Does the internet provide possibilities for emancipatory learning?
Enter plain text and/or HTML tags.
Access to the internet has become a necessary condition for participation in the knowledge society and knowledge economy. The internet, as a space of learning, contains unlimited resources of information and education. Expectations exist that learning will become open and democratic and access to the internet will narrow the gap between the different worlds. These expectations are based on the assumption that the unlimited resources to information will provide access to everyone and that access will lead to improved learning for all and thereby addressing issues of equity and redress. It will be indicated that these beliefs rest on false assumptions about the learning process. Two conditions have to be met for significant learning to take place. Since learning cannot be divorced from the formation of identity, it has to be located within the living world of the learner. Significant learning is also dependent on the ability to acquire a particular kind of knowledge described as vertical knowledge structures (Bernstein), abstract knowledge (Boissot) and ironic understanding (Egan). Although learning is in a sense a spontaneous human activity learning in both these senses cannot happen without mediation by a more knowledgeable other (Vygotsky). It raises the question whether significant learning can happen on the internet. The paper will explore some of the views on ways to mediate the kind of learning which meet the two conditions stated here.
Exit without saving