Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects
The paper is an attempt to problematize the concept of the validation of learning outcomes, which is a component of the process of recognition of qualifications. Viewing itfrom the perspective of the policy of simplicity (Krajewski 2013) makes it possible to trace areas, generated by its subject mat...
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| Format: | Article |
| Language: | deu |
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Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika
2017-06-01
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| Series: | Rocznik Andragogiczny |
| Subjects: | |
| Online Access: | https://apcz.umk.pl/czasopisma/index.php/RA/article/view/13820 |
| _version_ | 1818472567067901952 |
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| author | Grażyna Szyling |
| author_facet | Grażyna Szyling |
| author_sort | Grażyna Szyling |
| collection | DOAJ |
| description | The paper is an attempt to problematize the concept of the validation of learning outcomes, which is a component of the process of recognition of qualifications. Viewing itfrom the perspective of the policy of simplicity (Krajewski 2013) makes it possible to trace areas, generated by its subject matter and practical applications, of utilitarian reductions of complex educational and social reality. The recognition of the character of these reductions and their potential consequences have been subjected to the sequential logic of analytic categories derived from the unitary theory of validity by Samuel Messick (1989). The analyses conducted unravel superficial atheoreticalness and neutrality of validation and the role which in the process of its implementation and popularisation is played by creation of a “new” language, essentially tainted with liberal newspeak (Bihr 2008). The reflections undertaken confirm that effects possible to observe and anticipate of numerous simplifications, exclusions and concealments have generated a procedurally complex and unclear picture of social knowledge and educational action, in which only a group of narrowly specialised experts efficiently move. The conclusion contains the thesis that the fact of the concept of the validation of learning outcomes being appropriated by one discourse ideologically subservient to the neoliberal concept of education creates conditions favouring construction of a world of pretences and axiological relativism, which can be prevented by multi-faceted and critical reflection on it, open to reality. |
| first_indexed | 2024-04-14T04:10:19Z |
| format | Article |
| id | doaj.art-15a18ef1c5cc4cd2a2f2078aad2e7291 |
| institution | Directory Open Access Journal |
| issn | 1429-186X 2391-7571 |
| language | deu |
| last_indexed | 2024-04-14T04:10:19Z |
| publishDate | 2017-06-01 |
| publisher | Wydawnictwo Naukowe Uniwersytetu Mikołaja Kopernika |
| record_format | Article |
| series | Rocznik Andragogiczny |
| spelling | doaj.art-15a18ef1c5cc4cd2a2f2078aad2e72912022-12-22T02:13:13ZdeuWydawnictwo Naukowe Uniwersytetu Mikołaja KopernikaRocznik Andragogiczny1429-186X2391-75712017-06-0123016919810.12775/RA.2016.00912037Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effectsGrażyna Szyling0Uniwersytet GdańskiThe paper is an attempt to problematize the concept of the validation of learning outcomes, which is a component of the process of recognition of qualifications. Viewing itfrom the perspective of the policy of simplicity (Krajewski 2013) makes it possible to trace areas, generated by its subject matter and practical applications, of utilitarian reductions of complex educational and social reality. The recognition of the character of these reductions and their potential consequences have been subjected to the sequential logic of analytic categories derived from the unitary theory of validity by Samuel Messick (1989). The analyses conducted unravel superficial atheoreticalness and neutrality of validation and the role which in the process of its implementation and popularisation is played by creation of a “new” language, essentially tainted with liberal newspeak (Bihr 2008). The reflections undertaken confirm that effects possible to observe and anticipate of numerous simplifications, exclusions and concealments have generated a procedurally complex and unclear picture of social knowledge and educational action, in which only a group of narrowly specialised experts efficiently move. The conclusion contains the thesis that the fact of the concept of the validation of learning outcomes being appropriated by one discourse ideologically subservient to the neoliberal concept of education creates conditions favouring construction of a world of pretences and axiological relativism, which can be prevented by multi-faceted and critical reflection on it, open to reality.https://apcz.umk.pl/czasopisma/index.php/RA/article/view/13820walidacja efektów uczenia sięzintegrowany system kwalifikacjipolityki prostotyimplikacje aksjologicznezawłaszczanie dyskursunieprzejrzystość praktykrola ekspertów |
| spellingShingle | Grażyna Szyling Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects Rocznik Andragogiczny walidacja efektów uczenia się zintegrowany system kwalifikacji polityki prostoty implikacje aksjologiczne zawłaszczanie dyskursu nieprzejrzystość praktyk rola ekspertów |
| title | Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects |
| title_full | Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects |
| title_fullStr | Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects |
| title_full_unstemmed | Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects |
| title_short | Concept of learning outcomes validation: areas of pedagogical reduction and their (un)intended effects |
| title_sort | concept of learning outcomes validation areas of pedagogical reduction and their un intended effects |
| topic | walidacja efektów uczenia się zintegrowany system kwalifikacji polityki prostoty implikacje aksjologiczne zawłaszczanie dyskursu nieprzejrzystość praktyk rola ekspertów |
| url | https://apcz.umk.pl/czasopisma/index.php/RA/article/view/13820 |
| work_keys_str_mv | AT grazynaszyling conceptoflearningoutcomesvalidationareasofpedagogicalreductionandtheirunintendedeffects |