Journal of Philosophy of Education 42 (3-4):687-704 (2008)

Abstract
Schools and classrooms, as well as the work place and the Internet, are considered today as learning environments . People are regarded as learners and the main target of school education has become 'learning' pupils and students how to learn. The roles of teachers and lecturers are redefined as instructors, designers of (powerful) learning environments and facilitators or coaches of learning processes. The aim of this paper is to argue that the current self-understanding in terms of learning environments is not merely about a renewal of our vocabulary, but an indication of a far more general transformation of the world of education. It is argued that the current self-understanding in terms of 'learning environments' and 'learners' indicates a shift in our experience of time and place; a shift from (modern) historical self-understanding towards (post-modern) environmental self-understanding. The essay draws upon Foucauldian concepts in order to map the modern organisation of time and space in 'schools'. This past organisation is confronted with the current organisation of time and space in 'learning environments'. By contrasting both maps the paper focuses on the main characteristics of the current experience of time and space, that is, 'environmental self-understanding', and explores in the final section the dark side of this self-understanding.
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DOI 10.1111/j.1467-9752.2008.00641.x
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References found in this work BETA

Risk Society: Towards a New Modernity.Ulrich Beck, Mark Ritter & Jennifer Brown - 1993 - Environmental Values 2 (4):367-368.
Foucault.Gilles DELEUZE - 1988 - Univ of Minnesota Press.
Les Mote et les Choses.Michel Foucault - 1969 - Revue de Métaphysique et de Morale 74 (2):250-251.

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Citations of this work BETA

Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2017 - Journal of Philosophy of Education 51 (1):230-247.
Study Time: Heidegger and the Temporality of Education.Tyson E. Lewis - 2016 - Journal of Philosophy of Education 50 (2).
The Hatred of Public Schooling: The School as the Mark of Democracy.Maarten Simons - 2010 - Educational Philosophy and Theory 42 (5-6):666-682.

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