Deborah Osberg
Biographic Data
| ID | 5144983 |
|---|---|
| NAME | Deborah Osberg |
| GIVEN NAMES | Deborah |
| FAMILY NAME | Osberg |
| SIGNATURE | OSBERG D |
| AFFILIATIONS | University of Exeter |
| ORCID | 0000-0002-4049-3669 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 40 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2020 |
| H-INDEX | 3 |
Beyond curriculum: Groundwork for a non-instrumental theory of education
This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why, but can also be understood as a structural question, concerned with the way we understand education’s directional impetus. We suggest that it is possible to understand education as something other than a curricular instrument designed to facilitate a …
The end/s of education: Complexity and the conundrum of the inclusive educational curriculum
The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object‐based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object‐based logic to think about the curriculum, we cannot avoid asking wh…
Knowledge is Not Made For Understanding; It is Made For Cutting
In the last four issues of Complicity, Bill, Donna and I have focused the content of our editorials on what it means to edit or contribute in other ways to a journal of complexity in a manner that does not contradict the "ethos" of complexity, whatever that is. In this regard we have been discussing the merits of a conversational approach in academic journals, and in particular the role of conversation in "enlarging the space of the possible arou…
From Representation to Emergence: Complexity's challenge to the epistemology of schooling
In modern, Western societies the purpose of schooling is to ensure that school‐goers acquire knowledge of pre‐existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of som…
From Representation to Emergence: Complexity's challenge to the epistemology of schooling
In modern, Western societies the purpose of schooling is to ensure that school‐goers acquire knowledge of pre‐existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of som…
Beyond curriculum: Groundwork for a non-instrumental theory of education
This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why, but can also be understood as a structural question, concerned with the way we understand education’s directional impetus. We suggest that it is possible to understand education as something other than a curricular instrument designed to facilitate a …
The end/s of education: Complexity and the conundrum of the inclusive educational curriculum
The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object‐based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object‐based logic to think about the curriculum, we cannot avoid asking wh…
Knowledge is Not Made For Understanding; It is Made For Cutting
In the last four issues of Complicity, Bill, Donna and I have focused the content of our editorials on what it means to edit or contribute in other ways to a journal of complexity in a manner that does not contradict the "ethos" of complexity, whatever that is. In this regard we have been discussing the merits of a conversational approach in academic journals, and in particular the role of conversation in "enlarging the space of the possible arou…
From Representation to Emergence: Complexity's challenge to the epistemology of schooling
In modern, Western societies the purpose of schooling is to ensure that school‐goers acquire knowledge of pre‐existing practices, events, entities and so on. The knowledge that is learned is then tested to see if the learner has acquired a correct or adequate understanding of it. For this reason, it can be argued that schooling is organised around a representational epistemology: one which holds that knowledge is an accurate representation of som…
The end/s of education: Complexity and the conundrum of the inclusive educational curriculum
The conundrum of the inclusive educational curriculum is that the more inclusive a curriculum becomes in practice, the less inclusive it becomes in principle. In this paper we explain the conundrum and argue that its appearance is a product of what could be called ‘object‐based’ logic which is underpinned by a deterministic understanding of causality. As long as we employ object‐based logic to think about the curriculum, we cannot avoid asking wh…
Knowledge is Not Made For Understanding; It is Made For Cutting
In the last four issues of Complicity, Bill, Donna and I have focused the content of our editorials on what it means to edit or contribute in other ways to a journal of complexity in a manner that does not contradict the "ethos" of complexity, whatever that is. In this regard we have been discussing the merits of a conversational approach in academic journals, and in particular the role of conversation in "enlarging the space of the possible arou…
Beyond curriculum: Groundwork for a non-instrumental theory of education
This paper problematizes current thinking about education by arguing that the question of educational purpose is not simply a socio-political question concerned with what the ends should be and why, but can also be understood as a structural question, concerned with the way we understand education’s directional impetus. We suggest that it is possible to understand education as something other than a curricular instrument designed to facilitate a …
Epistemology (4 works) · Sociology (4 works) · Computer Science (3 works) · Law (3 works) · Philosophy (3 works) · Philosophy (3 works) · Political science (3 works) · Critical Theory and Philosophy (2 works) · Curriculum (2 works) · Deconstruction (building (2 works)