tom abeles (tabeles@tmn.com)
Wed, 19 Aug 1998 07:32:28 -0500
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Date: Wed, 19 Aug 1998 07:32:28 -0500 From: tom abeles <tabeles@tmn.com> Subject: Re: [ifets] Re: Question
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Ashok Patel wrote:
> 1. While the immediate teacher may perform a mentor's role, isn't
> this role performed within the curriculum designed by 'sage' teachers ?
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Not necessarily- in one model, the "sage" is a consulting expert as in
the making of documentaries. The materials are designed by professional
production teams and the delivery of materials is handle by
professionals who are supported in process with equally knowledgeabel
learning experts.
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>
> 2. Whether the teacher's role is performed in an Academy or
> a Corporation, the functional role still exists and it would be
> premature for any educational system to short circuit this role.
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I am not certain what you mean by "role" or whether those "roles" would
necessarily be the same in the future or be the responsibility of a
single person or a team- there are many "models" out there and others
yet to be discovered- I don't think that education has reached some
ultimate pinnacle of evolution
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> 4. There have always been cases where the Academic institutions
> have not had certification authority, for instance, professional
> qualifications and yet many have provided tuition for such
> courses.
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the situation which is emerging, though, is different. What if you could
go around to the institutions of your choice and buy your experiences
ala carte and then go to another institution which provides you with the
certificate of completion of a degree? There are now credit banks and
institutions which will evaluate a person's portfolio, as it were. there
are institutions that broker other's courses and programs and consortia
which allow students to take interchangeable programs.
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>
> 5. With the virtual delivery, the competition between Academic
> institutions is bound to increase and therefore if it isn't a Corporation then it could be a foreign University. (Interesting problems of recognition of qualifications would also arise.)
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Your statement is more speculative than the situation is and is
becoming. All these opportunities currently exist and many of the
problems beyond what you have identified, have already been addressed,
though there are no standard solutions.-- universal certification,
exchange of courses and programs, global competition even by agencies
that certify institutions- a global bizaar and free market is there for
the taking
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>
> 6. I don't think we can insulate education from technology. Children
> are already into computer games and Nintendo workstations.
> In many cases what we may readily classify as 'child abuse' in reality happens to be a cry against 'lecturer abuse' !
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Oh, Lord, protect us, your cyber immigrants, in this strange new world,
from the hoards of "screenagers" who are about to descend into our
venerable institutions of post secondary education!
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>
> 7. But more importantly, I do not think we have a great clarity about the purpose of education......
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As Shakespeare has said, "Aye, There's the rub!
If you don't know what "business you are in" how are you going to tell
folks what you have to offer. The Academy is playing Polonius to the
larger public's Hamlet and is being hoisted by its own petard.
cheers
tom abeles
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