer open access with educators as facilitators, discussing this with students and with education departments, fostering this awareness in teachers. But no Dos and Don'ts list for me. Ethics to me, is something that always comes in the backdoor.<br />
<br />
Education is for a person to help others, through their own increase in "awareness". It is a light that shines a way to others. A path that leads to community and humanity. If as my fav. poet Gyorgy Faludy said, "the library is the headquarters of civilization", I feel I.T. is the ecosphere of the mind. It is imperative that both good and bad dwell there (for its own evolution) but that we be eternally vigilant.<br />
<br />
I think my whole arguement can be summed up in that old phrase, "cultivez votre jardin", "tend your own garden", small steps make a difference, like that story of the boy flinging starfish back into the ocean.<br />
<br />
Thanks Connie for the Wilson link, I'm gonna look the moment I have a moment.<br />
<br />
David Ok, you're right Skip, the qu…tag:www.classroom20.com,2007-07-19:649749:Comment:345302007-07-19T22:54:33.646ZConnie Weberhttps://www.classroom20.com/profile/connieweber
Ok, you're right Skip, the question really IS "What is education for?"
Ok, you're right Skip, the question really IS "What is education for?" Well, Skip, Linda, and David,…tag:www.classroom20.com,2007-07-19:649749:Comment:345272007-07-19T22:45:57.331ZConnie Weberhttps://www.classroom20.com/profile/connieweber
Well, Skip, Linda, and David,<br />
<br />
I think the question is big, but I was trying to take it in maybe a slightly less philosophical direction (forgive me, Skip) than "What is education for?"---I was wondering what in the world we're doing in this new age of so much access to information, what are we doing for the children, as their guides? I mean we can't just throw open a giant window into everything that's going on in the world and say, "Kids, here it is, open access, deal with it and come up with…
Well, Skip, Linda, and David,<br />
<br />
I think the question is big, but I was trying to take it in maybe a slightly less philosophical direction (forgive me, Skip) than "What is education for?"---I was wondering what in the world we're doing in this new age of so much access to information, what are we doing for the children, as their guides? I mean we can't just throw open a giant window into everything that's going on in the world and say, "Kids, here it is, open access, deal with it and come up with your own conclusions." Please don't get me wrong, I don't mean raunchy stuff, but real information. Who are we, in our jobs as educators now--and I do think our jobs are qualitatively different in this age of technology than ever before (that's an open area for argument, but that's what I think)--who are we in the roles we play as guides in this new age?<br />
<br />
I do like David Warlick's words, "seek truth, minimize harm, be accountable, respect and protect," very much. Linda is critical because it's vague. What needs to be illuminated, Linda? Let's struggle with the quest for illumination together. We share in these struggles (in the real world as well as online) and may turn to sources like Teaching Tolerance (<a href="http://www.tolerance.org/teach/index.jsp">http://www.tolerance.org/teach/index.jsp</a>) for roadsigns. But even that award-winning site will mostly help us with the human aspect of respectfulness, not the earth-side of caring for the environment, as expressed in the Native American phrase: "We do not inherit the Earth from our Ancestors, we borrow it from our children." Environmental stewardship is equally important.<br />
<br />
Concrete? Give more than you take, make things go as well as you can. Guide kids towards these ends. Do Good Work (see the GoodWork project, <a href="http://www.pz.harvard.edu/Research/GoodWork.htm">http://www.pz.harvard.edu/Research/GoodWork.htm</a>), get involved in groups that are making a positive difference, such as the WorldChanging network (<a href="http://www.worldchanging.com/">http://www.worldchanging.com/</a>). Smile, radiate warmth, give comfort to people in their struggles, try to save a species, a local habitat, have kids do service work with elders or anyone, anything at all. Join in E.O. Wilson's Encyclopedia of Life project (on ted.com, a video: <a href="http://www.ted.com/index.php/talks/view/id/83">http://www.ted.com/index.php/talks/view/id/83</a><br />
<br />
Concrete enough? We don't need to agree, we just need to be working towards positive ends, and checking within a caring social network or context that that is, in fact, what we're doing. There are many positive ends, and enough work to go around for us all, in many endeavors.<br />
<br />
Thanks for all the comments. This debate seems essential within the broader context of being enabled with very fancy technological tools. What in the world are we aiming for?