friendship Archives

On Learning, Volume 3

This book, as you can see from its title, is about learning, or at least about the concept and practice of learning. It investigates two meta-concepts, knowledge and learning, the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks of meaning, principally the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld. This book explores a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as a Bildung, justification, mathematical concepts such as averaging, probability, comparison, prediction and correlation, a bureaucratic theory of learning, social categories of learning and knowledge, and the relationship between ethics and learning.

On Learning, Volume 3: Knowledge, curriculum and ethics, like the first two volumes, is a response to empiricist and positivist conceptions of knowledge. The author challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities, over-simplified messages about learning, knowledge, curriculum and assessment, and the denial that values are central to understanding how we live and how we should live.

On Learning, Volume 2

This edited book, as you can see from its title, is about learning, or at least about the concept and practice of learning. The contributors to this volume are focusing on two meta-concepts, knowledge and learning, on the relationship between the two, and the way these can be framed in epistemic, social, political and economic terms. Knowledge and learning, as meta-concepts, are positioned in various networks or constellations of meaning, principally: the antecedents of the concepts, their relations to other relevant concepts, and the way the concepts are used in the lifeworld.

In this book the various authors explore a number of important concepts that are relevant to the idea of learning. These are meta-concepts such as epistemology, inferential role semantics, phenomenology, rationality, thinking, hermeneutics, critical realism and pragmatism, and meso-concepts such as probability, woman, training, assessment, education, system, race, friendship, Bildung, curriculum, ecology and pedagogy. Like David Scott’s first volume of On Learning, this collection focusing on philosophy, concepts and practices is a response to empiricist and positivist conceptions of knowledge. It challenges detheorised and reductionist ideas of learning that have filtered through to the management of our schools, colleges and universities; over-simplified messages about learning, knowledge, curriculum and assessment; and fostered the denial that values are central to understanding how we live and how we should live – the normative dimension to social policy and social theorising. This book is also an attempt at a Bildungstheorie.

Ageing with Smartphones in Japan

Older adults in Japan, one of the most ageing countries in the world, are starting to adopt the smartphone. What does this mean for friendship, gendered labour, multigenerational living, internal migration, health and indeed purpose in life (ikigai)? Based on 16 months of ethnographic research in urban Kyoto and in rural Kōchi Prefecture, Ageing with Smartphones in Japan follows people as they navigate social and personal shifts post-retirement.

Examining how older women and men negotiate oppressive structures within society, the smartphone emerges as both challenging and perpetuating gender-based norms around care. In witnessing the response of older adults to the wider context of societal ageing and the various forms of precarity that it can engender, this book observes how people creatively navigate the challenges and opportunities of later life to define their own experience of ageing.

The rise of digital visual communication among people in their 50s and older opens new possibilities for sociality and proximity among friends and family. It also presents a methodological challenge for researchers. This book responds with a series of graphic methodological experimentations, including co-created comics, participant drawings, and the author’s own fieldwork sketches and imaginative illustrations, to explore this fundamental shift in communication towards digital images.