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A Translation of Maxine Greene's Aesthetic Educational Theory Into the Language of Instructional Technology Mara Linaberger

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A Translation of Maxine Greene's Aesthetic Educational Theory Into the Language of Instructional Technology Mara Linaberger Duquesne University Duquesne Scholarship Collection Electronic Theses and Dissertations Spring 2007 Releasing Our Technological Imaginations: A Translation of Maxine Greene's Aesthetic Educational Theory into the Language of Instructional Technology Mara Linaberger Follow this and additional works at: https://dsc.duq.edu/etd Recommended Citation Linaberger, M. (2007). Releasing Our Technological Imaginations: A Translation of Maxine Greene's Aesthetic Educational Theory into the Language of Instructional Technology (Doctoral dissertation, Duquesne University). Retrieved from https://dsc.duq.edu/ etd/827 This Immediate Access is brought to you for free and open access by Duquesne Scholarship Collection. It has been accepted for inclusion in Electronic Theses and Dissertations by an authorized administrator of Duquesne Scholarship Collection. For more information, please contact [email protected]. RELEASING OUR TECHNOLOGICAL IMAGINATIONS: A TRANSLATION OF MAXINE GREENE’S AESTHETIC EDUCATIONAL THEORY INTO THE LANGUAGE OF INSTRUCTIONAL TECHNOLOGY by Mara Linaberger Submitted in partial fulfillment of the requirements for the degree Doctor of Education Instructional Technology Program School of Education Duquesne University March 2007 DUQUESNE UNIVERSITY SCHOOL OF EDUCATION Dissertation Submitted in Partial Fulfillment of the Requirements For the Degree of Doctor of Education (Ed.D.) EdDIT Doctoral Program Presented by: MARA LINABERGER M.A.T., University of Pittsburgh, 1990 B.A., Chatham College, 1989 March 6, 2007 RELEASING OUR TECHNOLOGICAL IMAGINATIONS: A TRANSLATION OF MAXINE GREENE’S AESTHETIC EDUCATIONAL THEORY INTO THE LANGUAGE OF INSTRUCTIONAL TECHNOLOGY Approved by: _________________________________________________________, Chair Gary Shank, Ph.D. Professor, Department of Foundations and Leadership Duquesne University ________________________________________________________, Member Wayne Brinda, Ed.D. Assistant Professor, Department of Instruction and Leadership in Education Duquesne University ________________________________________________________, Member Peter Miller, Ph.D. Assistant Professor, Department of Foundations and Leadership Duquesne University Copyright and by Mara Linaberger 2007 iii Abstract This qualitative study is a journey—an attempt to translate personal experience and theory into a practical philosophical guide for teachers who desire to utilize the rich palette of technology in broad, meaningful ways. It begins with a reflection upon the impact that aesthetic educational theory has had on my teaching practices with technology. The project then moves on to identify and define the philosophical and theoretical underpinnings of both Instructional Technology and aesthetic education, seeking to locate common elements which will assist in merging the two disciplines. Through examining the demands of various qualitative methods to the purpose of this project, philosophical inquiry is identified as the most appropriate framework. In sharing the ongoing conversations I have had with Dr. Maxine Greene, the top scholar in aesthetic education of our time, the reader will begin to see the potential impact that aesthetic educational practices hold for the field of Instructional Technology. Finally, principles for employing aesthetics through technology will be offered, as well as ideas for refining personal practice and suggestions for future research. iv TABLE OF CONTENTS CHAPTERS CHAPTER I: INTRODUCTION.............................................................................................. 1 Beginnings ............................................................................................................................ 1 Foundations........................................................................................................................... 2 My Introduction to Maxine Greene................................................................................... 2 Technology as a Medium ................................................................................................ 10 Dissertation in Stained Glass: A Metaphor for the Creative Research Process................. 13 Aesthetics are to Technology as Stained Glass is to Dissertation.................................. 13 My Introduction to Recycled Glass Art........................................................................... 14 Creation of Recycled Glass Art as a Metaphor .............................................................. 15 The “Five Chapter” Artistic Dissertation Process......................................................... 15 Introduction: Inspiration & Planning......................................................................... 16 Review of Literature: Identifying the Significance of Color and Form...................... 17 Methods: From Part to Whole .................................................................................... 19 Results: Filling in Gaps and Grouting........................................................................ 21 Discussion: Multiple Viewings ................................................................................... 23 Maxine Greene and the Stained Glass Metaphor........................................................... 25 CHAPTER II: REVIEW OF LITERATURE ......................................................................... 26 The Philosophy of Instructional Technology...................................................................... 26 Significance, Color and Form: The Palette of Instructional Technology ..................... 26 Terms of the Field ........................................................................................................... 26 Educational Technology: A Definition ....................................................................... 27 v Instructional Technology: A Definition ..................................................................... 28 Technology in Education: A Definition ..................................................................... 29 Confounding the Three Definitions Further ............................................................... 30 Current Theories That Inform Instructional Technology ............................................... 31 The Design Domain .................................................................................................... 32 The Historical and Philosophical Underpinnings of Instructional Technology......... 35 Selecting a Compatible Theory................................................................................... 36 Constructivism and Instructional Technology............................................................ 37 Philosophical Writings of Maxine Greene.......................................................................... 41 Significance, Color & Form: Identifying Maxine Greene’s Aesthetic Palette.............. 41 A Brief Biography ........................................................................................................... 42 Theoretical Inspirations.................................................................................................. 42 A Broad Definition of Aesthetic Education..................................................................... 45 Traditional Views of Education ...................................................................................... 47 Defining Key Terms in Maxine Greene’s Aesthetic Educational Theory....................... 49 Imagination and Transformation................................................................................ 51 Awareness through “Wide-Awakeness”..................................................................... 55 Openings through “Thinking of things as if…”.......................................................... 59 Freedom and Possibility ............................................................................................. 62 Diversity, Community and Partnerships..................................................................... 68 Merging Instructional Technology and Aesthetic Philosophies............................................. 72 The Current State of IT Philosophy ................................................................................ 73 The Case for a Mosaic of Aesthetic IT Theory ............................................................... 74 vi CHAPTER III: METHODS.................................................................................................... 75 Qualitative Research........................................................................................................... 75 From Part to Whole: Piecing Together Research Methods............................................ 75 Qualitative Methods........................................................................................................ 75 Review of Qualitative Methods ....................................................................................... 77 Case Study?................................................................................................................. 77 Ethnography................................................................................................................ 78 A Form of “Glossing” ................................................................................................ 78 Philosophical Inquiry.................................................................................................. 80 CHAPTER IV: RESULTS.....................................................................................................
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