Change is the new normal, but so it has been for ages. Experience to navigate change is something you get just after you needed it, unless you tap into age-old experience. The Fourth Industrial Revolution is bringing about wide-ranging changes. With people having to adjust, the question is whether Christianity, with its roots in preindustrial times, may support people to navigate these changes. This conceptual article focusses on the relationships amongst constructs, exploring logical arguments about how these constructs are associated. (...) The 4IR is briefly described from differing vantage points, as to whether it is a valid description thereof. Whether a revolution or evolution, it is a complex system, and therefore the theory of complex systems is used, with the conclusion that one may merely participate in such systems. Being novel situations, one needs to participate creatively, based on a cognitive understanding of creativity. Creative solutions do not materialise out of thin air but are the novel use of existing knowledge structures. Christian traditions include institutional memories of how people managed situations of radical change, as reflected in Genesis 1 and Lamentations 4. These passages provide building blocks that may be used in creative coping strategies during times of change. Both passages suggest the strategy to juxtapose order and chaos, and borrowing from that, a ‘Grip-Grapple-Grow’ scaffolding system is suggested. To test the usability thereof, the issue of face masks during the Coronavirus Disease 2019 pandemic was touched upon, to evaluate how the interplay amongst 4IR, disruption, beliefs and technological advancement may play out.Contribution: The Fourth Industrial Revolution is speeding up the pace of change, with people having to adapt. This article explores processes of change management, juxtaposing the theory of complex systems, the cognitive science understanding of creativity and institutional memories afforded by some Christian traditions reflecting on how people managed order and chaos. (shrink)

Is it possible to provide context-relevant education to a diverse and dispersed body of students via online presented courses? Contextual relevance is called for by students and the public alike, as can also be seen in the #fallist movements. More traditional academics and institutions argue for retaining excellence from the past and known knowledge still to be taught. In this conceptual article, education is seen as a mastery of knowledge expanses by integrating Data and Information into Knowledge and Wisdom (D-I-K-W). (...) Departing from the learning sciences, especially mind, brain and education science and its application in culturally appropriate learning, it is argued that including effective learning strategies in online courses, especially application-oriented strategies, can help students to apply knowledge from the past to contexts in the present, thereby attaining context-relevant education. However, the application of learnt material to situations brings forward another dimension, namely, the future, which is Volatile, Uncertain, Complex and Ambiguous (VUCA). In applying and making decisions, it is helpful to attend to the Cynefin framework, attending to the domains of the obvious, the complicated, the complex, the chaotic and the disorder. Excellence from the past and relevance in the present should, therefore, be augmented by abilities aimed at future readiness. Context-relevant online education should therefore attend to the past, the present and the future. (shrink)

Online courses attract thousands, even millions of students from all corners of the Earth. As such, they have the potential to educate many people. Education, however, is not neutral. Knowledge is embedded in contexts and perspectives, carrying ideological baggage, and so is teaching and learning. Teaching can no longer be the mere provision of content. The knowledge explosion implies that the ability to master content should become part and parcel of the course curriculum. In the same vein, the fact that (...) online courses attract students from many different contexts necessitates that lecturer and student alike should be aware of the underlying ideologies in the course content. To this end, in this conceptual article it is argued that discourse analysis of not only the written course content but also of images used to illustrate the content can be helpful; these are often not scrutinised for ideological baggage. If not, the online educated human might become the online indoctrinated human, to the detriment of all. (shrink)