The concept of coloniality of Being emerged in discussions of a diverse group of scholars doing work on coloniality and decolonization.2 More particularly, we owe the idea to Walter D. Mignolo, who...

On the coloniality of being: Contributions to the development of a concept

Innovative uses of global and local networks of linked computers make new ways of collaborative working, learning, and acting possible. In Group Cognition Gerry Stahl explores the technological and social reconfigurations that are needed to achieve computer-supported collaborative knowledge building--group cognition that transcends the limits of individual cognition. Computers can provide active media for social group cognition where ideas grow through the interactions within groups of people; software functionality can manage group discourse that results in shared understandings, new meanings, and collaborative learning. Stahl offers software design prototypes, analyzes empirical instances of collaboration, and elaborates a theory of collaboration that takes the group, rather than the individual, as the unit of analysis.Stahl's design studies concentrate on mechanisms to support group formation, multiple interpretive perspectives, and the negotiation of group knowledge in applications as varied as collaborative curriculum development by teachers, writing summaries by students, and designing space voyages by NASA engineers. His empirical analysis shows how, in small-group collaborations, the group constructs intersubjective knowledge that emerges from and appears in the discourse itself. This discovery of group meaning becomes the springboard for Stahl's outline of a social theory of collaborative knowing. Stahl also discusses such related issues as the distinction between meaning making at the group level and interpretation at the individual level, appropriate research methodology, philosophical directions for group cognition theory, and suggestions for further empirical work.

Group Cognition: Computer Support for Building Collaborative Knowledge

There is something of a controversy taking place over how best to theorize human learning. This article joins the debate over the relation between sociocultural and constructivist perspectives on learning. These 2 perspectives differ not just in their conceptions of knowledge (epistemological assumptions) but also in their assumptions about the known world and the knowing human (ontological assumptions). Articulated in this article are 6 themes of a nondualist ontology seen at work in the sociocultural perspective, and suggested is a reconciliation of the 2. This article proposes that learning involves becoming a member of a community, constructing knowledge at various levels of expertise as a participant, but also taking a stand on the culture of one's community in an effort to take up and overcome the estrangement and division that are consequences of participation. Learning entails transformation both of the person and of the social world. This article explores the implications of this view of learning...

Sociocultural and Constructivist Theories of Learning: Ontology, Not Just Epistemology

Reconceptualizing object authenticity.

1 Peer Learning with Computers.- Collaborative problem solving with HyperCard: The influence of peer interaction on planning and information handling strategies.- Small group collaborative discovery learning from hypertext.- Peer interaction and writing: The process of revision.- Computer support for the collaborative learning of physics concepts.- The construction of shared knowledge in collaborative problem solving.- 2 Computer Support for Distance Learning.- Learning network design: Coordinating group interactions in formal learning environments over time and distance.- Computer-supported collaborative learning in a multi-media distance education environment.- Distance learning and computer-mediated communication: Interactive, quasiinteractive or monologue?.- 3 The Social and Organisational Context.- Educational practice within two local computer networks.- Technology's role in restructuring for collaborative learning.- 4 Models of Collaboration.- The negotiation of dialogue focus: An investigation of dialogue processes in joint planning in a computer based task.- Computational modelling of constructive interaction: Relaxing the mutuality hypothesis.- Designing human-computer collaborative learning.- 5 Design Issues.- Issues in computer supported collaborative learning.- Designing computer support for collaborative learning.

Computer supported collaborative learning

Being and time : a translation of Sein und Zeit

Identity and Difference consists of English translations and the original German versions of two little-known lectures given in 1957 by Martin Heidegger, "The Principle of Identity" and "The Onto-theo-logical Constitution of Metaphysics." Both lectures discuss the problem of identity in the history of metaphysics. A helpful introduction and a list of references are also provided by translator Joan Stambaugh.

Joan Stambaugh

Papers

Being and time : a translation of Sein und Zeit

Identity and difference

Impermanence is Buddha-nature : Dōgen's understanding of temporality

Music as a Temporal Form

The other Nietzsche