Reading : Nixon “Public Education” – Reflections

Coding – – – – – – – – – – – – – – Social control? – – – – – – – – – – – – – – Or upholding transformations, changes, experimentations? – – – – – – – – – – – – – – In a flow of democratic thinking and the power of education. – – – – – – – – – – – – – – The masses vs the public – – – – – – – – – – – – – – techno and cultural challenges – – – – – – – – – – – – – – Agency for the many? – – – – – – – – – – – – – – Who are the many? – – – – – – – – – – – – – – Democratic voice online? – – – – – – – – – – – – – – Tension in shaping opinions? – – – – – – – – – – – – – – Are we allowing debate? – – – – – – – – – – – – – – Are we shaping risks to foundation of education? – – – – – – – – – – – – – – Are the masses, the many, in need of containment? – – – – – – – – – – – – – – Do we control it through sharing? – – – – – – – – – – – – – – Should we control it? – – – – – – – – – – – – – – Pluralism as an efficient element of transformations – – – – – – – – – – – – – – Educational flows in inclusivity vs exclusive/excluding – – – – – – – – – – – – – – Technology as “vocationalizing” narrator of educational present and future – – – – – – – – – – – – – – Experience vs knowledge – – – – – – – – – – – – – – Applied practices vs theories – – – – – – – – – – – – – – The tension of possibly opening to too many directions and not filling specialised specific view – – – – – – – – – – – – – – Self critical perspective – – – – – – – – – – – – – – Technological manners of public interventions and public sharing – – – – – – – – – – – – – – The moderation – – – – – – – – – – – – – – But who controls tech-learning? – – – – – – – – – – – – – – How do we reproduce experiences? – – – – – – – – – – – – – – The balance between technological related innovation/thinking and human related everyday senses – – – – – – – – – – – – – – Pedagogy in the adaptive path – – – – – – – – – – – – – – Decoding

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