Deepening Perceptions of Learning: Studying and Designing Ethical Practice With Researchers, Teachers and Learners
Deepening Perceptions of Learning: Studying and Designing Ethical Practice With Researchers, Teachers and Learners
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深化学习认知：与研究人员、教师和学习者一起研究和设计道德实践
DOI：
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发表时间：
2020
期刊：
影响因子：
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通讯作者：
Natalie R. Davis
中科院分区：
文献类型：
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作者：
Shirin Vossoughi;Megan Bang;N. McDaid;P. Hooper;Allena Berry;Alexis Papak;Angela Booker;C. Collins;A. Marin;Kyle Halle;Priyanka Agarwal;Meixi Ng;Arturo Cortez;Kalonji Nzinga;K. Tayne;Natalie R. Davis
在最近将权力和政治问题集中在学习科学中的努力的基础上，本次研讨会汇集了一系列旨在分析和揭示人类学习的伦理维度的论文。总的来说，这些论文提出了这样的问题：当我们将学习视为政治和道德负担时，从分析角度来看，什么变得可见？如果我们不关注这些学习维度，我们会错过什么？前景伦理对于我们如何设计和研究人类学习和意义创造意味着什么？每篇论文都通过提供从民族志研究中提取的关键实证例子来解决这些问题，这些例子涉及 1) 研究人员的活动、关系和学习； 2）教师； 3）学生。我们的分析旨在构建挑战学习研究中的中立政治的视角，并通过帮助我们调整我们可能看不到的学习的智力和关系维度来加深我们的分析感知。 [150]
Building on recent efforts to center questions of power and politics within the learning sciences, this symposium brings together a set of papers that seek to analyze and surface the ethical dimensions of human learning. Collectively, the papers ask: What becomes visible, analytically, when we take learning to be politically and ethically laden? What do we miss when we don’t attend to these dimensions of learning? What does foregrounding ethics mean for how we design and study human learning and meaning-making? Each paper addresses these questions by providing key empirical examples drawn from ethnographic research on the activity, relationality and learning of 1) researchers; 2) teachers; and 3) students. Our analysis is aimed at constructing lenses that challenge the politics of neutrality in research on learning, and that deepen our analytic perception by helping us attune to intellectual and relational dimensions of learning that we may not otherwise see. [150]