Download Breaking Down the Digital Walls: Learning to Teach in a by R. W. Burniske, Lowell Monke PDF

By R. W. Burniske, Lowell Monke

Burniske and Monke handle basic concerns concerning the position of schooling within the "post modem" global throughout the literary car of a narrative of the way lecturers, part a global aside, struggled to make computing and communique paintings in the direction of constructing severe pondering, actual discussion and worldwide knowing.

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Extra resources for Breaking Down the Digital Walls: Learning to Teach in a Post-Modem World (Suny Series, Education and Culture)

Sample text

My dad liked to say Louie was as stubborn as the mules he drove through his fields. Louie wouldn’t, or couldn’t, adapt to changing times. He got left behind by progress. Those of us who knew Louie certainly didn’t look upon him as some meditative ascetic; he was given more to cursing than philosophizing. But through his lonely persistence he did provide a constant reminder of what progress took away from farming. Mechanization, which sits us high above the soil and runs us across much more of it at a much faster speed, somehow also alters our psychological relationship to it.

At the end of this chapter I will fall silent and Lowell will speak, revealing the dialectical nature of this book’s composition and narrative. This presents challenges for the reader who prefers a simple thesis and conventional narrative. However, those who find truth in dialogue will understand why we’ve approached the narrative in this fashion, leaving certain questions unanswered and several threads exposed, rather than silencing ourselves with superficial answers or the liquidation of our individual voices.

When Burniske and Monke: Breaking Down the Digital Walls page 33 R. W. Burniske 33 Steven Spielberg objected to the release of Schindler’s List in censored form, for example, the film was promptly banned from Malaysian movie theaters. Imagine a humanities teacher in this environment merging with traffic on the Infobahn, conducting online research on “censorship” or joining an environmental newsgroup. Now imagine my students, in 1992, being asked to discuss their utopian visions of a more perfect society via telecommunication with students in Des Moines, Iowa.

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