Literaturnachweis - Detailanzeige
Autor/in | Blanken-Webb, Jane |
---|---|
Titel | Big Data's Call to Philosophers of Education |
Quelle | In: Philosophical Inquiry in Education, 24 (2017) 4, S.310-322 (13 Seiten)
PDF als Volltext |
Sprache | englisch |
Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
ISSN | 2369-8659 |
Schlagwörter | Educational Philosophy; Data Analysis; Educational Research; Learning Processes; Data Interpretation; Educational Technology |
Abstract | This paper investigates the intersection of big data and philosophy of education by considering big data's potential for addressing learning via a holistic process of coming-to-know. Learning, in this sense, cannot be reduced to the difference between a pre- and post-test, for example, as it is constituted at least as much by qualities of experience as it is the situation, process of inquiry and its consequences. Long a perennial concern of philosophers of education, the author suggests that big data offers a budding opportunity for philosophers to engage in dialogue with empirical research in order to better understand the process of learning as coming-to know. Drawing on John Dewey's theory of inquiry and his philosophy of experience, the author demonstrates ways that both empirical and philosophical research stand to benefit from cross-dialogue. In offering an unprecedented glimpse of empirical detail, the author proposes that big data stands to afford new insights into this most complex human process, and that Dewey's philosophy offers a vital lens of interpretation that can help philosophers of education to make use of this data in addressing the perennial question of how humans come-to-know. (As Provided). |
Anmerkungen | Canadian Philosophy of Education Society. S-FG 6310 Faubourg Ste-Catherine Building, 1610 St. Catherine West, Montreal, Quebec, Canada, H4B 1R6. Tel: 514-758-7813; Web site: http://journals.sfu.ca/pie/index.php/pie |
Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
Update | 2020/1/01 |