UNIVERSITATEA DIN BUCURETI FACULTATEA DE FILOSOFIE

Tez de doctorat:

EDUCAIA VIRTUAL CA MODALITATE DE A ASIGURA DISTRIBUIREA ETIC A CUNOATERII

Coordonator: prof.univ.dr. Vasile MORAR Doctorand: Carmen Elena ENE

REZUMAT

Am pornit, n aceast lucrare, de la premisa c resursa cheie n societatea actual este cunoaterea, iar accesul la cunoatere devine surs de putere, dar i de la constatarea ca exist grupuri sociale mai avantajate, care au acces mai facil la cunoatere, i n consecin la putere. Astfel, am considerat c managementul cunoaterii ridic probleme etice i c este necesar identificarea unor noi canale pentru o distribuie mai echitabil a cunoaterii. Crearea, acumularea i exploatarea cunoaterii constituie fundamentul expansiunii culturale i sociale, precum i cel al creterii economice. ntr-o societate n care cunoaterea reprezint principalul avantaj competitiv, posesia cunoaterii reprezint sursa puterii, fapt care oblig la evidenierea chestiunilor etice implicate n producia i utilizarea cunoaterii ca surs de putere. De vreme ce factorii sociali legai de putere au favorizat de-a lungul istoriei producia de cunoatere tiintific, o cantitate covritoare a acesteia, legat de toate

disciplinele, a fost produs i diseminat de anumite grupuri sociale care s-au bucurat de privilegii economice i sociale mai mult dect altele (spre exemplu, culturile vestice fa de restul lumii, barbaii fa de femei, albii fa de negri) i prin crearea i diseminarea

cunoaterii aceste gupuri au creat realitatea i au stabilit standarde ale normalitii pentru cei care nu au avut acces la putere. Astfel, identificarea de noi canale de producere i distribuire a cunoaterii poate avea un impact major asupra societilor contemporane. Procesul educaional, att educaia formal academic, ct i educaia pe ntreg parcursul vieii, menin acest cerc virtuos al achiziiei i crerii de cunoatere. Educaia virtual ca i component de baz a procesului educaional, nelegerea dinamicilor care stau n spatele su i gradul de pregtire pentru utilizarea la capacitate maxim a beneficiilor acesteia pot reprezenta mecanisme ale unei mai corecte diseminri a cunoaterii. Scopul acestei cercetri este de a identifica noi mijloace pentru o mai corect diseminare a cunoaterii. De vreme ce potenialul cognitiv uman reprezint principalul factor n cadrul procesului de creare a cunoaterii, sporirea capitalului uman rmne o procupare major n societate bazat pe cunoatere, cci pentru a contribui la dezvoltarea social i economic, indivizi din toate pturile societii au nevoie de acces la cunoatere relevant.n acest context am evideniat faptul c educaia reprezint un factor esenial n acest demers. Procesul educaional, att educaia formal academic, ct i educaia pe ntreg parcursul vieii, menin cercul virtuos al achiziiei i crerii de cunoatere despre care am menionat anterior. Statele investesc astzi n cercetare i dezvoltare, dar i n educaie i formare profesional. De la aceste investiii se ateapt nu doar s creasc rata naional de inovaie, dar i s garanteze avanaj competitiv naiunilor care investesc mai mult dect altele n economia cunoaterii, ntruct populaia cu o educaie mediocr ntmpin probleme n ceea ce privete rata sczut a angajrii i acesta influeneaz economia n dou moduri. n primul rnd datorit probabilitii sczute a angajrii, indivizii cu o educaie mediocr e mai puin probabil s participe n mod activ la aciunile pieei i astfel s i aduc contribuia n procesul productivitii. n al doilea rnd exist anse mari ca indivizii care nu sunt integrai n aciunea pieei s devin dependeni de transferurile sociale.

Aceast lucrare este structurat n trei capitole precedate de un argument i urmate de concluzii, anexe i bibliografie. Fiind n primul rnd o lucrare de etic social i etic aplicat, am realizat un prim capitol de prezentare a cunoaterii i eticii din perspectiva istoriei doctrinelor morale. n prim faz am ncercat clarificarea noiunii de etic, delimitarea obiectului i domeniilor eticii i dar i definirea sferei eticii unde am ncercat s ne situm conceptual n aceast lucrare. Etica se divide n etic teoretic (domeniu ce se ocup de cercetarea problemelor etice din perspectiv teoretic sau filosofic, sub aspect principal sau abstract, pur conceptual) i etic aplicat (cercetarea problemelor eticii din perspectiva unor situaii concrete sau cazuri speciale, reale, posibile sau imaginare, cu care se poate confrunta omul). De asemenea, etica aplicat studiaz fie aspecte morale ale conduitei umane individuale i ale sferei private (etica individual), fie aspecte ale conduitei umane colective sau ale sferei publice (etica social). Etica individual are legturi cu ontologia vieii interioare, antropologia filosofic, axiologia, teoria raionalitii i psihologia individual. Etica social, n schimb, are conexiuni cu ontologia social, filosofia politic, filosofia economiei, teoria aciunii colective, teoria politicilor publice, psihologia social sau teoria instituiilor. Am prezentat n linii mari principalele concepii etice legate de subiectul abordat, respectiv etica virtuii, absolutismul i relativismul moral, etica cretin, etica datoriei (cu accent pe contractualism) i consecinialismul (cu accent pe utilitarism). n ceea ce privete etica aranjamentelor sociale fundamentale, am abordat tema eticii alocrii resurselor i pe cea a dreptii distributive. n linii mari, analiza aspectelor morale ale conduitelor colective sau publice cad n sfera eticii economice i sociale, i acesta este domeniul eticii la care am dorit s ne raportm preponderent n aceast lucrare, ntruct etica social are o problematic specific care se

refer la responsabilitatea colectiv (majoritatea deciziilor n sfera social sunt luate n colectiv), pulverizarea responsabilitii (ca urmare a caracterului colectiv al responsabilitii, se produce sistematic o pulverizare a rspunderii, deci i o diminuare a ei: fiecare este puin responsabil dar nimeni nu este n mare msur responsabil de o decizie) i amploarea efectelor (majoritatea deciziilor sau problemelor din etica social au efecte ample). Tema pe care am propus-o, respectiv identificarea unei modaliti de a distribui etic cunoaterea are n vedere ntrebri care se refer la cum este corect sau drept s se aloce resursele actuale, n cazul de fa cunoaterea i accesul la cunoatere? sau dac este posibil o mai echitabil / dreapt distribuire a resurselor, respectiv a cunoaterii cu ajutorul educaiei virtuale?, ele referindu-se la ceea ce se afl dincolo de sfera strictei legaliti. Problema pe care am dorit s o abordm n aceast lucrare este tocmai cea a dreptii sociale nelese ca distribuire corect a resurselor sau valorilor din societate. n momentul n care propunem o situaie n care apare problema dreptii sociale, oamenii o pot vedea foarte diferit i cu ct avem nevoie s lum n considerare mai multe principii, cu att alegerea se complic i nu avem la ndemn niciun rspuns simplu, fiind cunoscut n teoria deciziei raionale c pe masur ce crete numrul de criterii pe care le lum n considerare, devine tot mai dificil s gsim un unic rspuns corect. n cel de-al doilea capitol al lucrrii am inclus discuiile referitoare la cunoatere, managementul cunoaterii, respectiv educaia i cercetarea ca i resurse ale noii economii bazate pe cunoatere. Dei poate prea nepotrivit asocierea dintre epistemologie i managementul cunoaterii, acesta din urm datoreaz epistemologiei mare parte a dezvoltrii sale, ntruct multe dintre progresele teoretice realizate n managementul cunoaterii n ultimele dou decenii apeleaz direct la o serie de teorii i distincii epistemologice clasice. Totui, discuiile filosofice tradiionale din cmpul epistemologiei au o relevan limitat pentru managementul cunoaterii pentru c majoritatea acestor dezbateri se concentreaz

asupra producerii i validrii cunoaterii, i nu asupra mprtirii i utilizrii cunoaterii ntrun colectiv sau grup, iar managementul cunoaterii vizeaz tocmai acest aspect: cum poate fi administrat, dezvoltat i transferat cunoaterea n interiorul unei organizaii, adic a unui grup de mari dimensiuni. n ceea ce privete disciplina managementului cunoaterii, se remarc dou curente, respectiv curentul managementul cunoaterii ca management al informaiilor - rspndit n general printre cei care au o pregtire n domeniul computerelor, informaticii i pentru care cunotina reprezint un obiect care poate fi identificat i cu care se lucreaz n sisteme informatice, i curentul managementul cunoaterii ca management al oamenilor - rspndit n general printre cei care au o pregtire n domeniul filosofiei, psihologiei, sociologiei sau afacerilor/managementului. Acetia sunt principalii implicai n evaluarea, schimbarea i mbuntirea abilitilor umane individuale sau/i comportament, dar i n nvarea i managerierea acestor competene la nivel individual (psihologii) sau la nivel colectiv (filosofii, sociologii sau teoreticienii n domeniul organizaiilor). O alt zon a refleciei filosofice important pentru managementul cunoaterii este cea a epistemologiei sociale, vazut ca un soi de extensie a epistemologiei tradiionale, i care analizeaz ndeosebi legturile dintre factorii sociali i raionali n contextul proceselor de producere a cunoaterii. Mai precis, epistemologia social examineaz contextul social al producerii i manipulrii cunoaterii, pornind de la premisa c acesta este un produs colectiv i nu individual, care poate fi distribuit n reele sociale. Aceast reconceptualizare a cunoaterii ca un produs social, colectiv, prezint un interes deosebit pentru managementul cunoaterii, cci acesta din urm vizeaz tocmai contexte sociale n care este nevoie de o administrare i dezvoltare a cunoaterii, cum este cazul organizaiilor de mari dimensiuni.

Din discuiile referitoare la educaie ca i resurs a noii economii bazate pe cunoatere, nu puteam sa nu menionm teoriile lui E. Denison cu privire la acest aspect, teorii cunoscute sub sintagma teza Denison. Denison este de prere c schimbarea tehnologic i, implicit, creterea economic, nu sunt asigurate prin simpla achiziionare de echipamente mai performante, ci numai n condiiile creterii calitii forei de munc, deci, ale creterii cheltuielilor pentru educaie. Aceste cheltuieli pentru educaie se regsesc ns n creteri ale produsului intern brut, ceea ce nseamn c investiiile n educaie nu nseamn bani cheltuii ntr-un sector neproductiv. Astfel, Denison genereaz o schimbare a imaginii dominante tradiionale n economie dup care creterea economic prin schimbare tehnologic este produs prin investiii n capitalul industrial i o nlocuiete cu teza c progresul tehnologic este determinat de creterea calitii forei de munc, adic de un sistem educaional mai bun. Schimbarea calitii forei de munc devine un factor al creterii economice. Al treilea capitol al lucrrii este alocat discuiei referitoare la potenialul educaiei viruale n distribuirea etic a cunoaterii. Pentru a putea clarifica ncadrarea pe care am ales-o pentru a ilustra acest capitol trebuie menionat c termenii de educaie la distan, educaie virtual i e-learning au suferit modificri de-a lungul ultimilor ani. La momentul actual cea mai larg acoperire a fenomenului o putem regsi n conceptul mai general de educaie virtual, concept care nglobeaz att educaia la distan ct i e-learningul, dar i mai noile concepte, respectiv gLearning-ul, mLearning-ul sau blendedLearning-ul, concepte pe care de asemenea vom ncerca s le clarificm. Creterea necesarului global pentru for de munc educat i constngerile financiare legate de sistemele de educaie tradiionale sunt doi factori importani care au dus la intensificarea folosirii programelor de educaie virtual, iar dezvoltrile recente ale tehnologiei au desfiinat limitele ntre studenii tradiionali i cei care au oportunitatea de a lucra cu programe destinate nvrii individuale intreactive. Aceasta ofer indivizilor

posibilitatea de nvare pe tot parcursul vieii i joac un rol important n procesul de educaie din societile din lumea ntreag. Dac societatea trebuie s fac fa necesitii crescnde pentru for de munc educat, educaia virtual i redefinete rolul n comunitile academice. De vreme ce educaia virtual este un fenomen complex, sensul acestui termen variaz n funcie de contextul n care se aplic. n neles politic el duce la ideea de modernizare a ntregii ramuri a educaiei pentru a menine societatea i fora sa de munc competitiv i pentru a contribui astfel la coeziunea social. n sens economic, educaia virtual se definete ca i sector al afacerilor n mediul online la scal internaional, focusndu-se pe produse i servicii noi i pe provideri care utilizeaz piaa online. n sens strict educaional,

nvmntul virtual se refer la predare i nvare ca modalitate de a folosi noi medii de instruire sau noi arii de cercetare. n acest context, educaia virtual se refer la utilizarea tehnologiilor online pentru a oferi o arie larg de soluii care pot spori cunoaterea i performana. Interesul nostru academic se refer la nelesul politic i la cel educaional al termenului de educaie virtual. Dezvoltarea tehnologiilor informaionale i de comunicare a reprezentat un factor important n dezvoltarea societilor. Exist autori care argumenteaz c factorul ce determin societile s se integreze n era infomatic este un soi de criz social. Conform acestor teorii tehnologia informaiei poate schimba sistemele sociale n mod fundamental, dar tehnologia este de fapt doar un mijloc pentru schimbare, n vreme ce dorina oamenilor este ceea ce duce de fapt la schimbarea social. Tehnologiile informatice par s devin un canal important de distribuire a cunoaterii, crescnd astfel accesul la educaie i dezvoltarea capitalului uman al societi n ansamblu. Dac schimbarea social este condiionat pn la un anumit punct de abilitile indivizilor de a se adapta la schimbare, atunci tehnologiile informaionale pot juca un rol indirect n generarea schimbarii sociale. Ali autori sunt de parere c tehnologia joac

un rol important n procesul diseminrii cunoaterii ntruct tehnologiile actuale au interfee grafice care ofer medii virtuale ce fac legtura ntre individ i computer. Educaia la distan exist de mai bine de un secol i iniial ea se realiza cu ajutorul presei i al potei tradiionale, ns un astfel de mijloc de a realiza educaia a fost privit ca neconvenional i periferic n comparie cu nvmntul tradiional. n ultimele decade, dezvoltarea tehnologiilor informaionale i de comunicare au influenat procesul de educaie la distan n mod decisiv. Aceste tehnologii au oferit educaiei la distan noi platforme tehnologice capabile s susin procesul educaional, iar nvarea mediat de computer a cptat o tot mai mare importan n educaie, facilitnd o nou modalitate de transfer al cunoaterii de la cei care posed cunoaterea (cum ar fi universitile) ctre cei care doresc s nvee. n sprijinul tezei propuse am realizat un studiu iniial pe un eantion de studeni nrolai n programe de nvare la distan ntr-o comunitate specific. n Romnia exist nc suficient de muli factori care limiteaz accesul la educaie universitar, nu doar pentru aboslvenii de liceu, dar mai ales pentru cei care sunt nevoii s i modifice parcursul profesional sau pentru cei implicai n formarea continu. Factorii despre care vorbim sunt legai mai ales de costurile necesare participrii zilnice la cursuri, de vrst, de dorina de a fi ntr-un anumit loc de munc sau de distanele dintre centrele universitare. Analiza datelor colectate a condus la o corelaie ntre programele de educaie la distan i posibilitatea studenilor de a urma cursuri de pregtire n sistem educaional tradiional. Concluzia care s-a desprins a fost aceea c lipsa programelor de educaie online ar fi fcut ca majoritatea studenilor aflai n eantionul pe care s-a facut analiza s nu aib acces la formare academic. Am considerat acest studiu un punct de plecare n argumetarea tezei c educaia virtual poate fi o modalitate de a asigura distribuirea etic a cunoaterii i am dorit s mergem mai departe i s ncercm s evalum mai multe aspect legate de nvarea n mediul

virtual, de gradul de pregtire a studenilor de a nva n acest mediu i cu mijloacele specifice. Am considerat util aplicarea unui chestionar care s investigheze aspectele vizate i ncercarea de a formula o serie de recomandri pornind de la analiza datelor colectate, ntruct n literatura de specialitate cele mai multe accente sunt puse pe cerinele tehnologice necesare desfurrii programelor de educaie virtual (spre exemplu cursurile online), pe acceptarea acestei forme de nvare/predare de ctre studeni, respectiv profesori, pe calitatea nvmntului virtual, pe diferitele metode de realizare, pe problematica educaiei virtuale n comparaie cu educaia tradiional, pe schimbarea relaiei ntre studeni i profesori, precum i pe impactul economic al acestui proces, dar mai puin pe chestiuni referitoare la gradul de pregtire al studenilor de a nva n mediul virtual. Chestionarul a fost aplicat n dou univeristi, respectiv n Romnia la Universitatea Spiru Haret i n Slovenia la Univeristatea din Maribor, cu ajutorul i colaborarea profesorului Z. Nedelko de la Universitatea din Maribor. Este important de menionat faptul c studenii romni erau nrolai n programe de nvare exclusiv online, ceea ce nseamn c nu existau cursuri care s se desfoare tradiional (fa n fa), iar studenii sloveni beneficiau de un portal pentru educaie virtual, ns erau prezeni cu regularitate la cursurile desfurate n campusul univeristar. Am analizat n primul rnd gradul de pregtire al studenilor pentru nvarea n mediul virtual prin analiza valorilor personale, valori care influeneaz nu doar comportamentul din viaa personal, dar i succesul nvrii n mediul virtual. Considerm c atitudinea i pregtirea participanilor pentru nrolarea n programe de educaie virtual este factorul esenial n succesul acestor programe. Nu puteam atepta rezultate pozitive n utlizarea lor indiferent de ct de sofisticat ar fi suportul ICT folosit dac participanii nu sunt pregtii sau sunt reticeni n a utiliza ICT n procesul de nvare. Nu conteaz ct de bun este un curs

oferit de aceste programe dac studenii nu sunt responsabili i nu reuesc s i organizeze singuri procesul de nvare. De asemenea, nu conteaz ct de utile sunt informaiile pe care studenii le pot descoperi nvnd n medii virtuale dac ei nu sunt interesai s le descopere. Sunt necesare studii ulterioare referitoare la pregtirea participanilor pentru nvarea n mediul virtual. Universitile tradiionale care se afl n proces de integrare a acestor programe ar trebui s ncerce s i pregateasc studenii pentru aceste noi provocari. De asemenea, am realizat o scurt analiz referitoare la rolul i importana comunicrii non-verbale n cadrul procesului de nvaare virtual, ntruct intervin modificri semnificative n procesul de comunicare comparativ cu cel care are loc n prcesul tradiional de educaie i am ncercat s facem cteva sugestii referitoare la modificarea rolului i importanei comunicrii non-verbale n procesul de nvare virtual. Educaia virtual opereaz cu diferite instrumente, dar trebuie precizat faptul c accesibilitatea i eficiena acestora depind de contextul n care sunt folosite i n acest scop am dezvoltat o serie de analize i comparaii ale sistemelor de educaie n care sunt nrolai i ale intrumentelor folosite n procesul de nvare pe eantioane de studeni din cele dou ri (respectiv Romnia i Slovenia). Am prezentat i analizat ca i instrumente-suport n educaia virtual videoconferina, literatura electronic i reelele sociale. Reelele sociale vor fi probabil parte integrant a procesului de nvare virtual ntruct ele dezvolt un important potenial de mbuntire a comunitilor colare transformndu-le n organizaii de nvare. Aceste organizaii nu trebuie doar s susin procesul de nvare al studentului, ci i s i mbunteasc constant modalitile proprii de lucru. Nu ar fi inutil ca universitile s adopte reele sociale utilizate n nvare i s nceap un proces de schimbare n management i n structurile de organizare. Am intenionat n aceast lucrare s umplem, mcar n mic parte, golul din literatura de specialitate romneasc privitoare la aspectele discutate. Am considerat c, de vreme ce

cunoaterea i puterea sunt interdependente i anumite grupuri sociale au mai puin acces la cunoatere, i deci mai puine anse s genereze cunoatere, programele de educaie virtual pot balansa aceste inegaliti socio-economice prin creterea nivelului de educaie al grupurilor dezavantajate, ajutndu-le astfel s joace un rol mai activ n procesul de generare a cunoaterii.

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