Abstracts on Education

Imagination as for Better Education

Cicilia Damayanti

Indraprasta PGRI University

Lecturer

Our world has changed a lot, especially with the covid-19 pandemic. Technology already opened these changes in so many fields, especially in education. Because of covid-19 our school system has changed the ways they teach. Now a days we learned online, and it makes parents all over the country must learn technology to helps their children. The biggest problems then is that we will meet artificial intelligence in our daily life, and education did too. It is made us facing BANI life, which is the world full of uncertainty. BANI stands for Brittle, Anxious, Non-Linear, Incomprehensible. What can education do to help students facing this new way of life?

This article will explain about the effect of technology, especially Artificial Intelligence, in education. The method is books' analysis from many authors who writes about artificial intelligence and education. From this research we hope that we can prepare our students, especially in cultivating their character, to face this uncertainty of the world. Teachers have a big role to help students as the agent of changes. They must have huge interest in the idea of a “growth mindset”, whereby children don’t believe their abilities are fixed, and that they can improve by stretching themselves. Teachers can cultivate a winning personality to make students more confidence, positive outlook and a sense of being in control of life – funnily enough, traits much more common among those from wealthy backgrounds – gave people a significant career and earnings boost.

Keywords: Artificial Intelligence, BANI, Education, Technology, Teacher

Dewey, Habermas, and Bakhtin: The Epistemology for Auto-ethnography and Narrative Inquiry

Mateus Yumarnamto

Universitas Katolik Widya Mandala Surabaya

Lecturer

"In this paper, I discuss the importance of Dewey, Habermas, and Bakhtin’s ideas for grounding the epistemology of autoethnography and narrative inquiry. As emerging methods of inquiry, autoethnography and narrative inquiry are both qualitative research methods that put the emphasis on experience and subjectivity – a great leap from the positivists’ perspective on research, which emphasizes on objectivity and generalizability. For epistemological ground, Dewey (1929a, 1929b) contributes to our understanding on experience and reflexivity as the basis for generating knowledge. Habermas (1981), on the other hand, completes the Dewey’s naturalistic views on experience with a critical perspective and the socio-cultural factors which shape our experience. In addition, Habermas also contributes in framing experience in three types of truth claims: subjective truth claim, objective truth claim, and normative truth claim. Completing the endeavor to ground auto-ethnography and narrative inquiry into a sound epistemology, Bakhtin (1981) offers a framework of understanding experience in terms of unending dialogue. One’s experience as narrated in an auto-ethnography or stories can be understood as a dialogue, responding to past events and inviting to future responses. In this way, experience is understood in terms of diglossic world where dominant voice suppresses less dominant ones. Basing on the three philosophers’ perspectives, I believe that auto-ethnography and narrative inquiry have strong groundwork to investigate experience-based knowledging. Especially in education where experience is central in professional growth of teachers and educators, autoethnography and narrative inquiry can be a productive avenue for research, professional development, and empowerment. More importantly, this epistemology will be able to be critical on injustice, be able to empower the oppressed, and be able to enhance solidarity among those who fight for the betterment of human kind.

Keywords: Dewey; Habermas; Bakhtin; autoethnography; narrative inquiry; epistemology

Education in a Wrestling Match with Standardization

Dr Ramon E Nadres

Widya Mandala Catholic University Surabaya

Lecturer

Standardized tests have become the gold standard for determining the success of the educational process, which translates to this: if you pass the test, you are considered to have succeeded both in your education and in life itself. But a plethora of articles, books, TEDtalks and YouTube videos tell us that that assumption is riddled with holes. Standardized tests are suspected of: (1) being discriminatory in its allowing students to pass on to higher levels of education or have become road blocks to permitting the students to where they want to go and where they might be of greater use to society; (2) straightjacketing the educational process through a restrictive curriculum designed to cater to the standardized test. With just these two objections we already see how standardized testing goes against the very goals proposed by UNESCO for Education in the 21st Century, which includes creativity, implying that the products of the educational system have to be people who can think outside the box. But standardization is a box. This paper proposes the hurdling of the standardization blockades by: (1) setting an educational goal that falls between survival and maximum flourishing; (2) consideration of the social impact of personal choices; (3) not letting the setting of educational objectives to be one-sided, i.e., without involving the student and his guardians; (4) looking for the signs of success in life itself and not only in the results to standardized tests.

Keywords: Education, Standardization, Globalization, Testing

The Chamber of Social Media: Exploring Political Homophily in the Digital Era

Ms Diana Rueda

Lecturer

University of Asia and the Pacific

Pasig City, Philippines

The advent of the digital era has drastically changed the way of communication and connection among individuals. Social media platforms such as Facebook and Twitter have enabled users to instantly communicate with anyone across the world at virtually no cost, enabling discussion and discourse. While information is abundant, algorithms, filter bubbles, and other features limit the flow of content and kind of information users engage with. As studies consistently show that Filipinos spend most time on social networking sites, there is a need to determine how political behavior is manifested through these sites. Thus, this research aims to explore how political homophily is manifested in online political behavior. The data collected were gathered through online survey. The data were analyzed using the O-S-R-O-R model from social psychology to explain user behavior. Having garnered a total of 102 respondents from different universities in the Philippines, results showed a predisposition towards homophily but absence in overall online political behavior, due to openness to changing of views, exposure to different opinions, and low levels of media filter usage. Overall, Filipino college students are open to different views despite the tendency to seek information from people or groups with similar views.

Keywords: social media, political echo chambers, homophily

Page updated

Report abuse