Of two contrasting philosophies that underpin openness in education and what that entails

Peter Sloep, Robert Schuwer

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    Abstract

    From the conclusion: The ultimate question is a normative one: Which way do we want that openness in education to go? That question concerns educational resources, open educational practices and what other forms the educational system may spawn. For ultimately, we as stakeholders, in the learning of our children and grandchildren, in the professional development and Bildung of ourselves, should get the educational systems that we want, including appropriate forms of openness therein. Every individual then should decide for herself or himself to what extent this requires education as a public good and to what extent education as a private good, that is, as a commodity subject to market forces. It should not come as a surprise that we side with the humanitarian elaboration of openness. Indeed, we feel that governments as guardians of the public space should actively get involved in promoting this kind of openness, indeed, much as Delors in 1996 advocated for education as a whole.
    Original languageEnglish
    Title of host publicationThe Philosophy and Theory of Open Education
    EditorsMarkus Deimann, Michael A. Peters
    Place of PublicationNew York
    PublisherPeter Lang Publishing
    Pages83-100
    Number of pages18
    ISBN (Print)9781433136047
    Publication statusPublished - 1 Oct 2016

    Keywords

    • MOOC
    • Open Educational Resources
    • Open University

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