EDER700 - the beginnings!

So the journey began, with EDER700 - a course on Social Theory. Now I have no background in Social Theory, my first undergraduate is in Medical Laboratory Science (with a specialization in Medical Research), my B.Ed is in Adult Education with a specialization in instructional technology and my Masters is in Instructional Technology with a specialization in multimedia development.

It was not without great surprise that I immediately found myself drawn to the functionalist paradigm, the first paradigm we explored. It is not so much so that I was akin to one any theorists views, but it was more how I see the world. I guess one of the cruxes for me is I cannot perceive the idea of a nominalist position. It seems so egocentric of mankind... the world to me exists whether we exist in it or not, it is real it is tangible. The tree has a function whether we agree or disagree with it, apply our cultural beliefs upon it or interrupt it otherwise, nature prevails.

Second for me I can relate to positivism - yes I admit it out loud. It is so ironic I believe, over the summer I was doing a course for Dr. Jacobsen and one of things we had to do was a literature review within our research area. We had to get this critiqued by another professor. Dr. Katy Campbell who critiqued my paper, suggested that I needed to state my positionality. I did, I stated that it could be almost deemed educational malpractice to try to assist students with learning when we still yet do not understand how students learn. In my statement I also mentioned that how can we deem to understand how at the end of the day is simply just another species on this planet, without understand the patterns of nature on this planet. My functionalist paradigm was shining through quite loudly even though I was not consciously aware of my paradigm.

I strongly believe that scientific research is getting a bad wrap within the realm of social theory when instead I believe it is a misunderstood art. Yes absolutely, there is a place for understanding one's biases, how our perspectives might guide our research. But I believe too it is possible to a certain extent to remain objective. Well conducted scientific research has a structure and form that allow for generalizations to be made. To me what relevance is research that cannot be generalized to some extent. How does it assist in boardening the knowledge in our discipline if we cannot use what was learned somewhere else. The problem is in terms of conducting scientific research with human subjects is that there are infinite variables that makes it difficult to follow the scientific method. Does it mean the methodology is flawed? Does it mean it has no place within educational research? I would argue no, it just means adoptions to the method need to occur in these instances.

It seems however when I read about social theory positivism and functionalist are talked about in the past tense, like they no longer exist. I am a dinosaur that never existed, extinct before I even came to be.. this does indeed trouble me!

The Start of the Journey

When I applied to do my doctorate in Educational Technology I had some reservations. First off I live in a small Northern community, closest city over 200km away. There are no opportunities for doctorates in this area. This doctorate was for myself, a goal I had set a long time ago. The response to my applying was of course predictable. "What are you crazy?", "What a waste of time/money?", "What kind of wife/mother are you - isn't your family or important?" The only support I really received was from my mom (a story for another time) and my principal at the school I where I was at that time working as an assistant principal. (I have since moved onto to accept a position at the local college as an Instructional Designer - my passion!)

So no real support from close family or friends, okay I could handle it. I tend to be a bit of a loner anyways, I could go it myself. I convince myself I will meet like minded individuals when I arrive at the University of Calgary, working individuals, passionate about learning and educational research. People I could have enlightening conversations with about our field.

Fast forward to our 2 week orientation session on campus at the University of Calgary. One of the very first responses I received from a member of the cohort, set me back. We were walking to class and the person inquired as to where I was from. My reply - a farm, in Northern Alberta. The response - no, you are lying, no one really lives and a farm that has an education. Okay, just a naive response perhaps, as we our doing our meet and greet, I could already sense the room. Oh you are a superintendent (I better make a contact with you), or you are a director of learning (mark you on my list of people to connect with. You do what? You are an instructional designer? What is that?, From where? (okay move onto the next person). Now don' t get me, most of the group was polite and well intended, however for quite a few, if I could not advance their careers there were bigger fish to go after.

Finally connecting with my fellow Educational Technologists group I found we were all made to feel that way, the four of us. Funny thing is we are all in management positions, one so high up the government sector that he deals directly with the minister, but we were not in Educational Leadership and we were on the outside looking in.

Fast forward to the EDER700, a course of journey and discovery, who are we... how do we see the world...