18th Nov, 2022
Discussion
Started 12th Jun, 2022
Education and politics of memory
Although this is not a new theme, the phenomena of "memory manipulation" and "politics of memory" always seem current to us. Even though they are different terms, they are close from a semantic point of view. Memory policies resort to manipulating memory using conditioning actions that, in some aspects, recall Skinner's reinforcement schemes. Authoritarian and totalitarian regimes have adopted this strategy in the iconography of classrooms and the contents of school textbooks. Thus, we can point to the school as a space where the propaganda of non-democratic political regimes intensified their politics of memory? Can the same phenomenon also be observed in democratic regimes?
Most recent answer
Narratives all around us, dear Rooney Pinto People prefer narratives over empirical history. In an authoritarian regime, there is only one dictated narrative;
in a democratic polity, several narratives compete with each other.
——-—
History is the science of people.
Don Ortega y Gasset
All replies (15)
There is also the manipulation, distortion, avoidance of certain memories in capitalist schools and colleges too. So, yes, regimes in capitalist democracies do in fact manipulate memories for political propaganda purposes, and this applies to pressure groups too (sometimes allied to governmental force) - witness the UK pro-Brexit propaganda as just one example of the latter.
2 Recommendations
In democratic societies of states emerging from totalitarian regimes, descriptions of stories made by groups previously deprived of the possibility of presenting their views of the past are heard (published). If the educational policy is shaped by earlier opposition groups, a duality of the message of the past begins to function in the public space. With the existence of another group (e.g. a national minority) aspiring to show their view of the past, another message emerges. Such a homogeneous picture of the past from the times of totalitarianism breaks down into a series of pictures of subjective historical truth. There is a need to teach an active (not anti-gonist) way of dealing with these presentations.
2 Recommendations
Education is the way of our mode of our life & it calls for systematic study with the planning & timing so that we may complete the study in the required time .
Politics keep us for maintain important events to timing with the program .
This is my personal opinion
2 Recommendations
Dear Dr. Glenn Rikowski
Thank you very much for your comment, this is an interesting point to reflect on. We have been observing more and more the phenomenon of memory manipulations. The educational environment has always been a concern that has increased in recent years. However, it is essential to remember that it is not a new phenomenon, as there are other similar records throughout history. The impact nowadays may be more significant due to the latest technological resources, which broaden the scope of information (whether true or false). Could you recommend any articles on this topic in which the investigation focuses on the educational UK scenario? Many thanks again.
Best regards,
Rooney Pinto.
1 Recommendation
Dear Dr. Professor Wanda Musialik
Thank you very much for your comment, this is an excellent point.
The reflection you point out is a very delicate aspect that democracies have been struggling with in recent years. I agree that education is going through a moment where it is necessary to stimulate that "an active (not anti-gonist) way of dealing with these contexts is taught". This problem may be even more complex than it seems. We can look to many authors around this theme, depending on the path we are interested in following. Bauman and Lipovetsky would be available options, but I think of a publication by van Dijk on ideologies (1998). It seems appropriate for your reflection, as this is a problem in the realm of mental model (cognitive-social) and the context of discourse. Discourse is increasingly strange and reactive, full of subjective realities of nostalgic return to the idealised past (we have seen this recently). Added to this is that education is increasingly placed in the background of public policies and perhaps too weakened to face these new realities. I think that more and more reflections on the involvement of society around this issue are essential.Many thanks again.
Best regards,
Rooney Pinto.
1 Recommendation
Dear Dr. Rohit Manilal Parikh
Thank you very much for your comment. Personal opinions are critical to building good reflections together. We can discuss education in many aspects (formal, non-formal, cultural, etc.). Similarly, we can talk about memory politics from a positive perspective of remembering and protecting the past and identities (cultural, regional or national) or negative (manipulations with ideological and nationalistic objectives). I agree with both themes and aspects that we must apply systematic observation (research) to build a scientific approach to this problem.Many thanks again.
Best regards,
Rooney Pinto
2 Recommendations
Dear Doctor,
Talking about the need for research on memory politics is a very important area, but only cognitive. Think about the social benefits of such research? The level of awareness of research participants and perhaps the recipients of their publications on trends in shaping the awareness of society is growing ... but what to do to translate these conclusions into future solutions ... Questions not only rhetorical ... research on areas related to memory, e.g. awareness / attitude towards cultural heritage.
Currently, I am conducting such considerations, for which I have prepared a questionnaire - if you are interested, you can find it at the link www.dziedzictwokulturowe.pl - answer the questions and perhaps you will consider it possible to invite your friends to fill them in. If you want to share the results ... The survey is available until June 30th.
Kind regards
1 Recommendation
23rd Jun, 2022
I find the following quite relevant to the discussion:
Historical Narratives, Politics of Memory, and Education
1 Recommendation
Dear Dr. Ahmed T. Hussein
Thank you very much for this suggestion.
Best regards,
Rooney Pinto.
1 Recommendation
Dear Professor Wanda Musialik
Thank you very much for your comments. I agree with the remarks, particularly about its predominantly cognitive approach. I saw the hyperlink and found the questionnaire very interesting. I have already done my participation and am looking forward to seeing the results of the research published. I can see with our research group the possibility of doing something like this in the Iberoamerican context. It could be a partnership between research centres. We also have contacts with researchers from universities in Latin America, Portugal and Spain, which could then generate a comparative study on perceptions in different cultures.
Best regards,
Rooney Pinto.
1 Recommendation
Dear Doctor,
thank you for expressing appreciation for the idea of conducting such research. The survey closes at the end of the month. And I was not very successful in gathering a group of foreign-language respondents.
Maybe I chose the wrong months for students who were more interested in getting credits and preparing for exams. Therefore, I intend to repeat it at the end of September and in October. Therefore, there is room for cooperation. One has to reflect on the technical matters of such cooperation. Maybe we will discuss it not on this platform. And write to me as you see it at wanda.musialik@po.edu.pl - I will then attach you to the text files that I wrote on a similar topic. Regards
1 Recommendation
Dear Doctor,
if you still intend to participate in research on the contemporary perception of cultural heritage, access to the questionnaire has been opened http://dziedzictwokulturowe.pl -
The form has been entered into the program that allows you to select the place for filling in the questionnaire. I encourage you to cooperate.
2 Recommendations
I would like to invite you to read the recently published article on the theme of the social memory of school from a socio-dynamic perspective. The analysis and reflection was made from testimonies of teachers who taught in schools at the time of the Estado Novo (Portuguese authoritarian regime 1933-1974). Use this link for free access: https://www.tandfonline.com/eprint/9SURDHWEP4RXXDDDVMFG/full?target=10.1080/00309230.2022.2065882
1 Recommendation
Dear Dr Rooney Pinto and Prof Wanda Musialik, thank you for raising awarenes about memory, education and politics. Allow me to add one concept in the debate: Ethics. In our research on ethics and technologies such as Metaverse [1], Virtual (VR) and Augmented Reality (AR) memory hole and historic bias were among the identified potential threats [2]. Moreover, based on Neuroeducation and educational Neuroscience, human memory mechanisms should not be neglected in teaching and learning and in the effective design of learning environments [3,4].
[1] Mystakidis, S. (2022). Metaverse. Encyclopedia, 2(1), 486–497. https://doi.org/10.3390/encyclopedia2010031
Article Metaverse
[2] Christopoulos, A., Mystakidis, S., Pellas, N., & Laakso, M.-J. (2021). ARLEAN: An Augmented Reality Learning Analytics Ethical Framework. Computers, 10(8), 92. https://doi.org/10.3390/computers10080092
[3] Fragkaki, M., Mystakidis, S., & Dimitropoulos, K. (2022). Higher Education Faculty Perceptions and Needs on Neuroeducation in Teaching and Learning. Education Sciences, 12(10), 707. https://doi.org/10.3390/educsci12100707
[4] Dimitropoulos, K., Mystakidis, S., & Fragkaki, M. (2022, September 23). Bringing Educational Neuroscience to Distance Learning with Design Thinking. 7th South-East Europe Design Automation, Computer Engineering, Computer Networks and Social Media Conference (SEEDA-CECNSM 2022).
Conference Paper Bringing Educational Neuroscience to Distance Learning with ...
1 Recommendation
18th Nov, 2022
Narratives all around us, dear Rooney Pinto People prefer narratives over empirical history. In an authoritarian regime, there is only one dictated narrative;
in a democratic polity, several narratives compete with each other.
——-—
History is the science of people.
Don Ortega y Gasset
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