Standing on the Standing on the Shoulders of Giants: Shoulders of Giants:

The Heritage of Open The Heritage of Open Education Education

OverviewOverview

What is open education?What is open education? Critic of InstructionCritic of Instruction What is a precursor?What is a precursor? Precursor #1: Antonio GramsciPrecursor #1: Antonio Gramsci Precursor #2: Walter BenjaminPrecursor #2: Walter Benjamin Precursor #3: Paulo FreirePrecursor #3: Paulo Freire Precursor #4: Ivan IllichPrecursor #4: Ivan Illich

Lessons from the PastLessons from the Past

What is Open Education?What is Open Education?

three essential components to Open Education: three essential components to Open Education:

1.1. teaching and learning (educational) processes teaching and learning (educational) processes

2.2. technology and technological infrastructure technology and technological infrastructure

3.3.open or free access to these processes open or free access to these processes (entails a political/policy stand) (entails a political/policy stand)

The three are interrelated in complex ways; The three are interrelated in complex ways; one affects anotherone affects another

has a history that goes back much further has a history that goes back much further than the Internet and open (free) source than the Internet and open (free) source softwaresoftware

What is relevant to Open What is relevant to Open Education?Education?

Open PolicyAnti-copyright

DIY

Technology & Infrastructure

Teaching, Learning and Educational Processes

55

InstructionInstruction

66

L’L’alfabetismo alfabetismo è la capacità elementare di leggere e scrivere.è la capacità elementare di leggere e scrivere.

LaLa scolarizzazione scolarizzazione è la partecipazione (che può essere è la partecipazione (che può essere obbligatoria) a un processo di istruzione formale all’interno di obbligatoria) a un processo di istruzione formale all’interno di un’istituzione educativa.un’istituzione educativa.

L’L’universalizzazione dei sistemi educativiuniversalizzazione dei sistemi educativi comporta la loro comporta la loro apertura all’intera popolazione senza distinzioni sociali di apertura all’intera popolazione senza distinzioni sociali di alcun tipo (di classe, di ceto, di censo, di etnia, di religione).alcun tipo (di classe, di ceto, di censo, di etnia, di religione).

Maggiore insistenza sull’apprendimento astratto (es. matematica, scienze, storia, letteratura), piuttosto che sulla

trasmissione pratica di competenze specifiche.

77

Oggi si sta sempre più assistendo al passaggio dall’Oggi si sta sempre più assistendo al passaggio dall’istruzioneistruzione alla alla formazione permanenteformazione permanente..

IstruzioneIstruzione: trasmissione strutturata di conoscenza all’interno : trasmissione strutturata di conoscenza all’interno di un’istituzione formale durante un ciclo di studi.di un’istituzione formale durante un ciclo di studi.

Apprendimento permanenteApprendimento permanente: acquisizione di conoscenza che : acquisizione di conoscenza che ha luogo in una pluralità di contesti ed è indeterminata nel ha luogo in una pluralità di contesti ed è indeterminata nel tempo. tempo.

88

Teorie educative e disuguaglianzaTeorie educative e disuguaglianza

- I. IllichI. Illich: programma occulto;: programma occulto;

- P. BourdieuP. Bourdieu: capitale culturale;: capitale culturale;

- Teorie dell’intelligenza- Teorie dell’intelligenza..

What is a Precursor?What is a Precursor?

Can be a movement or a personCan be a movement or a person Person or movement combining Person or movement combining

– technology, technology, – education and education and – a political position a political position

in a reaction against commercialization, in a reaction against commercialization, to empower othersto empower others

Part of a heritage that is shared by many Part of a heritage that is shared by many faculty members.faculty members.

IVAN ILLICHIVAN ILLICH

(1926-2002)

“La desescolarización”

1111

Ivan IllichIvan Illich

Sviluppo economico moderno Sviluppo economico moderno individui, un tempo individui, un tempo autosufficienti, vengono autosufficienti, vengono privati privati delle proprie capacità delle proprie capacità tradizionali e tradizionali e costretticostretti ad affidarsi ai medici per la salute, agli ad affidarsi ai medici per la salute, agli insegnanti per l’istruzione, alla televisione per insegnanti per l’istruzione, alla televisione per l’intrattenimento e ai datori di lavoro per la sussistenza.l’intrattenimento e ai datori di lavoro per la sussistenza.

Il Il sistema educativo sistema educativo è la risposta alle esigenze economiche è la risposta alle esigenze economiche di disciplina e gerarchia.di disciplina e gerarchia.

Consumo passivo accettazione acritica dell’ordine sociale esistente attraverso la disciplina e l’irrigimentazione.

1212

Ivan IllichIvan Illich

Le scuole svolgono quattro compiti:Le scuole svolgono quattro compiti:- custodiacustodia;;- distribuzione degli individui nei distribuzione degli individui nei ruoli occupazionaliruoli occupazionali;;- apprendimento dei apprendimento dei valori dominantivalori dominanti;;- acquisizione delle acquisizione delle capacità ecapacità e delle delle conoscenze socialmente conoscenze socialmente approvateapprovate..

Programma occulto il consumo passivo non viene insegnato a livello cosciente, ma è implicito nell’organizzazione e nelle

procedure scolastiche.

descolarizzazione della società

La La desescolarizacióndesescolarización

..(Introducción)(Introducción)

La La desescolarizacióndesescolarización es una es una sociedad sin escuela y sin sociedad sin escuela y sin educación.educación.

Clases de sociedad

Subdesarrollada (convivencialidad)

Avanzada (productividad)

La escuela origina un malestar La escuela origina un malestar social.social.

Malestar social

Problemas económicos

Problemas políticos

Problemas individuales

Principios de la Principios de la desescolarización desescolarización

illichiana.illichiana.

Principios socio-políticos.Principios socio-políticos. ¿Cuál es el objetivo de Illich?¿Cuál es el objetivo de Illich?

-Política nueva.-Política nueva.

¿¿Cuáles son los medios que Illich Cuáles son los medios que Illich considera importantes para lograr considera importantes para lograr ese objetivo?ese objetivo?

-productividad-productividadconvivencialidad.convivencialidad.

- producción institucionada- producción institucionada p. p. individualindividual

-limitar la producción y el consumo.-limitar la producción y el consumo.

“ “ No hay No hay movimiento movimiento

de verdadera de verdadera liberación que liberación que no reconozca no reconozca la necesidad la necesidad de adoptar de adoptar

una tecnología una tecnología de bajo de bajo

consumo consumo energético”.energético”.

Principios de la Principios de la organización de la organización de la

escuela.escuela.

La escuela La escuela NONO enseñar lo que enseñar lo que los niños saben.los niños saben.

Producción individual.Producción individual.

El problema de la El problema de la educacióneducación

Situación actual de la Situación actual de la escuela.escuela.

Se caracteriza por dos fenómenos.

Es cara

Está destinada al fracaso.

Objetivo general Finalidad materializadaLa democratización

(Existen tres niveles)

Significado actual de la Significado actual de la escuelaescuela..

Significado illichiano

Económico Político Educativo

Tiene tres aspectos

Crítica de la Crítica de la escuelaescuela

La función económica y política La función económica y política de la escuela es muy negativa.de la escuela es muy negativa.

Lo Lo que aporta a la educación que aporta a la educación es bastante nulo.es bastante nulo.

ES PERJUDICIAL COMO INSTITUCIÓN.ES PERJUDICIAL COMO INSTITUCIÓN.

¿Por qué?¿Por qué?

““La escuela La escuela parece estar parece estar

eminentementeminentemente dotada para e dotada para ser la iglesia ser la iglesia universal de universal de

nuestra nuestra cultura en cultura en

decadencia …”decadencia …”

Ideal de la escuelaIdeal de la escuela

La desaparición de la escuela La desaparición de la escuela ante el mito de la escuela como ante el mito de la escuela como institución que educa.institución que educa.

Debemos educarnos acorde a lo Debemos educarnos acorde a lo que nosotros queramos hacer y que nosotros queramos hacer y estudiar sin recibir obligaciones.estudiar sin recibir obligaciones.

Objetivos de un verdadero Objetivos de un verdadero sistema educativo.sistema educativo.

Para aprender deben de tener Para aprender deben de tener acceso a las fuentes existentes.acceso a las fuentes existentes.

Quien desee impartir sus Quien desee impartir sus conocimientos debe encontrar a conocimientos debe encontrar a alguien que desee adquirirlos.alguien que desee adquirirlos.

No certificados ni diplomas.No certificados ni diplomas.

Escuela en casaEscuela en casa

Educar en casa o homeschoolingEducar en casa o homeschooling es un movimiento apoyado por es un movimiento apoyado por algunos padres.algunos padres.

Métodos.Métodos. Libros del colegio. Libros del colegio. Cuatro horas diarias.Cuatro horas diarias. Otros no siguen ningún horario.Otros no siguen ningún horario.

Los padres para enseñar:Los padres para enseñar:

NO maestros.NO maestros.

NO títulos.NO títulos.

Lo más importante es que a los Lo más importante es que a los padres les guste estar con sus padres les guste estar con sus hijos y estén interesados en hijos y estén interesados en aprender cosas nuevas.aprender cosas nuevas.

Relación Relación docente-docente-alumnoalumno

Al no existir las Al no existir las escuelas, como las escuelas, como las conocemos hoy, la conocemos hoy, la relación docente- relación docente-

alumno cambiaría por alumno cambiaría por una relación entre una relación entre

iguales.iguales.

La relación sería:La relación sería:

Para aprender:Para aprender:

reacción crítica.reacción crítica.

información. información.

personas. cosas.personas. cosas.

Depende de terceros. Disponibilidad.Depende de terceros. Disponibilidad.

“ “ La escuela es La escuela es un rito un rito

iniciatorio que iniciatorio que introduce al introduce al neófito a la neófito a la

carrera carrera sagrada al sagrada al consumo consumo

progresivo …”progresivo …”

ConclusiónConclusión

Illich era un autor muy radical por Illich era un autor muy radical por lo que su propuesta pedagógica lo que su propuesta pedagógica

nunca se pudo llevar a la práctica. nunca se pudo llevar a la práctica. Muchos autores critican que su Muchos autores critican que su teoría fue demasiado utópica. teoría fue demasiado utópica.

Además se retiró muy pronto de Además se retiró muy pronto de la educación, pero aun así la educación, pero aun así

construyó una escuela más atenta construyó una escuela más atenta e influyó en muchos educadores e influyó en muchos educadores creándose grupos más amplios de creándose grupos más amplios de acuerdo a la desescolarización. acuerdo a la desescolarización.

3737

Pierre BourdieuPierre Bourdieu

Riproduzione culturaleRiproduzione culturale: modi in cui la scuola, insieme ad : modi in cui la scuola, insieme ad altre istituzioni, contribuisce a perpetuare, di generazione altre istituzioni, contribuisce a perpetuare, di generazione in generazione, le disuguaglianze sociali ed economiche.in generazione, le disuguaglianze sociali ed economiche.

Attenzione ai meccanismi con cui la scuola rafforza le differenze culturali acquisite

precocemente nel corso della vita.

3838

Negli ultimi anni si sta assistendo a un aumento Negli ultimi anni si sta assistendo a un aumento dell’dell’impreparazione maschileimpreparazione maschile..

I fattori che spiegano il migliore rendimento scolastico delle I fattori che spiegano il migliore rendimento scolastico delle ragazze sono:ragazze sono:- la crescita dell’autostima e delle aspettative femminili;la crescita dell’autostima e delle aspettative femminili;- la maggiore consapevolezza della discriminazione di la maggiore consapevolezza della discriminazione di genere all’interno del sistema educativo;genere all’interno del sistema educativo;- la differenza di approccio allo studio fra ragazzi e ragazze la differenza di approccio allo studio fra ragazzi e ragazze (le ragazze sono più motivate e maturano più rapidamente).(le ragazze sono più motivate e maturano più rapidamente).

3939

D. GolemanD. Goleman: l’: l’intelligenza emotiva intelligenza emotiva è importante nel è importante nel determinare le opportunità di vita almeno quanto il Qi.determinare le opportunità di vita almeno quanto il Qi.

Intelligenza emotivaIntelligenza emotiva: modo in cui le persone utilizzano le : modo in cui le persone utilizzano le proprie emozioni (motivazione, autocontrollo, empatia, proprie emozioni (motivazione, autocontrollo, empatia, entusiasmo, tenacia).entusiasmo, tenacia).

“il più brillante di noi può sprofondare nei bassifondi della passione sregolata e degli impulsi incontrollabili; le persone con un Qi elevato possono essere straordinariamente inette

nel condurre la propria esistenza” (Goleman)

Secondo i dati Secondo i dati Eurostat, 2009Eurostat, 2009::

in media, i paesi dell'Ue spendono per l'istruzione il 5,05% del Pil; in media, i paesi dell'Ue spendono per l'istruzione il 5,05% del Pil;

La percentuale maggiore è in Danimarca (7,98%) e a Cipro (7,02%), La percentuale maggiore è in Danimarca (7,98%) e a Cipro (7,02%), mentre la più bassa in Slovacchia: 3,79%. mentre la più bassa in Slovacchia: 3,79%. L’Italia è al 18° posto con il L’Italia è al 18° posto con il 4,73%;4,73%;

Per l’istruzione universitariaPer l’istruzione universitaria solo la Bulgaria spende meno dell'Italiasolo la Bulgaria spende meno dell'Italia. Infatti, . Infatti, i 27 Paesi Ue spendono per l’università l'1,1%% del PIL, l'Italia lo 0,8%, i 27 Paesi Ue spendono per l’università l'1,1%% del PIL, l'Italia lo 0,8%, mentre la Danimarca spende ben il 2,3% del Pil;mentre la Danimarca spende ben il 2,3% del Pil;

Altri dati riguardano la spesa per il personale: in Italia la percentuale è Altri dati riguardano la spesa per il personale: in Italia la percentuale è dell’80%, contro la media del 78%. Le spese correnti ammontano al 91% dell’80%, contro la media del 78%. Le spese correnti ammontano al 91% del totale (in Italia al 94%), mentre le spese in conto capitale del totale (in Italia al 94%), mentre le spese in conto capitale rappresentato il 9% (in Italia il 5,7%). La spesa pubblica per l'istruzione rappresentato il 9% (in Italia il 5,7%). La spesa pubblica per l'istruzione varia dal 3,8% al 7,9% del Pil. varia dal 3,8% al 7,9% del Pil.

Antonio Gramsci: Antonio Gramsci: 1891 – 1891 – 1937 1937 Founding member of Communist Party Founding member of Communist Party

in Italyin Italy Imprisoned by Mussolini; most famous Imprisoned by Mussolini; most famous

writings from prison (notebooks)writings from prison (notebooks) Keywords: Keywords:

– IdeologyIdeology– HegemonyHegemony– Organic IntellectualsOrganic Intellectuals

Ideology/Hegemony as Ideology/Hegemony as spontaneous, culturalspontaneous, cultural

Culture: “exercise of thought, acquisition Culture: “exercise of thought, acquisition of general ideas, habit of connecting of general ideas, habit of connecting causes and effects” (Gramsci, 1985, 23)causes and effects” (Gramsci, 1985, 23)

Hegemony & Ideology: "shared Hegemony & Ideology: "shared ideas or beliefs which serve to ideas or beliefs which serve to justify the interests of dominant justify the interests of dominant groups" (A. Giddens 1997)groups" (A. Giddens 1997)

"spontaneous consent" of the "spontaneous consent" of the populace through intellectualpopulace through intellectualleadership or authorityleadership or authority

Knowledge & Culture as Knowledge & Culture as CentralCentral

Intellectual matters, cultural Intellectual matters, cultural representations as paramountrepresentations as paramount

This gives education, teaching and learning This gives education, teaching and learning a central rolea central role

““All…are intellectuals…” All…are intellectuals…”

““just not …by function” or job descriptionjust not …by function” or job description "everyone at some time fries a couple of "everyone at some time fries a couple of

eggs or sews up a tear in a jacket, we do eggs or sews up a tear in a jacket, we do not neces-sarily say that everyone is a cook not neces-sarily say that everyone is a cook or a tailor."or a tailor."

Organic intellectualsOrganic intellectuals

Everyone’s potential for intellectual/political Everyone’s potential for intellectual/political engagementengagement

Everyone: "carries on some form of intellectual Everyone: "carries on some form of intellectual activity … participates in a particular activity … participates in a particular conception of the world, has a conscious line conception of the world, has a conscious line of moral conduct, and therefore contributes of moral conduct, and therefore contributes to sustain a conception of the world or to to sustain a conception of the world or to modify it, that is, to bring into being new modify it, that is, to bring into being new modes of thought"modes of thought"

Gramsci & EducationGramsci & Education

The learner as “active and creative,” not The learner as “active and creative,” not "a passive and mechanical recipient". "a passive and mechanical recipient".

"to create a single type of formative "to create a single type of formative school (primary-secondary) which would school (primary-secondary) which would take the child up to the threshold of his take the child up to the threshold of his choice of job, forming him during this choice of job, forming him during this time as a person capable of thinking, time as a person capable of thinking, studying and ruling - or controlling those studying and ruling - or controlling those who rule" (Gramsci 1971 p40).who rule" (Gramsci 1971 p40).

Walter Benjamin: Walter Benjamin: 1892 - 1892 - 19401940

associated with the Frankfurtassociated with the FrankfurtSchool of critical theory School of critical theory

sociological & cultural criticsociological & cultural critic ““The Work of Art in the AgeThe Work of Art in the Age

of Mechanical Reproduciblity”of Mechanical Reproduciblity” Keywords:Keywords:

– AuraAura– DistractionDistraction

The Work of Art in the AgeThe Work of Art in the Ageof Mechanical of Mechanical ReproducibilityReproducibility

Mechanical reproduction of art means that Mechanical reproduction of art means that its “aura” “withers:” “the technique of its “aura” “withers:” “the technique of reproduction detaches the reproduced reproduction detaches the reproduced object from the domain of tradition.”object from the domain of tradition.”

This is not bad, but good: "For the first This is not bad, but good: "For the first time in world history, mechanical time in world history, mechanical reproduction emancipates the work of art reproduction emancipates the work of art from its parasitical dependence on ritual.“from its parasitical dependence on ritual.“

New forms in film of the late 1920’s and New forms in film of the late 1920’s and 1930’s: Bunuel, Riefenstahl, Eisenstein 1930’s: Bunuel, Riefenstahl, Eisenstein

This kind of art is “received” in a state of This kind of art is “received” in a state of “distraction”“distraction”

Benjamin sees this distracted reception as Benjamin sees this distracted reception as enabling a the “convergence of educational value enabling a the “convergence of educational value and consumer value and consumer value in a new kind of learningin a new kind of learning” ” (Eiland, 2005)(Eiland, 2005)

““The distracted person, too, can form habits. The distracted person, too, can form habits. More, the ability to master certain tasks in a state More, the ability to master certain tasks in a state of distraction proves that their solution has of distraction proves that their solution has become a matter of habit. Distraction as provided become a matter of habit. Distraction as provided by art [means that] new tasks have become by art [means that] new tasks have become soluble by apperception.” soluble by apperception.” (W. Benjamin)(W. Benjamin)

What is significantWhat is significant

Aesthetic characteristics of new technical Aesthetic characteristics of new technical media can present both potential and media can present both potential and challenges for learningchallenges for learning

This is politically relevant; not as direct This is politically relevant; not as direct emancipation from earlier constraints and emancipation from earlier constraints and limitations, but through the development limitations, but through the development of new modes of “reception;” new of new modes of “reception;” new sensibilitiessensibilities

Technology as Technology as culturalcultural in its educational in its educational significancesignificance

Paulo Freire: 1921-1997 Paulo Freire: 1921-1997

Brazilian educator and influential Brazilian educator and influential theorist of critical pedagogy theorist of critical pedagogy (politically engaged)(politically engaged)

Developed “cultural circles” for teaching Developed “cultural circles” for teaching reading and writing; imprisoned for thisreading and writing; imprisoned for this

Literacy was a requirement for voting.Literacy was a requirement for voting. Key terms:Key terms:

– Dialogical educationDialogical education– codificationcodification

Freire on TechnologyFreire on Technology

“The answer does not lie in the rejection of the machine but in the humanization of man.”

I’m a “man of television” and “man of radio.”

"It is not the media themselves which I criticize, but the way they are used."

Slide courtesy of: Richard A. Kahn

Freire on TechnologyFreire on Technology

1960’s National Literacy Programme:

Buys 35,000 Polish slide projectors

In 1973, $13/unit est.

In 1981, $2.50/unit est.

Rate of dollar has now increased six-fold.

In 1962, Br. Real 4:1 rate of exchange.

= A LOT OF MONEY!!!

1990’s Sec. of Ed for Sao Paulo:

Established Central Laboratory for Educational Informatics

Invested in “televisions, video cassettes, sound machines, slide projectors, tape recorders, and 825 micro-computers.”

= A LOT OF MONEY!!!

90s he faced many children without schools altogether, terrible disrepair, he speaks of missing tens of thousands of desks and chairs. So his investment in technology in this context is significant.

Slide courtesy of: Richard A. Kahn

““I don't accept [the claim] …that the I don't accept [the claim] …that the ending of school is inevitable. For me, ending of school is inevitable. For me, the challenge is not to end school, but the challenge is not to end school, but to change it completely and radically to change it completely and radically and to help it to give birth from a body and to help it to give birth from a body that doesn't correspond anymore to the that doesn't correspond anymore to the technological truth of the world to a new technological truth of the world to a new being as actual as technology itself.”being as actual as technology itself.”

– P. Freire: P. Freire: http://www.papert.org/articles/freire/freirePart2.htmlhttp://www.papert.org/articles/freire/freirePart2.html

““Education” is not a Education” is not a FunctionFunction

Is not a “neutral” set of techniques that Is not a “neutral” set of techniques that are applied to facilitate learning on a are applied to facilitate learning on a given subject mattergiven subject matter

All of the precursors are clear about the All of the precursors are clear about the politically-charged nature of “learning” politically-charged nature of “learning” and its rich interrelationship with and its rich interrelationship with technologytechnology

This needs to be taken into account when This needs to be taken into account when understanding the relationship of open understanding the relationship of open education and educational institutionseducation and educational institutions

Technology is not about Technology is not about FunctionFunction

It is not It is not mostlymostly about what the about what the technology can do: if it was, we would technology can do: if it was, we would have been having these discussions in have been having these discussions in 1999, not 20091999, not 2009

Just because technology can do it, Just because technology can do it, doesn’t mean it will be done (right away)doesn’t mean it will be done (right away)

How long will it take for an open How long will it take for an open alternative (e.g. Linux) to overtake a alternative (e.g. Linux) to overtake a dominant institution (e.g. Microsoft)?dominant institution (e.g. Microsoft)?

Open Learning as a important Open Learning as a important “stream”“stream”

Part of an ongoing “parallel reality” that Part of an ongoing “parallel reality” that has been ongoing and important for has been ongoing and important for decades/centuriesdecades/centuries

The relationship with dominant education The relationship with dominant education may change, but will happen very slowlymay change, but will happen very slowly

Strength to be gained by looking at Strength to be gained by looking at connection of this the open connection of this the open content/education movement to ongoing content/education movement to ongoing traditiontradition

Lessons from the PastLessons from the Past Developments occurring with Developments occurring with

technology are not pre-settechnology are not pre-set Technology is not destiny; it is a scene Technology is not destiny; it is a scene

of struggleof struggle Education is much more than the Education is much more than the

acquisition of “globally” competitive acquisition of “globally” competitive skillsskills

We should look to experts, not We should look to experts, not journalists, to understand global journalists, to understand global trends affecting educationtrends affecting education

SourcesSourcesBenjamin, W. (1936/1979). The Work of Art in the Age of Mechanical Benjamin, W. (1936/1979). The Work of Art in the Age of Mechanical

Reproduction. Illuminations. New York: Schocken. Reproduction. Illuminations. New York: Schocken. http://www.marxists.org/reference/subject/philosophy/works/ge/benjahttp://www.marxists.org/reference/subject/philosophy/works/ge/benjamin.htmmin.htm

Gramsci, A. (1971). Gramsci, A. (1971). An Antonio Gramsci Reader: Selected Writings An Antonio Gramsci Reader: Selected Writings 1916-1935.1916-1935. D. Forgacs (Ed.). New York: Schocken. D. Forgacs (Ed.). New York: Schocken.

Freire, P. (1973) Freire, P. (1973) Education for Critical Consciousness. New York: Education for Critical Consciousness. New York: Continuum.Continuum.

Friedman, T. L. (2007). Friedman, T. L. (2007). The World Is Flat: A Brief History of the Twenty-The World Is Flat: A Brief History of the Twenty-First Century. First Century. New York: Farrar, Straus and GirouxNew York: Farrar, Straus and Giroux

Kahn, R. (2005). Electronic Freire: Technology in the Struggle for Peace? Kahn, R. (2005). Electronic Freire: Technology in the Struggle for Peace? Third Annual CAFE Conference. Third Annual CAFE Conference. Available at:Available at:

http://http://richardkahn.org/writings/tep/electronicfreire.pptrichardkahn.org/writings/tep/electronicfreire.ppt

Kahn, R. & Illich Paulo Freire and Ivan Illich: technology, politics and the Kahn, R. & Illich Paulo Freire and Ivan Illich: technology, politics and the reconstruction of education reconstruction of education Policy Futures in Education Policy Futures in Education 5(4) 431-448. 5(4) 431-448. http://http://richardkahn.org/writings/tep/freireillich.pdfrichardkahn.org/writings/tep/freireillich.pdf