Abstract
Along with the processes of digitization, medialization and the globalization of communications and lifeworlds, new topics, subject matters, conceptualizations and methods have been developed in educational research and practice. On the one hand, from a diachronic perspective we can notice how new aspects of education (Bildung), upbringing (Erziehung), learning and communication have been addressed. On the other hand, from a synchronic perspective we can see a simultaneity of the non-simultaneous in terms of understandings, approaches, methodologies and forms of mediation and collaboration. Although more and more open initiatives and open educational resources (OER), as well as international collaborations and transnational intellectual networks, are being brought forward, epistemological aspects about using different key concepts are widely underestimated. The paper starts with: (1) an outline of selected understandings of education and literacy, followed by (2) a discussion of critical epistemological aspects by way of contrasting and correlating conceptual dimensions. Lastly, the contribution aims at (3) a sketch of polylogical design principles for educational knowledge organization.
Highlights
Many would agree that new topics, subject matters, conceptualizations and methods have been developed in educational research and practice along with processes of digitization, medialization and the globalization of communications and lifeworlds
Such an approach opens up manifold possibilities of historically and systematically de- and re-contextualizing key concepts beyond collections of comparative definitions and beyond efforts of translating and integrating existing thesauri, or the more or less taken-for-granted foregrounding of discursive practices in one language
It is quite obvious that neither online tools such as Wikipedia, nor printed reference works such as the International Encyclopedia of Education (Peterson/Baker/McGaw, 2010) or The Routledge International Encyclopedia of Education (McCulloch/Crook, 2008), meet the requirements related to the considerations outlined above
Summary
Many would agree that new topics, subject matters, conceptualizations and methods have been developed in educational research and practice along with processes of digitization, medialization and the globalization of communications and lifeworlds. Seminar.net - International journal of media, technology and lifelong learning Vol 9 – Issue 2 – 2013 are widely accepted or at least discussed, whereas some are relevant only to small groups or even just to individuals The scope of this simultaneity of the asynchrony of various understandings, conceptualizations and modes of foregrounding themes and problems, as well as approaches to solving them, is commonly undervalued. One might say that in view of the multitudinous heterogeneity, strategies of ignorance are necessary in order to be able to work on certain issues This argument can be strengthened by pointing to contrary if not contradictory basic positions such as widespread taken-for-granted ways of talking about "social media" or "new media", as opposed to the argument that "there are no new media" (cf Geoghegan, 2005). I am going to outline some critical issues concerning key concepts in education such as education and literacy and considerations beyond definition and discursive practices in search of viable solutions for middle courses between lopsided approaches, implicitly absolutized positions or mutual ignorance on the one hand, and epistemological hopelessness or indifference, arbitrary selection or the invocation of "difference" on the other
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