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Redefining Post-Covid Education

  Free photo Google This is my post no.10, the last in the BlogChatter Marathon. I chose the theme of education for the exercise and portioned out different topics to consider each day, happy I could follow it.  This is the time, everything in life is affected by Covid, so I took care to include its aspect into my theme.  All those I have titled in my first post -- New Challenges of  Education at the Covid time. They were not long posts, a cursory touch of certain aspects.  Education is not an easy matter, and no educational theory is a complete answer to the pedagogical questions, how a teacher teaches, for a child to learn everything.  The theorists formulated the theories based on what they thought was the nature of the subject, humans, and the world.   I have highlighted this in my posts.   The present world is not a homogenous one but controlled by different interests--economy, race, caste, colour, region, culture, science, politics, technology, neoliberalism, market, globalism,

Post _Covid- The New Normal

 In my first post , I mentioned the new normal in post-covid time.  The pandemic struck the world at a time of digitization, and technology applications slowly aiding classroom pedagogy.  Its hold took a longer stay made it necessary for the politicians and educationists world over to speed up this, not having the patience and time to look into its benefit and drawbacks.   The digitisation enhanced digital gadget markets, an added advantage when the normal job markets are shrinking. And it increased the digital divide: many learners from both developed and developing nations cannot afford the gadgets lost in the limbo of uncertainty.  The governments alone, or through private partnerships, were pressed to find the funding to address the shortages by buying new devices.   It was a mix of good and bad. Parents, learners, teachers and everyone in education got a new digital pride- have achieved a digital status, got modernized, and such things.  I have met parents and grandparents during

Aryabhata- the Dalit Mathematician from Ancient India- his practical philosophy

"We have discovered remains of another university at the Buddhist monastery site of Telhara in Nalanda district," Atul Kumar Verma, director of state archaeology."  From Google "Just as a man in a boat moving forward sees the stationary objects (on the shore) as moving backwards (s), just so are the stationary stars seen by the people on earth as moving exactly towards the west." Aryabhata [    In my previous post , I wrote about Aryabhata in connection with mathematics's practical/empirical philosophy.  He was born in 479 CE in Pataliputa present day, Patna in Bihar.   About his Education and career: It is clear, he went to live in Kusumapura, corroborated through sources, as Pataliputhra, Patna, where he headed an institution.  Because the University of Nalanda was at that time and an astronomical observatory, it was speculated he was the head of Nalanda. He was a physicist; the starting quote of this post about the relative motion is his statement.  Acco

Aryabhata- the Dalit Mathematician from India--his Non-formal Philosophy

In my previous post, No.6, I mentioned the research I did and its outcomes.  My research supervisor was pleased with the topic I chose and the outcomes. At this juncture, I appreciate his kind assistance as a professional and a person. The first thing that struck me during the orientation week was introducing each other--other researchers in the bach and our supervisor on a first name basis.  Addressing the professor by the first name, needless to say, shocked and terrified me, coming from culture, bound to show all modes of behaviour to show respect to the teacher--addressing her by first or last name the unthinkable in that.  It was not an initial ritual, a real shift in culture, a transformation process, not only on an academic level, reaching many other planes.  The two-year research period and the experiences and time I spent at the university gave me a new worldview, a great bonus to my earned degree.   Once I completed my research, I changed my classroom teaching to accommodate

My Research -Social Constructivist Mathematics Education in a Ciskeian Classroom

 In my previous post , I explained how my learners' poor performances in mathematics learning prompted me to do academic research on it. And I registered with Rhodes University, Grahamstown, for a Masters's degree in Mathematics Education.   My initial research topic centred on learners' poor performance in Euclidean geometry. Later, I changed it into Social Constructivist Mathematics Education in the classroom.   This was based on my awareness that the philosophy of Mathematics determines the classroom pedagogy-how it's taught and learned in the classroom, especially at the school level.   Traditional schools of mathematics promoted objectivism in the classroom pedagogy--justifications through an axiomatic deductive approach.  Axiomatic means; self-evident or unquestionable truth statement.  For example, the earth is round; a line is a set of infinitely many points extending forever in both directions.  An axiom is, old knowledge, use it to prove new knowledge. A learn

How the Philosophy of Mathematics Inflences its Class-room Pedagogy

  Rhodes Univesity General Library Photo from Google Mathematics is considered a critical subject in school learning, a window to career opportunities.  It's important for mental discipline, building logical thinking, and helps knowledge construction in other subjects, including science and art.  These are some of the embellishments of the subject.   However, a sad fact about the subject is that its success rate at the school and university level is unsatisfactory in many nations.   For example, in the latest result of an international exam given to teenagers, the US ranks 39 out of 79 nations. This is a reflection of what has been the case in the past two decades. US high school teaches maths differently than other countries, experts suggest.  The criticism is pointing against the teaching methods.  Experts in India are also critical of the teaching methods practices in Indian classrooms. "Mathematics is not taught in India as a subject itself--it is taught to be a tool for

Is Learning Social or Individul

Free Photos Google Is leaning social or individual is a point of argument.  Learning is a complex process; I have mentioned it in my previous post.    Also, learning theories cannot provide an all-fitting answer to what activities of the teaching-learning would result in achieving definite learning outcomes and in what situations.   Vygotsky, a 19th-century educational psychologist, brought a social dimension into learning through social constructivist learning theory. According to this, learning is the result of social interactive communication, is the basis for a child's successful cognitive development; and cognition can result from this interaction. Thus, socialisation is an important factor for the development and learning in the initial developmental stages of a child and throughout its life. Bandura's Social Cognitivism also brings in the social dimension in education; a child's learned behaviour is observable in a social context.  But, there is one point to consider

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