Lian, A-P (2012). Pushing the Boundaries of Research Teaching &Tech

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Professor Dr. Andrew Lian: Keynote panel session Visionary call paradigms for the “Asian century”: pushing the boundaries of research, teaching and technology - Ho Chi Minh City, Vietnam,16 November 2012

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Keynote panel session Visionary call paradigms for the “Asian century”: pushing the boundaries of research, teaching and technology:

Keynote panel session Visionary call paradigms for the “Asian century”: pushing the boundaries of research, teaching and technology Professor Dr. Andrew Lian Suranaree University of Technology/University of Canberra Thailand/Australia 16 November 2012 a ndrew.lian@andrewlian.com http://andrewlian.com We do not see the world as it is, we see the world as we are (Anaïs Nin) The universe is made up of stories not atoms (Muriel de Keyser) Change the way you look at things and the things you look at change (Max Planck)

Order of speakers:

Order of speakers Andrew Lian : Eliminating current boundaries Kalyan Chattopadhyay : Crossing the boundaries: new directions in learning and pedagogy in ICT Christine Sabieh : Pushing the Boundaries of Technology: Being Realistic in the Attempt!

The asian century and asean:

The asian century and asean Exciting times: we are in the Asian Century ASEAN will place increasing demands on the linguistic and cultural resources of people everywhere – including LOTEs People experiencing these demands (everyone?) will require personalised solutions (needs are different and we learn differently) Language and culture education will be critically important

the state of call:

the state of call Is it “language” that we teach when we teach language? The state of technology The state of language learning (e.g. reading) Is this good enough? If not, are there solutions? What is the nature of these solutions? (Technical or intellectual)? We need to be creative… BUT…

Creativity…:

Creativity… Has two problems It is removed from us by education and People are actually afraid of it

Yet…:

Yet… Rather than going round in circles, The only valid solution is to start looking at things differently

minsky and planck were right:

m insky and planck were right Marvin Minsky said (I paraphrase): in order to really understand something you must understand it in a variety of different ways Max Planck is reputed to have said: Change the way you look at things and the things you look at change In general we tend not to do this but draw on the past to provide the future. While that may be inevitable, it is also limiting

in the “Asian century”…:

in the “Asian century”… We will have to break from the past, Especially in Asia where conditions are very different from those of governing dominant language teaching and learning paradigms And where research can help become a leader rather than a follower in the field

So…:

So… Rather than following current trends e.g. The fashionable but contradictory notion of Instructed Second Language Acquisition Or the evergreen notion of the classroom as the primary privileged space for learning, Why not seek different conceptual spaces? Are classrooms needed? Is the concept outdated ? Perhaps everyone is a researcher (growth of a research mentality – weakening of the power of experts ) Hence we need creativity/divergent thinking

As an example…:

As an example… My own work is not based on traditional Anglo-American SLA Literature it is built on a postmodern view of meaning-construction derived from Verbo-Tonalism ( Guberina ), Sociology (Bourdieu), Critical Theory (Derrida, Deleuze ), Critical Pedagogy ( Freire ) and others But where are the TESOL people Actually you do not need them to develop a coherent theory of language learning

And…:

And… Has resulted in the development of a so-called rhizomatic model of learning Derived from a specific theory of knowledge and knowledge-construction Although we try very hard to do so, we cannot avoid the big questions We must not avoid the big questions As they enable us to return to first principles and Re-evaluate the bases for our actions .

A rhizomatic fragment:

A rhizomatic fragment

study of things needed but not taught:

study of things needed but not taught

Needed but not taught #2:

Needed but not taught #2

conclusion…:

conclusion… The future is entirely in our hands The future is now but… In Kierkegaard’s words: Life can only be understood backwards; but it must be lived forwards

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