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Re-Schooling Society in the Digital Age : With a Clinical - Blended Approach for the Education of Global Inter-Independence


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226 Pages


What future is there for formal schools and schooling in an increasingly digital age? Are educational technologists justified in arguing for the re-construction of school processes and practices along digital lines? Do contemporary digital technologies simply render the educational institution entirely obsolete? This paper outlines – and then critiques - the radical forms of digital ‘re-schooling’ and ‘de-schooling’ that are often argued for within current academic debates over educational technology community. Instead the paper explores a number of opportunities for using digital technologies to work with schools as they currently are, rather than against them. In particular an ‘agenda for adjustment’ is presented that, if implemented, could see schools revitalised as sites of innovative, imaginative and empowering digital technology use.



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Published 01 January 2015
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EAN13 9796500163291
Language English
Document size 4 MB

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General Education# 6
RE-SCHOOLOING SOCIETYin the DIGITAL AGE-with a Clinical- Blended Approach for the Education of Global Inter-Independence
COPYRIGHT©2015.by Mohamed Ziad Hamdan. Allrights reserved.
ISBN 978-9933-532-78-9
 ﻊﻳزﻮﺘﻟاو ﻊﺒﻄﻟا قﻮﻘﺣ  ﻒﻟﺆﻤﻠﻟ ﺔﻇﻮﻔﺤﻣ 2015
 ،ﺔﻳدﺎﻌﻟا سﺎﺒﺘﻗﻻاو ﺚﺤﺒﻟاو ﻢﻳﺪﻘﺘﻟاو ﺔﻌﺟاﺮﳌا تﻻﺎﺣ اﺪﻋ  ﻦﻣ ءﺰﺟ يأ ﻦﻳﺰﺨﺗ وأ ﺔﻤﺟﺮﺗ وأ ﺮﻳﻮﺼﺗ وأ ﺦﺴﻧ وأ ﴩﻨﺑ ﺢﻤﺴﻳ ﻻ ﻪﻧﺈﻓ  ،ﺔﻳرﺎﺠﺗ ضاﺮﻏﻷ ﻲﻋﺠﻟا ﺐﻳرﺪﺘﻟا وأ ﺲﻳرﺪﺘﻟا ﰲ ﻪﻟﻌﺘﺳإ وأ ﻪﻌﻳزﻮﺗ وأ ،بﺎﺘﻜﻟا اﺬﻫ  ،ﻞﺒﻘﺘﺴﳌا ﰲ وأ نﻵا ﺎﻬﻋﻮﻧ نﺎﻛ ﻬﻣ ﺔﻠﻴﺳو وأ ﻞﻜﺷ يﺄﺑ .ﻒﻟﺆﳌا ﻦﻣ بﻮﺘﻜﻣ نذﺈﺑ ﻻإ
 Modern Education House Publishing, Consultations & Training
تارﺎﺸﺘﺳﻻاو ﴩﻨﻠﻟﺔﻴﺑﱰﻟا راد ﺔﺜﻳﺪﺤﻟا ﺐﻳرﺪﺘﻟاو
www.hamdaneducation.com mz.hamdan@hotmail.com Damascus – Syria ﺎﻳرﻮﺳ – ﻖﺸﻣد  ناﺪﻤﺣ دﺎﻳز ﺪﻤﺤﻣ :لواﺪﺠﻟاو مﻮﺳﺮﻟاو ﺔﻴﻤﻠﻌﻟا ةدﺎﳌا جاﺮﺧإو ﻢﻴﻤﺼﺗ Book Design and Art Production: Mohamed Ziad Hamdan
FOREWORD: Re-Schooling Society with the Clinical - Blended Approach - Justifications and Premises. PART I .....15
A Preface to 2015 Electronic Edition
Twenty seven years ago, the work on a paperback book in Arabic was launched 1987 under a title of "Reschooling Society with a Clinical personal Approach for the Education of Global Interindependence", then followed in English at 1992.
At that time, there were : no
1 internet in the real universal sense (considering the Information Super High Way popped up in 1995 and the internet coupled with Word Wide Web "WWW" came into practice by start of 2000);
2 methodology of Clinical Schooling or Clinical Blended Schooling;
3 Clinical Teacher, Student Initiator & Educational Clinic;
4 Clinical educational Prescription;
5 Educational Pharmacy, The Academic Cafeterium (called now internet café), The Instructional Telephone Service, The Personal Tutorial Center, The Academic Auditorium, The Hobby Center, The Clinical Educational Laboratory, Clinical Personnel Training Center; Clinical Educational Methods such as The Clinical educational Method;
6 Telecommunications Method (known now online method), (systemized) Personal Tutorial Method, and (systemized) Field Study Method.
However, The above paperback editions in Arabic and English went on up to 2014 evidently without notice, response or comment as if the "reading Nation" is insisted on not reading even in Arabic, and educators who are equipped with broken or fluent English didn't bother to view or read!
Consequently, the strange perplexing problem of reading ignorance has motivated this Author to revise the English edition of "Reschooling Society" and put it universally online, hoping to free the new methodology of schooling from its confined printed form where interested readers should come to the book, to another contemporary open infinite online space where the Book go to people at any time wherever they are throughout in
the World, hoping as such the significant educational thoughts get the value and effect they deserve. A prelude to "Re-schooling Society" with the Clinical-BlendedApproachJustifications and premises Man who had confined his schooling from the era of Plato with needs on earth, had entered by the midtwentieth century the spaceelectronic age. Consequently, his psychosocial, economical, material and educational needs for a productive schooling seem to have changed. The reason beyond this shift in schooling priorities stems from the fact that the cognitive as well as the behavioral fields in which man operates have extended to infinity.
To continue schooling with the tradition of Plato means simply that the educational system is gearing its priorities backward to the past, preparing generations at best to memorize its values, to duplicate its skills and to adapt to its ways of living. Thus, contemporary young adults may not qualified for living the Space Age as much as they are attached to memories, folklores and accomplishments of ancestors.
As such, generations are divided between two conflicting time dimensions: A fading past and a livingpromising future. While they can't relive the past since it is gone, they can't also function effectively in the immediate future since they lack the preparation to do so. As a result, they are experiencing desperate efforts, unfulfilled promises and a chaotic life.
No wonder then, Gabriela Mistral, the Chilean poet and the 1945 Nobel Prize winner in literature, had observed the worsening problems of our time by confirming that the human race has been perpetually destroying itself in an astonishing manner.The present century is shamefully considered the most reprehensible period in the history of mankind during which excessive crimes have been committed systematically against humanity at individual, community and state levels. As a result, huge losses in human lives and vicious dismantling of cultural heritages have all exceeded every (1) imagination.
Truly, human existence and dignity are consistently shattered by many dehumanizing stupidities; among them are the next examples:
1) The devastating civil wars and local conflicts almost everywhere on the globe. 2) The proclaimed (Great Powers) strategicpolitical wars, e.g. the Vietnam War, the Afghanistan impasse, the ArabIsraeli conflict, the Korean dispute and many others. 3) The selfstyled invasions (The personal regional wars), e.g. the First and Second Gulf Wars, the crises of former Yugoslavia, the U.S strike on Libya, the Turkish invasions of Cyprus and the former "Soviet Union's" invasion of eastern bloc countries. 4) The conventional World Wars; e.g. the First and Second global wars. 5) The continuing military coups in Third World countries. 6) The contemporary manmade dreadful HIV epidemic. 7) The corruption scandals everywhere on the globe. 8) The loss of public trust in governments and officials. 9) The political, religious, racial, cultural and economic prejudices which are observed at official, individual and community levels. 10) The reinforcement of unjust economical, political, informational and technological blockades on other nations. 11) The disturbing youth problems in regard to delinquent behaviors, negative attitudes, poor motivation, drug and sexual abuses, the loss of self and direction, and the tolerance for crime. 12) The fading family concept and practice in society. 13) The environmental disasters of earth and hemisphere. 14) The ever increasing world population due to ignorance of planning at family, community, institutional, national and international level. 15) The tyranny of the underworld lifeMafia and other outlaw the groups of organized crime. 16) The world wide wars against and for drugs. The implications of the above unfortunate examples and many others which continue to devalue human kind since the early decades of the twentieth century indicate that the massive, bookbound, institutionalized and unified schooling (in personnel, curricula, methods, schedules, instructions, and locations) which have prevailed since the era of Plato, twenty five hundred years ago, is educationally not working. Otherwise, the
problems which are spilled all over man's hopes, lives, institutions and environments would not have been in such intensity, diversity and complexity that are observed today.
What the present violentdisputed world desperately needs is a different approach of schooling. One which could live up to its promises in regard to goals and means of education. A quality schooling that understands the nature of the electronic age and utilizes effectively its technologies for the benefit of all men regardless of their population sizes, colors, sexes, beliefs, socioeconomic statuses, geographies, daily free and / or working times, developmental stages, work affiliations, personal abilities and characters, and psychoeducational needs. The clinical blended educational approach which is proposed in this book is an alternative that could be considered in this direction.
While the approach relies on the new philosophy and methodology of education, it utilizes the persisting developments of digital information and communication technologies which hopefully will enable the new schooling to respond to normal as well as emergent needs of people as persons, small groups, families, institutions, communities and interdependent global societies.
The clinical blended approach is expected to neutralize the destructive effects of the old ways of schooling and to transform current rigid study schedules and school buildings into preconditions free advisory, tutorial and shortterm instructionalresource mechanisms which are available twenty four hours a day to serve the psychoeducational needs of all peoples, young and adult.To do so, the clinical blended schooling has been drawn in accordance with the following scientific and pragmatic premises:
1- No two persons even the twins are alikein intellectual abilities, personal ambitions and merits and the use of time and space. It follows that different persons who experienced different needs to achieve special goals should pursue different paths at varying times to reach their individual ultimate destinies.
Thus, the human, educational, psychological and material services and milieus that are effective in responding to an individual's case must be relatively different from those employed to serve other people's needs.
2- No massive unified approach to schoolingregardless of its assumed educational excellence can fulfill:
A.The curricular achievement needs of student population,these since needs are so diverse in types, degrees and timing as much students differ from each other, as:
IndividualsA prime biopsychological dimension. Special interest groupsA peer dimension. Instructional groupA grade dimension. School populationAn institutional microsocietal dimension. Young generationA pedagogical dimension. Adult generationAn andragogical dimension. Local communitiesA cultural dimension. World communityAn interindependent human race dimension. B.continuing education and / or personalprofessional improvement The needs of peoples, since these needs are extremely diverse as young and adult learners vary in growth stages, family and work affiliations, the available free time, the nature and time of needs, cultural backgrounds, special restrains and expectations.
Massive unified educational institutions are seen disqualified to fulfill the above special needs, since no one school building regardless of its size, quality programs and human resources can hold at one time within its confined boundaries such diversity of course offerings extended learning schedules and different implementation requirements.
C. The psychosocial and physical health needs of student population.Since these personality or personal maintenance needs are multiple in magnitude and timing.
The limited school resources and complicated redtape routines will leave the available services, specially in developing countries, highly incompetent to achieve the required psychosomatic and social treatments. The work effectiveness which some school specialists may report in this regard is most likely over exaggerated. It is in reality very limited in scope and frequency comparable to student populations attending schools.
Further, these services accomplish their present missions basically with the help from private and / or public sectors outside the school. Needless to indicate also that the observed "personal maintenance" services in
developing countries are either totally missing, partly available or operationally defective.
3- Every individual, young and adult, man and woman, working and out of work, easterner and westerner, oppressed and oppressor, poor and rich or whatever the classification dichotomy to which he or she may belong, is a perpetually growing human being. The individual is consequently in constant demand of achieving ever arising psycho educational, social, behavioral, somatic and professional needs. Any person who believes at one time to have reached his ultimate growth or has achieved all life goals is in reality starting the process of death. Massive unified approaches of schooling, regardless of their economic merits seem to be incapable of fulfilling the emergent demands of this premise.
4- Schooling which is analytic(e.g. uses extensively psycho educational tests, case histories, interviews, cumulative records and reports to arrive at an overall objective understanding of the individual prior to the initiation of learning and counseling sessions) is more valid in content and processes and more effective in achievements than the massive unified approach to education.
5- Schooling which is pre-conditions free: e.g. open to all ages, sexes, races and work or social affiliations, to serve at any given time the psychoeducational needs of individuals, is more democratic in processes and philosophy than the traditional massive unified approach to education which separates young learners from adults in most countries, a sex or race from their counterparts in others, or imposes extra obstacles on the education of an age group or professional / social / political affiliations in some other areas.
6- Schooling which is prescriptive in learning and teaching, e.g. diagnoses the available psychoeducational, social, behavioral and somatic data of the individual to plan achievement programs that are unique to each one's case, is under the normal condition more valid in content and far productive in generating results than the massive unified approach to education.
7- Schooling which fosters direct and realistic needsthat concern the individual now in relation to himself, his peers, his family, his work, his neighborhood and his society, is more effective in developing the righteous
person than the massive unified approach to education which is characterized by being over theoretical, armchaired and excessively out dated in both conduct and product.
8- Clinical schooling which is scientific,analytic and prescriptive in methodology; personal in treatment and communication means; realistic and systematic in response to the actual needs of learners; open educationally or preconditions free in accepting every one who needs to learn and in servicing their psychoeducational needs as they arise, is expected to be far more valid in content and methods and highly effective in achieving results than the massive unified approach to education.
Actually, since education has been transformed to an institutionalized massive business and became strictly confined to a specific professional working class and physical locations; fixed daily schedules, rigidly planned curricula and administrative routines; schooling has turned to be a dull waste task, a corrupted modest trade and problems generation undertaking.
To invert this problematic state of schooling, society ought to re-school itself by a different methodology: A clinical-blended approach that:
A. Allows for comprehensive treatmentof all individual's normal and emergent needs, whatever these are:
* Psychologicalpersonality needs.
* Behavioralmodification needs.
* Social adjustment needs.
* Personalhobby or special interest needs.
* Professionalwork or life role needs.
* Somaticphysical health needs.
Reschooling society with the clinicalblended approach is expected to provide clients with adequately operational services for all above areas of human needs and any possible others.