In this volume philosophers from throughout the Asia-Pacific region discuss a wide range of topics related to the development of democratic values and ways of life. The papers explore ideas, values and practices related to democracy from the different perspectives of the great religious and philosophical traditions of Asia, as well as considering both philosophical issues and the place of philosophy in a democratic society. While the contributors represent different philosophical traditions, they are connected through a common concern with humanity, (...) a belief in the value of philosophical inquiry and scholarship and by a commitment to the value of philosophy education in building and sustaining democracy. (shrink)

This research was conducted to reveal the views of the parents and prospective parents in our country on the oncept of childhood, the methods of education they applied and their opinions about the effects of the internet. In this context; under the 40; 26 male 32 female, between 40-60; 7 male, 9 female, over the 60; 2 male, 2 female total78 people were interviewed. The findings were assessed regarding gender-generation and gender-repeat/expression. The results of this research show that (...) the participants are aware of the fact that every single child has a unique personality. According to the study, while the younger participants use more diverse and modern education techniques, the older ones still use traditional educational methods. In further detail, the participants are fully aware of the adverse effects of the internet, and they take control over their children's use of the internet. (shrink)

In this essay Michael Glassman and Jonathan Burbidge explore the idea of a dialectical relationship between the traditional place(s) of teaching/learning settings and the challenges to our perceptions created by the new spaces of the Internet. The authors examine this topic in the context of a three-stage evolution of humans' relationship with new technologies: (1) fear of how new technologies will change our everyday actions, (2) recognition of emerging technologies as tools capable of offering new possibilities in our activities, (...) and (3) integration of new technologies into productive everyday activities. The Internet is moving quickly through all three stages, but this process takes different forms with disparate populations. What makes recognition of the fast-moving integration of Internet technology important in the field of education is that students and educators are often at different points in this process. It is critical that we are aware of the role technology is playing in the classroom, in particular the dynamic dialectical relationship between space and place. (shrink)

Used as the basis of the program at the Equinox Holistic Alternative School in Toronto, The Holistic Curriculum advocates for an integrative approach to teaching and learning with a focus on developing a deep connection between mind and body.

In an information age of youth social movements, Youth Media Matters examines how young people are using new media technologies to tell stories about themselves and their social worlds. They do so through joint efforts in a range of educational settings and media environments, including high school classrooms, youth media organizations, and social media sites. Korina M. Jocson draws on various theories to show how educators can harness the power of youth media to provide new opportunities for meaningful learning and (...) "do-it-together production." Describing the impact that youth media can have on the broader culture, Jocson demonstrates how it supports expansive literacy practices and promotes civic engagement, particularly among historically marginalized youth. In Youth Media Matters, Jocson offers a connective analysis of content area classrooms, career and technical education, literary and media arts organizations, community television stations, and colleges and universities. She provides examples of youth media work--including videos, television broadcasts, websites, and blogs--produced in the San Francisco Bay Area, Los Angeles, New York, and St. Louis. At a time when educators are increasingly attentive to participatory cultures yet constrained by top-down pedagogical requirements, Jocson highlights the knowledge production and transformative potential of youth media with import both in and out of the classroom. (shrink)

Fieldwork in Educational Settings is widely recognised as part of the essential reading for the researcher in education. It instructs those new to qualitative educational research how to find interesting research sites, collect great data, analyse them responsibly, and then find the right audience to hear, use, and build upon their findings successfully. The revised and updated third edition includes the latest developments in authoethnography, data collection, analysis and dissemination, and is illustrated throughout with up-to-the minute examples of real (...) world research. It embraces both sociological and anthropological approaches to qualitative educational research, using case studies from the USA, Canada, Australia and New Zealand as well as the UK. ‘Education’ is treated broadly, including higher education and non-formal settings as well as schools. Threaded throughout the book is updated content on: the internet and virtual worlds as sites for ethnography, the ethical aspects of ethnographic research, the strengths and weaknesses of autoethnography, the debates about representing data, the impact of technological innovations in all stages of qualitative research. An indispensable introduction for students and novice researchers alike, the new edition continues to illustrate and sustain the increasing popularity of qualitative methods in educational research over the past thirty years_,_ addressing the technological and digital changes that have occurred. (shrink)

Dialogic: Education for the Digital Age argues that despite rapid advances in communications technology, most educational research still relies on traditional approaches to education, built upon the logic of print, and dependent on the notion that there is a single true representation of reality. In practice, the use of the Internet disrupts this traditional logic of education by offering an experience of knowledge as participatory and multiple. The challenge identified in Wegerif's text is the growing need (...) to develop a new understanding of education that will encourage us to provide new policies, and hold the potential to transform educational pedagogy and meet the realities of the digital age. This new logic of education is dialogic and characterises education as learning to learn, think and thrive in the context of working with multiple perspectives and ultimate uncertainty. The book builds upon the simple contrast between observing dialogue from an outside point of view, and participating in a dialogue from the inside, before pinpointing an essential feature of dialogic: the gap or difference between voices in dialogue which is understood as an irreducible source of meaning. Each chapter of the book applies this dialogic thinking to a specific challenge facing education, re-thinking the challenge and revealing a new theory of education. Areas covered in the book include: - dialogical learning and cognition - dialogical learning and emotional intelligence - educational technology, dialogic 'spaces' and consciousness - global dialogue and global citizenship - dialogic theories of science and maths education. (shrink)

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy that was established in 2016. The paper is the result of a collective writing process over a period of (...) a few months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper. (shrink)

Video ethics in educational research involving children is a recent topic that has arisen since the increase in the use of visual mediums in research (such as photovoice and video) especially with the development of new and ubiquitous internet technologies and social media. This paper emerged as an expressed concerned by a group of scholars associated with the new Video Journal of Education and Pedagogy (Brill) that was established in 2016. The paper is the result of a collective (...) writing process over a period of a few months that discusses visual studies in education and visual ethics in relation to qualitative research in education, and as it applies to children. The article also uses the newly established convention of open review, publishing the results with the paper. (shrink)

The internet has dramatically transformed social space and time for many people in many different contexts. This dramatic warping of the social fabric has happened slowly over time as digital technologies have evolved and internet speeds have increased. While we are all aware of these changes, the impact is often little understood. There are few monographs about social groups made possible by the internet, and even fewer about educational communities made possible through digital technologies. Inside Mathforum.org details (...) the ways that digital media are used to enhance the practices that teachers and students of mathematics engage in. The book also shows how different kinds of mathematical conversations and interactions become possible through the digital media. Unlike many other educational uses of digital media, the Math Forum's community has provided online resources and sustained support for teachers and students, and it leads the way in showing the power of digital media for education. (shrink)

This book disseminates practical solutions to the automation of open and distance learning. It discusses computational methods, algorithms, implemented prototype systems, and applications of open and distance learning. It also provides state-of-the-art research on the impact and general principles of ethical computer use in academics, while also emphasizing the cyber philosophical aspect of human-computer interaction.

When, as a philosopher, you concern yourself with issues of media theory, you are often confronted with the largely rhetorical question as to what philosophy has to do with media. That logical, ethical, aesthetic and epistemological issues, or questions concerning the philosophy of science and of language, are genuine philosophical questions seems self-evident to us today. The neologisms ‘philosophical media theory’ or ‘media philosophy’, however, sound unaccustomed, irritating, suspect. To some they may even appear to be a contradictio in adjecto. (...) In the following considerations I would like to demonstrate that in the conditions of the transformation of media currently taking place it is important and meaningful to construe the question of media as a philosophical question. My considerations are organised in three sections. In the first section some fundamental sets of media-educational problems with regard to the Internet will be outlined, to whose solution media-philosophical reflections can make an essential contribution. In the second section, two different conceptions of the currently evolving discipline of media philosophy will be introduced. Finally, in the third section, it will be shown how these conceptions, if they are sensibly combined with one another, could make a fundamental theoretical contribution to the clarification of important problems arising today in a media-educational perspective. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

This study interrogates narrow-mindedness and laziness leading many of the Nigerian undergraduates to be tempted to cheat and fraud on Internet instead of working hard for their studies. The author proposes a contextual survey around a tendency also called “yahooism”, “yahoo-yahooism”, as most of the first attempted cybercrimes were realized by sending yahoo emails. This harmful tendency is contrasted with Prof Obiora Ike’s teaching on the value of hard work as the road to wealth. The study used the quantitative (...) survey method of 372 undergraduates from two purposively selected higher in-stitutions in Nigeria, namely: Edo State University Uzairue and Federal Polytechnic Auchi, both in Etsako West Local Government Area of Edo State, Nigeria. A questionnaire with a set of nine semi-structured questions is used to obtain data from the students between 15th July and 15th August 2022. (shrink)

When, as a philosopher, you concern yourself with issues of media theory, you are often confronted with the largely rhetorical question as to what philosophy has to do with media. That logical, ethical, aesthetic and epistemological issues, or questions concerning the philosophy of science and of language, are genuine philosophical questions seems self-evident to us today. The neologisms ‘philosophical media theory’ or ‘media philosophy’, however, sound unaccustomed, irritating, suspect. To some they may even appear to be a contradictio in adjecto. (...) In the following considerations I would like to demonstrate that in the conditions of the transformation of media currently taking place it is important and meaningful to construe the question of media as a philosophical question. My considerations are organised in three sections. In the first section some fundamental sets of media-educational problems with regard to the Internet will be outlined, to whose solution media-philosophical reflections can make an essential contribution. In the second section, two different conceptions of the currently evolving discipline of media philosophy will be introduced. Finally, in the third section, it will be shown how these conceptions, if they are sensibly combined with one another, could make a fundamental theoretical contribution to the clarification of important problems arising today in a media-educational perspective. (shrink)

The rapid development of programs based on the principles of machine learning (ML) and artificial intelligence (AI) signals significant changes in the components of education, namely in the provider, the tool of transmission, and the recipient of knowledge. Historical data analysis regarding the key functions of education serves as the basis for identifying fundamental innovations introduced through AI and ML. The impact of writing, printing, and the Internet has significantly altered the tool for knowledge transmission, influencing the (...) volume of information and the number of knowledge recipients. The implementation of AI and ML transforms not only the tool but also the provider of knowledge itself, which can become impersonal thanks to the corresponding computer programs. With the historically justified increase in the volume of knowledge possessed by humanity, there is a transformation observed in education systems. This is especially true for democratic societies, where the emphasis is increasingly shifting from providing a large amount of knowledge to developing critical thinking. It has been researched that programs based on AI and ML, applying linguistic models, are capable of effectively systematizing knowledge. This lays the foundation for personalizing the entire education process for a specific knowledge recipient, without burdening the provider. However, there have been cases when such imitation misleads scientists, who perceive it as attempts at communication between programs that have an equivalence to the human level. The conclusions drawn indicate a significant transformation of the education system caused by AI and ML-based programs. However, intelligent programs are unable to evolve into independent knowledge recipients due to their inability to consciously attribute meaning to information, transforming it into knowledge. (shrink)

Today, the earth is an interconnected globe humming with electronic transmissions-a chattering planet nestled in the provident silence of space. The ethical question is whether this is contributing to authentic human development and helping individuals and peoples to be true to their transcendent destiny. The new media are powerful tools for education, cultural enrichment, commercial activity, political participation, intercultural dialogue and understanding. They also can serve the cause of religion. Yet the new information technology needs to be informed and (...) guided by solidarity in the service of the common good bridging the digital divide within and among nations. The value-laden message of Western secular culture to people and traditional societies in many cases ill-prepared to evaluate it leads to widespread crisis, for example, in regard to marriage and family life. This technology can be a means for solving human problems, promoting the integral development of persons, creating a world governed by justice, peace, and love. It also can help men and women in their age-old search for self-understanding. Like today's world itself, the world of media, including the Internet, has been brought by Christ, inchoately yet truly, within the boundaries of the kingdom of God and placed in service to the word of salvation. (shrink)

As technology continues to advance, the use of computers and the Internet in educational environments has immensely increased. But just how effective has their use been in enhancing children's learning? In this thought-provoking book, Christina E. Erneling conducts a thorough investigation of scholarly journals articles on how computers and the Internet affect learning.

The explosive emergence of net-based learning in higher education brings with it new possibilities and constraints in teaching and learning environments. This edited collection considers how the concept of Academic Bildung - a term suggesting a personal educational process beyond actual educational learning - can be applied to net-based higher education, drawing on Scandinavian research to address the topic from both a theoretical and practical standpoint. Chapters explore the facilitation of online courses and argue how and why universities (...) should involve dimensions of Academic Bildung on both a strategic and technological pedagogical content level.The book is structured in three parts: Part I frames the current state of net-based learning and introduces Bildung as a concept; Part II contains a set of 4 case studies in Norway, Sweden and Denmark, also including a fifth study that looks at Scandinavian approaches to teaching and learning in comparison with data from USA, UK, Australia and Canada; Part III provides a synthesis of theories and cases to examine whether a Scandinavian orientation can be discerned. Contributions suggest that in order to address one of the fundamental functions of higher education, the ability to produce new knowledge, the Academic Bildung of the students has to be in focus. Grounded in theoretical and empirical discussion, this book will appeal to researchers and academics in the field of higher education as well as personnel who work with teaching and learning with technology, and academics interested in the question of Academic Bildung. (shrink)

If the rhetorical and economic investment of educators, policy makers and the popular press in the United States is any indication, then unbridled enthusiasm for the introduction of computer mediated communication (CMC) into the educational process is wide-spread. In large part this enthusiasm is rooted in the hope that through the use of Internet-based CMC we may create an expanded community of learners and educators not principally bounded by physical geography. The purpose of this paper is to reflect critically (...) upon whether students and teachers are truly linked together as a``community'' through the use of Internet-based CMC. The paper uses the writings of Kierkegaard, and Hubert Dreyfus's exploration of Kierkegaardian ideas, to look more closely at the prospects and problems embedded in the use of Internet-based CMC to create "distributed communities" of teachers and learners. It is argued that from Kierkegaard's perspective, technologically mediated communications run a serious risk of attenuating interpersonal connectivity. Insofar as interpersonal connectivity is an integral component of education, such attenuation bodes ill for some, and perhaps many instances of Internet-based CMC. (shrink)

Avicenna : Logic Avicenna is one of the most important philosophers and logicians in the Arabic world. His logical works are presented in several treatises. Some of them are commentaries on Aristotle's Organon, and are presented in al-Shifa al-Mantiq, the logical part of … Continue reading Avicenna : Logic →.

This paper applies a virtue epistemology approach to using the Internet, as to improve our information-seeking behaviours. Virtue epistemology focusses on the cognitive character of agents and is less concerned with the nature of truth and epistemic justification as compared to traditional analytic epistemology. Due to this focus on cognitive character and agency, it is a fruitful but underexplored approach to using the Internet in an epistemically desirable way. Thus, the central question in this paper is: How to (...) use the Internet in an epistemically virtuous way? Using the work of Jason Baehr, it starts by outlining nine intellectual or epistemic virtues: curiosity, intellectual autonomy, intellectual humility, attentiveness, intellectual carefulness, intellectual thoroughness, open-mindedness, intellectual courage and intellectual tenacity. It then explores how we should deploy these virtues and avoid the corresponding vices when interacting with the Internet, particularly search engines. Whilst an epistemically virtuous use of the Internet will not guarantee that one will acquire true beliefs, understanding or even knowledge, it will strongly improve one’s information-seeking behaviours. The paper ends with arguing that teaching and assessing online intellectual virtues should be part of school and university curricula, perhaps embedded in critical thinking courses, or even better, as individual units. (shrink)

This study provided a content analysis of studies aiming to disclose how artificial intelligence has been applied to the education sector and explore the potential research trends and challenges of AI in education. A total of 100 papers including 63 empirical papers and 37 analytic papers were selected from the education and educational research category of Social Sciences Citation Index database from 2010 to 2020. The content analysis showed that the research questions could be classified into development (...) layer, application layer, and integration layer. Moreover, four research trends, including Internet of Things, swarm intelligence, deep learning, and neuroscience, as well as an assessment of AI in education, were suggested for further investigation. However, we also proposed the challenges in education may be caused by AI with regard to inappropriate use of AI techniques, changing roles of teachers and students, as well as social and ethical issues. The results provide insights into an overview of the AI used for education domain, which helps to strengthen the theoretical foundation of AI in education and provides a promising channel for educators and AI engineers to carry out further collaborative research. (shrink)

This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to (...) communicate through writing via the blankness of the writing tablet. Yet, according to Agamben, such blankness has become inaccessible in the digital age, where the screen is always full of content. Here the authors argue that Agamben is correct in his diagnosis, yet his own theory of communicability offers up a way to redeem the educational use of digital devices. It is precisely the overflowing saturation of communications on the Internet which produces a new kind of blankness. It is this blankness which should thus become the focus of a studious form of media literacy—one that is not critical or post-critical so much as pre-critical. (shrink)

This paper provides an analysis of the educational use of the Internet and of digital technologies that is neither pessimistic nor optimistic, that is neither critical nor post-critical. Turning to Italian philosopher Giorgio Agamben’s comments on studying and its relationship to the technology of the blank writing tablet, the authors argue that digital devises are a radical transformation in our relationship to the technologies of reading and writing. Traditionally, the scholar was able to experience his or her potentiality to (...) communicate through writing via the blankness of the writing tablet. Yet, according to Agamben, such blankness has become inaccessible in the digital age, where the screen is always full of content. Here the authors argue that Agamben is correct in his diagnosis, yet his own theory of communicability offers up a way to redeem the educational use of digital devices. It is precisely the overflowing saturation of communications on the Internet which produces a new kind of blankness. It is this blankness which should thus become the focus of a studious form of media literacy—one that is not critical or post-critical so much as pre-critical. (shrink)

There is a common tradition in European education going back to the Middle Ages which long played a part in providing the curriculum of schools which catered both for the wealthy and for able sons of less well-to-do families. Originally published in 1974, this volume examines the relationship between education and society in the different countries of Europe from which differences in tradition and practice emerge. The countries discussed include: France, Germany, the former Soviet Union, Poland and Sweden.

Purpose– This paper aims to consider selected results from the Arts and Humanities Research Council -funded “Managing Access to the internet in Public Libraries” project, from 2012-2014. MAIPLE has explored the ways in which public library services manage use of the internet connections that they provide for the public. This included the how public library services balance their legal obligations and the needs of their communities in a public space and the ethical dilemmas that arise.Design/methodology/approach– The researchers used (...) a mixed-method approach involving a review of the literature, legal analysis, a questionnaire survey and case studies in five public library authorities.Findings– UK public library services use a range of methods to regulate internet access. The research also confirms previous findings that filtering software is an ubiquitous tool for controlling access to and protecting library users from “inappropriate”, illegal and harmful internet content. There is a general, if sometimes reluctant, acceptance of filtering software as a practical tool by library staff, which seems to contrast with professional codes of ethics and attitudes in other countries. The research indicates that public library internet access will be a valued service for some time to come, but that some aspects of how public library services regulate internet access is currently managed can have socially undesirable consequences, including blocking legitimate sites and preventing users from accessing government services. Education could play a greater part in helping the general population to exercise judgement in selection of materials to view and use. This does not preclude implementing stricter controls to protect children, whilst allowing public libraries to continue providing a social good to those who are unable to otherwise participate in the digital age.Research limitations/implications– The response to the survey was 39 per cent meaning that findings may not apply across the whole of the UK. The findings of this study are compared with and supplemented by other quantitative sources, but a strength of this study is the depth of understanding afforded by the use of case studies.Originality/value– This paper provides both a quantitative and qualitative analysis of how internet access is managed in UK public libraries, including how library services fulfil their legal obligations and the ethical implications of how they balance their role in facilitating access to information with their perceived role as a safe and trusted environment for all members of their communities. The findings add to the international discussion on this issue and stimulate debate and policy making in the UK. (shrink)

(1999). Internet Review: African-American Sources in the Library of Congress American Memory Project. Educational Studies: Vol. 30, No. 1, pp. 99-102.

Part of the educational system in England has been geared towards the preparation of particular professions, while the identity and status of members of some professions have depended significantly on the general education they have received. Originally published in 1973, this volume explores the interaction between education and the professions. It also looks at the education of the main professions in sixteenth century England and at how twentieth century university teaching is a key profession for the training (...) of new recruits to other professions. (shrink)

Amid the social background of China where the Internet has penetrated into every corner of an adolescent’s life, we were concerned of the role of Internet usage in influencing the educational gap among social classes. We investigated the mediating role of Internet usage preference for entertainment in the relationship between the family socioeconomic status and the adolescent’s academic achievement and explored the moderating role of future orientation in the relationship. A total of 614 junior high school students (...) were recruited to complete a questionnaire survey, including questionnaires for family SES, Internet usage preference, and adolescent future orientation. The results showed that the relationship between family SES and academic achievement was mediated by Internet usage preference for entertainment; the indirect effect was moderated by future orientation, such that the negative association between family SES and Internet usage preference for entertainment was only indicated in adolescents with low future orientation; and the direct association between family SES and Internet usage preference for entertainment was moderated by future orientation. (shrink)

ObjectiveThe goal of the study was to explore the relationship between parent–children relationships related to using the internet among kids and potentially associated factors.Materials and MethodsA sample of 1.216 Vietnamese students between the ages of 12 and 18 agreed to participate in the cross-sectional online survey. Data collected included socioeconomic characteristics and internet use status of participants, their perceived changes in relationship and communication between parents and children since using the internet, and parental control toward the child’s (...) internet use. An Ordered Logistic Regression was carried out to determine factors associated with parent–children relationship since using the internet.ResultsThe characteristics of the relationship between children and their parents since using the Internet were divided into three levels: deterioration, stability, and improvement. The topics that children most often communicate with their parents include learning, housework, and future directions. Two-way interactive activities, such as supporting parents to use the Internet, have a positive impact on the parent–child relationship. Stubborn parental control, such as establishing rules about contact or allowing Internet access and setting up global positioning system to track negatively affecting parent–child relationships.ConclusionFindings indicated that changes in the quality of the parent–child relationship were self-assessed by participants regard to kids’ internet use, especially in the COVID-19 epidemic context. Educational campaigns and programs to raise awareness of parents as to the dangers and negative influences that their children may encounter online, psychology of children’s behaviors and effects of different responding strategies are recommended. (shrink)

Originally published in 1971, this volume examines the relationship between the history and sociology of education. History does not stand in isolation, but has much to draw from and contribute to, other disciplines. The methods and concepts of sociology, in particular, are exerting increasing influence on historical studies, especially the history of education. Since education is considered to be part of the social system, historians and sociologists have come to survey similar fields; yet each discipline appears to (...) have its own aims and methodology. (shrink)

Originally published in 1972, this book is concerned with education as part of a larger social history. Chapters include: The roots of Anglican supremacy in English education The Board schools of London The use of ecclesiastical records for the history of education Topographical resources: private and secondary education from the sixteenth to the twentieth century.

Social networking sites such as MySpace and virtual communities such as on-line support groups can be a rich source of data for researchers. These sites can be an effective way of reaching and researching young people in order to address their particular health needs. Internet-based research is also potentially risky and exploitative. There is some guidance for conducting research online, but there are no detailed or universally accepted ethics guidelines for research of webspaces such as MySpace or virtual communities (...) in which young people participate. One question that arises is — If MySpace is a public webspace, can research be done without consent? In this paper I investigate ethical issues surrounding young people’s consent in cyber research. I identify issues that help determine whether consent is needed, offer suggestions for dealing with consent in cyberspace and add my voice to the call for a resource of case studies — indispensible in the development of guidelines and the education of researchers and research ethics committees. (shrink)

As the editors of the series, New Literary Theory, proclaim in the preface of the book, the purpose of the series is to make more room in literary theory for playful and accessible approaches to li...

This study examines the relationship among digital citizenship, digital inequality, education, and electoral engagement in the unprecedented 2008 U.S. presidential election. The 2008 presidential election was unique providing an African American candidate, a severe financial crisis, and an unusually unpopular sitting president. In this regard, the presidential election provides an unparalleled political moment to examine the impact of digital citizenship on electoral engagement. Digital citizenship represents the capacity to participate in society online through frequent Internet use leading to (...) economic, civic, and political outcomes. Recent research on digital inequality questions the relationship between frequent Internet use and skill development. In addition, education is considered the “universal solvent” that makes citizens more active in political affairs. Accordingly, electoral engagement, which is strongly influenced by education, is the focal outcome for this study. Despite these concerns, digital citizenship is a significant predictor for electoral engagement in the 2008 election. However, a closer examination of digital citizens revealed that electoral engagement was differentiated by gender and education thus furthering digital inequality. Findings suggested that digital citizenship should be broadened to include a set of digital skills that are more likely to account for Internet activities that improve electoral engagement. (shrink)

In this article we explore ethical issues arising in a study of home Internet use by low-income families. We consider questions of our responsibility as educational researchers and discuss the ethical implications of some unanticipated consequences of our study. We illustrate ways in which the principles of research ethics for use of human subjects can be ambiguous and possibly inadequate for anticipating potential harm in educational research. In this exploratory research of personal communication technologies, participants experienced changes that were (...) personal and relational. These unanticipated changes in their way of being complicated our research relationships, testing the boundaries of our commitment to the principle of trustworthiness and forcing us to reevaluate our responsibilities. (shrink)

In many universities and related knowledge transmission organisations, professional focus on empirical data shows as in vocational education that preparation for real life technical work is important, as one would expect from “career education”. University is as the name shows on the contrary focusing on the universality of some sort of education, which is neither a technical one, nor much concerned by preparing oneself for a career. The scope of this chapter is to propose an analysis of (...) inclusion as the very essence of an ethics of reformation of education, which in our opinion cannot come from the institution of education as much as from a common basis between everyday learning capacities and curriculum based learning methods. Inclusive vision and values should be theoretically explained by philosophers in order to be refined and adapted into our current experience of values, pointing out issues about method and knowledge parameters. In particular a focus on epistemic values should bring good indications on how to empower others, and leave a more inclusive life, assuming the somehow paradoxical and surprising idea that knowledge is as important in real life outside the university as it is in the classroom, being the real universal value and currency across disciplines, times and contexts. University learns from being inclusive, i. e. by bringing not only a higher point of view on technical education but also a wider view on the human being. (shrink)