21st century stands witness to changing traditional learning patterns and a transition process happening in lifelong learning right now. Teaching and learning has evolved dramatically and theories like learner learning styles that were viewed as important back in 1990s are no longer considered impactful. Learning is no longer confined to formal educational institutions but it is now an open process reaching out to all in the society. My childhood learning can now be enhanced by adult learning in the community. Read more
The Porous University Symposium: Inquiry as openness; Re-imagining the university, its commitments and responsibilities by Emanuele Bardone and Maarja Taaler
While it is usually connected to widening participation, openness can also be interpreted as the very core element constituting inquiry as a mode of engagement in and with the world. Our provocation focuses on inquiry as openness in university. Read more
The Porous University: Opening up the University; Being and becoming critically academically literate? by Gordon Asher
In contexts of an intensifying neoliberalisation of the Higher Education sector, this short verbal provocation proposes accepting Freire’s exhortation to begin with where we are at – to develop critical understandings of our lived contexts and contemporary conjuncture of crises, including of Higher Education. Read more
This paper explores a perspective emerging from a community education project called Ragged University. The philosophical underpinnings of the project came as a response to necessity brought about by the existential poverty being created as a result of the process of enclosing the commons of the intellect.
Corporate structures are being used to commodify and impoverish the human experience on multiple levels generating an underclass and the conditions for exploitation. As a response this is taken as a breaking of social contracts and legitimates a pedagogical position which liberates people compelled to develop their own intellectual life from these control structures. Read more
Have you ever looked for an academic research article online? A clinical trial for a new drug, for instance, evidence for the effects of climate change, or a study into the experiences of young LGBTQ people attending secondary school? If you study or work at a university, you may take access to this research for granted, but if not, you will often encounter a “paywall”; a screen that asks you to sign in to read further, or to pay a one-off charge. Read more
How are we to conceptualize the notion of the porous university ? The anchor point is understanding what we mean by university, for if we know what a university is we are then in a position to imagine how it might be porous, or what porous might mean in reference to such a thing.
My interpretations are salted with the things which have become meaningful to me, being someone who has never formally gone to university but however spent a great deal of time inside them, amongst the students, academics and general staff, as well as occupying the same terrain as these institutions in geographic and intellectual terms. Read more
Podcast: John Morrisons Collider Lesson Plan; How Would You Build Guerilla Education ? Provocation by Alex Dunedin
This is an audio recording of a lesson which John Morrison a practitioner and researcher working in the Digital Media and Interaction Design group in the School of Computing at Edinburgh Napier University. Ever stimulating, it has been fascinating getting the opportunity to work alongside John as he plans his lessons and curriculum for his students. Read more