educatia virtuala ca modalitate de a asigura distribuirea etica a cunoasterii.pdf

7/27/2019 Educatia virtuala ca modalitate de a asigura distribuirea etica a cunoasterii.pdf

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UNIVERSITATEA DIN BUCURETI

FACULTATEA DE FILOSOFIE

Tez de doctorat:

EDUCAIA VIRTUAL CA MODALITATE DE A ASIGURA DISTRIBUIREA ETIC A

CUNOATERII

Coordonator:prof.univ.dr. Vasile MORAR

Doctorand:Carmen Elena ENE

REZUMAT

Am pornit, n aceast lucrare, de lapremisa c resursa cheie n societatea actual este

cunoaterea, iar accesul la cunoatere devine surs de putere, dar i de la constatarea ca exist

grupuri sociale mai avantajate, care au acces mai facil la cunoatere,in consecin la putere.

Astfel, am considerat cmanagementul cunoaterii ridic probleme eticei c este necesar

identificarea unor noi canale pentru o distribuie mai echitabil a cunoaterii.

Crearea, acumularea i exploatarea cunoaterii constituie fundamentul expansiunii

culturale i sociale, precum i cel al creterii economice. ntr-o societate n care cunoaterea

reprezint principalul avantaj competitiv, posesia cunoaterii reprezint sursa puterii, fapt care

oblig la evidenierea chestiunilor etice implicate n producia i utilizarea cunoaterii ca surs

de putere. De vreme ce factorii sociali legai de putere au favorizat de-a lungul istoriei

producia de cunoatere tiintific, o cantitate covritoare a acesteia, legat de toate

disciplinele, a fost produs i diseminat de anumite grupuri sociale care s-au bucurat de

privilegii economice i sociale mai mult dect altele (spre exemplu, culturile vestice fa de

restul lumii, barbaii fa de femei, albii fa de negri) i prin crearea i diseminarea


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cunoaterii aceste gupuri au creat realitatea i au stabilit standarde ale normalitii pentru cei

care nu au avut acces la putere. Astfel, identificarea de noi canale de producere i distribuire a

cunoaterii poate avea un impact major asupra societilorcontemporane.

Procesul educaional, att educaia formal academic, ct i educaia pe ntreg

parcursul vieii, menin acest cerc virtuos al achiziiei i crerii de cunoatere. Educaia

virtual ca i component de baz a procesului educaional, nelegerea dinamicilor care stau

n spatele su i gradul de pregtire pentru utilizarea la capacitate maxim a beneficiilor

acesteia pot reprezenta mecanisme ale unei mai corecte diseminri a cunoaterii.

Scopul acestei cercetri este de a identifica noi mijloace pentru o mai corect

diseminare a cunoaterii. De vreme ce potenialul cognitiv uman reprezint principalul factor

n cadrul procesului de creare a cunoaterii, sporirea capitalului uman rmne o procupare

major n societate bazat pe cunoatere, cci pentru a contribui la dezvoltarea social i

economic, indivizi din toate pturile societii au nevoie de acces la cunoatere relevant.n

acest context am evideniat faptul c educaia reprezint un factor esenial n acest demers.

Procesul educaional, att educaia formal academic, ct i educaia pe ntreg

parcursul vieii, menin cercul virtuos al achiziiei i crerii de cunoatere despre care am

menionat anterior. Statele investesc astzi n cercetare i dezvoltare, dar i n educaie i

formare profesional. De la aceste investiii se ateapt nu doar s creasc rata naional de

inovaie, dar i s garanteze avanaj competitiv naiunilor care investesc mai mult dect altele

n economia cunoaterii, ntruct populaia cu o educaie mediocr ntmpin probleme n

ceea ce privete rata sczuta angajrii i acesta influeneaz economia n doumoduri. n

primul rnd datorit probabilitii sczute a angajrii, indivizii cu o educaie mediocr e mai

puin probabil s participe n mod activ la aciunile pieei i astfel s i aduc contribuia n

procesul productivitii. n al doilea rnd exist anse mari ca indivizii care nu sunt integrai

n aciunea pieei s devin dependeni de transferurile sociale.


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Aceast lucrare este structurat n trei capitole precedate de un argument i urmate de

concluzii, anexe i bibliografie.Fiind n primul rnd o lucrare de etic social i etic aplicat,

am realizat un prim capitol de prezentare a cunoaterii i eticii din perspectiva istoriei

doctrinelor morale. n prim faz am ncercat clarificarea noiunii de etic, delimitarea

obiectului i domeniilor eticii i dar i definirea sferei eticii unde am ncercat s ne situm

conceptual n aceast lucrare.

Etica se divide n etic teoretic(domeniu ce se ocup de cercetarea problemelor etice

din perspectiv teoretic sau filosofic, sub aspect principal sau abstract, pur conceptual) i

etic aplicat(cercetarea problemelor eticii din perspectiva unor situaii concrete sau cazuri

speciale, reale, posibile sau imaginare, cu care se poate confrunta omul). De asemenea, etica

aplicatstudiaz fie aspecte morale ale conduitei umane individuale i ale sferei private (etica

individual), fie aspecte ale conduitei umane colective sau ale sferei publice (etica social).

Etica individualare legturi cu ontologia vieii interioare, antropologia filosofic, axiologia,

teoria raionalitii i psihologia individual. Etica social, n schimb, are conexiuni cu

ontologia social, filosofia politic, filosofia economiei, teoria aciunii colective, teoria

politicilor publice, psihologia social sau teoria instituiilor.

Am prezentat n linii mari principalele concepii etice legate de subiectul abordat,

respectiv etica virtuii, absolutismul i relativismul moral, etica cretin, etica datoriei (cu

accent pe contractualism) i consecinialismul (cu accent pe utilitarism). n ceea ce privete

etica aranjamentelor sociale fundamentale, am abordat tema eticii alocrii resurselor i pe cea

a dreptii distributive.

n linii mari, analiza aspectelor morale ale conduitelor colective sau publice cad n

sfera eticii economice i sociale, i acesta este domeniul eticii la care am dorit s ne raportm

preponderent n aceast lucrare, ntruct etica social are o problematic specific care se


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refer la responsabilitatea colectiv (majoritatea deciziilor n sfera social sunt luate n

colectiv), pulverizarea responsabilitii (ca urmare a caracterului colectiv al responsabilitii,

se produce sistematic o pulverizare a rspunderii, deci i o diminuare a ei: fiecare este puin

responsabil dar nimeni nu este n mare msur responsabil de o decizie) i amploarea

efectelor (majoritatea deciziilor sau problemelor din etica social au efecte ample).

Tema pe care am propus-o, respectiv identificarea unei modaliti de a distribui etic

cunoaterea are n vedere ntrebri care se refer la cum este corect sau drept s se aloce

resursele actuale, n cazul de fa cunoaterea i accesul la cunoatere? sau dac este

posibil o mai echitabil / dreapt distribuire a resurselor, respectiv a cunoaterii cu ajutorul

educaiei virtuale?, ele referindu-se la ceea ce se afl dincolo de sfera strictei legaliti.

Problema pe care am dorit s o abordm n aceast lucrare este tocmai cea a dreptii

sociale nelese ca distribuire corect a resurselor sau valorilor din societate. n momentul n

care propunem o situaie n care apare problema dreptii sociale, oamenii o pot vedea foarte

diferit i cu ct avem nevoie s lum n considerare mai multe principii, cuatt alegerea se

complic i nu avem la ndemn niciun rspuns simplu, fiind cunoscut n teoria deciziei

raionale c pe masur ce crete numrul de criterii pe care le lum n considerare, devine tot

mai dificil s gsim un unic rspuns corect.

n cel de-al doilea capitol al lucrrii am inclus discuiile referitoare la cunoatere,

managementul cunoaterii, respectiv educaia i cercetarea ca i resurse ale noii economii

bazate pe cunoatere. Dei poate prea nepotrivit asocierea dintre epistemologie i

managementul cunoaterii, acesta din urm datoreaz epistemologiei mare parte a dezvoltrii

sale, ntruct multe dintre progresele teoretice realizate n managementul cunoaterii n

ultimele dou decenii apeleazdirect la o serie de teorii i distincii epistemologice clasice .

Totui, discuiile filosofice tradiionale din cmpul epistemologiei au o relevan limitat

pentru managementul cunoateriipentru c majoritatea acestor dezbateri se concentreaz


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asupra producerii i validrii cunoaterii, inu asupra mprtirii i utilizrii cunoaterii ntr-

un colectiv sau grup, iar managementul cunoaterii vizeaz tocmai acest aspect: cum poate fi

administrat, dezvoltat i transferat cunoaterea n interiorul unei organizaii, adic a unui

grup de mari dimensiuni.

n ceea ce privete disciplina managementului cunoaterii, se remarc dou curente,

respectiv curentul managementul cunoaterii ca management al informaiilor - rspndit n

general printre cei care au o pregtire n domeniul computerelor, informaticii i pentru care

cunotina reprezint un obiect care poate fi identificat i cu care se lucreaz n sisteme

informatice, i curentul managementul cunoaterii ca management al oamenilor- rspndit n

general printre cei care au o pregtire n domeniul filosofiei, psihologiei, sociologiei sau

afacerilor/managementului. Acetia sunt principalii implicai n evaluarea, schimbarea i

mbuntirea abilitilor umane individuale sau/i comportament, dar i n nvarea i

managerierea acestor competene la nivel individual (psihologii) sau la nivel colectiv

(filosofii, sociologii sau teoreticienii n domeniul organizaiilor).

O alt zon a refleciei filosofice important pentru managementul cunoaterii este cea

a epistemologiei sociale, vazut ca un soi de extensie a epistemologiei tradiionale, i care

analizeaz ndeosebi legturile dintre factorii sociali i raionali n contextul proceselor de

producere a cunoaterii. Mai precis, epistemologia social examineaz contextul social al

producerii imanipulrii cunoaterii, pornind de la premisa c acesta este un produs colectiv

i nu individual, care poate fi distribuit n reele sociale. Aceast reconceptualizare a

cunoaterii ca un produs social, colectiv, prezint un interes deosebit pentru managementul

cunoaterii, cci acesta din urm vizeaz tocmai contexte sociale n care este nevoie de o

administrare i dezvoltare a cunoaterii, cum este cazul organizaiilor de mari dimensiuni.


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Din discuiile referitoare la educaie ca i resurs a noii economii bazate pe cunoatere,

nu puteam sa nu menionm teoriile lui E. Denison cu privire la acest aspect, teorii cunoscute

sub sintagma teza Denison. Denison este de prere c schimbarea tehnologic i, implicit,

creterea economic, nu sunt asigurate prin simpla achiziionare de echipamente mai

performante, ci numai n condiiile creterii calitii forei de munc, deci, ale creterii

cheltuielilor pentru educaie. Aceste cheltuieli pentru educaie se regsesc ns n creteri ale

produsului internbrut, ceea ce nseamn c investiiile n educaie nu nseamn bani cheltuii

ntr-un sector neproductiv. Astfel, Denison genereaz o schimbare a imaginii dominante

tradiionale n economie dup care creterea economic prin schimbare tehnologic este

produs prin investiii n capitalul industrial i o nlocuiete cu teza c progresul tehnologic

este determinat de creterea calitii forei de munc, adic de un sistem educaional mai bun.

Schimbarea calitii forei de munc devine un factor al creterii economice.

Al treilea capitol al lucrrii este alocat discuiei referitoare la potenialul educaiei viruale

n distribuirea etic a cunoaterii. Pentru a putea clarifica ncadrarea pe care am ales -o pentru

a ilustra acest capitol trebuie menionat c termenii de educaie la distan, educaie virtual

i e-learningau suferit modificri de-a lungul ultimilor ani. La momentul actual cea mai larg

acoperire a fenomenului o putem regsi n conceptul mai general de educaie virtual,

concept care nglobeazatt educaia la distanct i e-learningul, dar i mai noile concepte,

respectivgLearning-ul, mLearning-ulsau blendedLearning-ul, concepte pe care de asemenea

vom ncerca s le clarificm.

Creterea necesarului global pentru for de munc educat i constngerile financiare

legate de sistemele de educaie tradiionale sunt doi factori importani care au dus la

intensificarea folosirii programelor de educaie virtual, iar dezvoltrile recente ale

tehnologiei au desfiinat limitele ntre studenii tradiionali i cei care au oportunitatea de a

lucra cu programe destinate nvrii individuale intreactive. Aceasta ofer indivizilor


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posibilitatea de nvare pe tot parcursul vieii i joac un rol important n procesul de

educaie din societile din lumea ntreag. Dac societatea trebuie s fac fa necesitii

crescnde pentru for de munc educat, educaia virtual i redefinete rolul n

comunitile academice.

De vreme ce educaia virtual este un fenomen complex, sensul acestui termen variaz n

funcie de contextul n care se aplic. n neles politic el duce la ideea de modernizare a

ntregii ramuri a educaiei pentru a menine societatea i fora sa de munc competitiv i

pentru a contribui astfel la coeziunea social. nsens economic, educaia virtual se definete

ca i sector al afacerilor n mediul online la scal internaional, focusndu -se pe produse i

servicii noi i pe provideri care utilizeaz piaa online. n sens strict educaional,

nvmntul virtual se refer lapredare i nvare ca modalitate de a folosi noi medii de

instruire sau noi arii de cercetare. n acest context, educaia virtual se refer la utilizarea

tehnologiilor online pentru a oferi o arie larg de soluii care pot spori cunoaterea i

performana. Interesul nostru academic se refer la nelesul politic i la cel educaional al

termenului de educaie virtual.

Dezvoltarea tehnologiilor informaionale i de comunicare a reprezentat un factor

important n dezvoltarea societilor. Exist autori care argumenteaz c factorul ce determin

societile s se integreze n era infomatic este un soi de criz social. Conform acestor teorii

tehnologia informaiei poate schimba sistemele sociale n mod fundamental, dar tehnologia

este de fapt doar un mijlocpentru schimbare, n vreme ce dorina oamenilor este ceea ce duce

de fapt la schimbarea social. Tehnologiile informatice par s devin un canal important de

distribuire a cunoaterii, crescnd astfel accesul la educaie i dezvoltarea capitalului uman al

societi n ansamblu. Dac schimbarea social este condiionat pn la un anumit punct de

abilitile indivizilor de a se adapta la schimbare, atunci tehnologiile informaionale pot juca

un rol indirect n generarea schimbarii sociale.Ali autori sunt de parere ctehnologia joac


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un rol important n procesul diseminrii cunoaterii ntruct tehnologiile actuale au interfee

grafice care ofer medii virtuale ce fac legtura ntre individ i computer.

Educaia la distanexist de mai bine de un secol i iniial ea se realiza cu ajutorul presei

i al potei tradiionale, ns un astfel de mijloc de a realiza educaia a fost privit ca

neconvenional iperiferic n comparie cu nvmntul tradiional. n ultimele decade,

dezvoltarea tehnologiilor informaionale i de comunicare au influenat procesul de educaie

la distan n mod decisiv. Aceste tehnologii au oferit educaiei la distan noi platforme

tehnologice capabile s susin procesul educaional, iar nvarea mediat de computer a

cptat o tot mai mare importan n educaie, facilitnd o nou modalitate de transfer al

cunoaterii de la cei care posed cunoaterea (cum ar fi universitile) ctre cei care doresc s

nvee.

n sprijinul tezei propuse am realizat un studiu iniial pe un eantion de studeni nrolai n

programe de nvare la distan ntr-o comunitate specific. n Romnia exist nc suficient

de muli factori care limiteaz accesul la educaie universitar, nu doar pentru aboslvenii de

liceu, dar mai ales pentru cei care sunt nevoii s i modifice parcursul profesional sau pentru

cei implicai n formarea continu. Factorii despre care vorbim sunt legai mai ales de

costurile necesare participrii zilnice la cursuri,de vrst, de dorina de a fi ntr-un anumit loc

de munc sau de distanele dintre centrele universitare.

Analiza datelor colectate a condus la o corelaie ntre programele de educaie la distan i

posibilitatea studenilor de a urma cursuri de pregtire n sistem educaional tradiional.

Concluzia care s-a desprins a fost aceea c lipsa programelor de educaie onlinear fi fcut ca

majoritatea studenilor aflai n eantionul pe care s-a facut analiza s nu aib acces la formare

academic. Am considerat acest studiu un punct de plecare n argumetarea tezei c educaia

virtual poate fi o modalitate de a asigura distribuirea etic a cunoaterii i am dorit s

mergem mai departe i s ncercm s evalum mai multe aspect legate de nvarea n mediul


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virtual, de gradul de pregtire a studenilor de a nva n acest mediu i cu mijloacele

specifice.

Am considerat util aplicarea unui chestionar care s investigheze aspectele vizate i

ncercarea de a formula o serie de recomandri pornind de la analiza datelor colectate, ntruct

n literatura de specialitate cele mai multe accente sunt puse pe cerinele tehnologice necesare

desfurrii programelor de educaie virtual (spre exemplu cursurile online), pe acceptarea

acestei forme de nvare/predare de ctre studeni, respectiv profesori, pe calitatea

nvmntului virtual,pe diferitele metode de realizare, pe problematica educaiei virtuale n

comparaie cu educaia tradiional, pe schimbarea relaiei ntre studeni i profesori, precum

ipe impactul economic al acestui proces, dar mai puin pe chestiuni referitoare la gradul de

pregtire al studenilor de a nva n mediul virtual.

Chestionarul a fost aplicat n dou univeristi, respectiv n Romnia la Universitatea

Spiru Haret i n Slovenia la Univeristatea din Maribor, cu ajutorul i colaborarea

profesorului Z. Nedelko de la Universitatea din Maribor. Este important de menionat faptul

c studenii romni erau nrolain programe de nvare exclusiv online, ceea ce nseamn c

nu existau cursuri care s se desfoare tradiional (fa n fa), iar studenii sloveni

beneficiau de un portal pentru educaie virtual, ns erau prezeni cu regularitate la cursurile

desfurate n campusul univeristar.

Am analizat n primul rnd gradul de pregtire al studenilor pentru nvarea n mediul

virtual prin analiza valorilor personale, valori care influeneaz nu doar comportamentul din

viaa personal, dar i succesul nvrii n mediul virtual. Considerm c atitudinea i

pregtirea participanilor pentru nrolarea n programe de educaie virtual este factorul

esenial n succesul acestor programe. Nu puteam atepta rezultate pozitive n utlizarea lor

indiferent de ct de sofisticat ar fi suportul ICT folosit dac participanii nu sunt pregtii sau

sunt reticeni n a utiliza ICT n procesul de nvare. Nu conteaz ct de bun este un curs


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oferit de aceste programe dac studenii nu sunt responsabili i nu reuesc s i organizeze

singuri procesul de nvare. De asemenea, nu conteaz ct de utile sunt informaiile pe care

studenii le pot descoperi nvnd n medii virtuale dac ei nu sunt interesai s le descopere.

Sunt necesare studii ulterioare referitoare la pregtirea participanilor pentru nvarea n

mediul virtual. Universitile tradiionale care se afl n proces de integrare a acestor

programe ar trebui s ncerce s i pregateasc studenii pentru aceste noi provocari.

De asemenea, am realizat o scurt analiz referitoare la rolul i importana comunicrii

non-verbale n cadrul procesului de nvaare virtual, ntruct intervin modificri

semnificative n procesul de comunicare comparativ cu cel care are loc n prcesul tradiional

de educaie i am ncercat s facem cteva sugestii referitoare la modificarea rolului i

importanei comunicrii non-verbale n procesul de nvare virtual.

Educaia virtual opereaz cu diferite instrumente, dar trebuie precizat faptul c

accesibilitatea i eficiena acestora depind de contextul n care sunt folosite i n acest scop am

dezvoltat o serie de analize i comparaii ale sistemelor de educaie n care sunt nrolai i ale

intrumentelor folosite n procesul de nvare pe eantioane de studeni din cele dou ri

(respectiv Romnia i Slovenia).Am prezentat i analizat ca i instrumente-suport n educaia

virtualvideoconferina, literatura electronici reelele sociale.

Reelele sociale vor fi probabil parte integrant a procesului de nvare virtual ntruct

ele dezvolt un important potenial de mbuntire a comunitilor colare transformndu-le

n organizaii de nvare. Aceste organizaii nu trebuie doar s susin procesul de nvare al

studentului, ci i s i mbunteasc constant modalitile proprii de lucru. Nu ar fi inutil ca

universitiles adopte reele sociale utilizate n nvare i s nceap un proces de schimbare

n managementi n structurile de organizare.

Am intenionat n aceast lucrare s umplem, mcar n mic parte, golul din literatura

de specialitate romneasc privitoare la aspectele discutate. Am considerat c, de vreme ce


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cunoaterea i puterea sunt interdependente i anumite grupuri sociale au mai puin acces la

cunoatere, i deci mai puine anse s genereze cunoatere, programele de educaie virtual

pot balansa aceste inegaliti socio-economice prin creterea nivelului de educaie al

grupurilor dezavantajate, ajutndu-le astfel s joace un rol mai activ n procesul de generare a

cunoaterii.

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