"...There is a way to surpass the barriers of culture, socioeconomic status, privilege, locale, and bias – there just has to be a means. I see technology as a pivotal aspect that will help overcome these issues."
S. Rana
Blog Posting from September 2009
Principles of Learning
First week of Class - September 2009
My roster pic for the past four years.
It is quite an experience to read through what I wrote four years ago. It is amusing to see how critical and ideological I was about the Ontario education system without any research or theory to support my views. Nevertheless, it is pleasant to see how far I have come. What amazes me is how without even knowing what a digital divide, critical thinking, and leadership for change were, I had a notion of them, and already had them embedded in my pedagogical practice. I felt that they were lacking in society as a whole. Once I embarked on my Masters, I started to assemble a theoretical base and rationale for my insights and feelings.
This blog posting below was the first posting I ever created in the program. Though my point of view has not changed a great deal, my insights into the views are now supported with empirical research, written essays, and literature reviews.
This posting was answering a call from Dr. Desjardins to let him and the class know what was my philosophy of teaching, learning, and knowledge. I took the task on as to what I believed each should be, and what I felt they actually were (at the time). In retrospect, I feel I looked at all terms through a very critical (arguably pessimistic) lens.
I believed teaching was meant to lead others to question what they thought, and escort a learner to realize there is further knowledge/ learning to acquire. However, I sullied the notion with my perception that media and pop- culture were the most influential teachers to our youth, and the lessons it confers on to its audience were what linger in their minds, as opposed to the ones from teachers.
Learning was the ability to "clear the haze of confusion", and allow a learner to connect himself to notions outside of his/her immediate surroundings. Furthermore, it fueled informed decisions, supported healthy relationships, and brought inner peace and self worth to the learned. Conversely, at the time, I felt that the effort needed for one to learn was scoffed at. If it wasn't “spoon-fed”, or immediately beneficial (monetarily, pleasurable) to the learner, the opportunity to learn was passed on.
Finally, for my view on knowledge, I seemed to be a bit more positive. I saw the outcome of knowledge as the ability to empathize, sympathize, relate, and connect with the world, free from ignorance. Lacking knowledge permitted one to fall victim to bias, follow incorrect information, and progress in life without credibility.
I look back and am proud that before this Masters, I was uninhibited to share my point of view. I did not censor or withhold criticism from my blog posting. I had only three years of teaching experience at the time, but I was full of vigor and conviction. I still am, but now I have the insight and point of view built-up by scholarly research, discourse, and guidance attained from the Masters program.
This blog posting below was the first posting I ever created in the program. Though my point of view has not changed a great deal, my insights into the views are now supported with empirical research, written essays, and literature reviews.
This posting was answering a call from Dr. Desjardins to let him and the class know what was my philosophy of teaching, learning, and knowledge. I took the task on as to what I believed each should be, and what I felt they actually were (at the time). In retrospect, I feel I looked at all terms through a very critical (arguably pessimistic) lens.
I believed teaching was meant to lead others to question what they thought, and escort a learner to realize there is further knowledge/ learning to acquire. However, I sullied the notion with my perception that media and pop- culture were the most influential teachers to our youth, and the lessons it confers on to its audience were what linger in their minds, as opposed to the ones from teachers.
Learning was the ability to "clear the haze of confusion", and allow a learner to connect himself to notions outside of his/her immediate surroundings. Furthermore, it fueled informed decisions, supported healthy relationships, and brought inner peace and self worth to the learned. Conversely, at the time, I felt that the effort needed for one to learn was scoffed at. If it wasn't “spoon-fed”, or immediately beneficial (monetarily, pleasurable) to the learner, the opportunity to learn was passed on.
Finally, for my view on knowledge, I seemed to be a bit more positive. I saw the outcome of knowledge as the ability to empathize, sympathize, relate, and connect with the world, free from ignorance. Lacking knowledge permitted one to fall victim to bias, follow incorrect information, and progress in life without credibility.
I look back and am proud that before this Masters, I was uninhibited to share my point of view. I did not censor or withhold criticism from my blog posting. I had only three years of teaching experience at the time, but I was full of vigor and conviction. I still am, but now I have the insight and point of view built-up by scholarly research, discourse, and guidance attained from the Masters program.