Siinviidatud vabalevis olev tekst koos arutluse all oleva Manifestoga võiks olla kohustuslik lugemine kõikidele haridusvaldkonnas tegutsejatele. Küsimused online ja offline õppest ei kao lähiajal ilmselt kusagile ja nende adresseerimine ning mõtestamine toimib ka siis, kui see toimub juhuslikult, lihtsalt juhtub. Siinset teksti lugedes oleks muuhulgas kasulik mõelda ka sellele perspektiivile, kust see esitatakse. Missuguseid vaatenurki siin praktiliselt ei puudutata?

Kuna tekst on vabalevis, siis pikka kommentaari vaja ei ole.


This paper is the reflection of the proceedings of a live colloquium held by seven educational researchers in Madrid in August 2021. Point of departure of this colloquium was a shared concern for the ascendance of online teaching as the privileged mode of teaching in higher education.

Millele autorid keskenduvad:

The seven qualities under concern are the following: publicness, world-disclosure, friction, joint attention, rhythm, secrecy, metastability.

Kuigi autorid ütlevad nii, siis jääb mulje, et …

In that sense, we do not so much wish to criticize The Manifesto, as to point toward something that risks being forgotten.

Avalik-era sfääri meeldetuletus:

The private is the sphere of exclusiveness. ‘Here we choose those with whom we wish to spend our lives … those we love; and our choice is guided not by likeness or qualities shared by a group of people – it is not guided, indeed, by any objective standards or rules.’ (Arendt 1959: 52) In contrast, the public is the sphere of equality (Arendt 1959: 51), where individuals grant each other the same rights to engage in discussions among equals.

Arendti ideed on ühed kesksed:

Teaching also means showing to newcomers: ‘this is our world’ (Arendt 1959).

Koosõppimise ja -mõtlemise probleem:

Addressing ecological agency of educational practices means to attend to the ways in which educational practices create environments for learning and thinking together, for teaching, for paying attention to things of interest, for raising questions and trying a response (Citton 2019; Rasmi 2021).


Closing a classroom door opens opportunities to retreat from the public eye.

Blumsztajn, A., Koopal, W., Rojahn, P., Schildermans, H., Thoilliez, B., Vlieghe, J., & Wortmann, K. (2022). Offline Memos for Online Teaching: A Collective Response to The Manifesto for Teaching Online (Bayne et al. 2020). Postdigital Science and Education, 1-12.