Greetings, and welcome to our latest EnT outing! Is this a podcast? A video blog? A teaching resource? Napoleon Bonaparte reincarnated minus everything but the attitude and the bicorne black beaver felt hat? Naming things is always a dicey proposition, and so we’re taking the stegosaurus by the tail as we attempt to address these and other pertinent questions herein and/or hereabouts!

You can’t spell YouTube… or funky… without “u”! #ednontech

You might be said to be listening! And we might be said to be grateful! #ednontech

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This article is concerned with what people in our area of expertise (profession?) are, or wish to be, called. What would you look under in the Yellow Pages if you wanted to find one?

Geis, G., & Klaassen, J. (1972). It’s a Word, It’s a Name, It’s… an Educational Technologist. Educational Technology, 12(12), 20-22.

Naming creates a relationship even at its very beginning. 

Naming is humanizing, personalising and community building.

Research amongst vocational teachers revealed that ‘the act of naming oneself as a learner is a complex one, which opens up issues related to position, recognition and power’.

O’Brien, M., Leiman, T., & Duffy, J. (2014). The power of naming: The multifaceted value of learning students’ names. QUT Law Review, 14(1), 114-128.

E-learning had been in use as a term for some time by 1999, but the rise of the web and the prefix of “e” to everything saw it come to prominence. 

Weller, M. (2018). Twenty years of EdTech. Educause Review Online, 53(4), 34-48.

EdTech is not just about education, or about technology: much of it is also about business. … Behind the education sector where students and educators interact lies a kind of shadow education industry of business managers, market forecasters, deal-makers, investors, venture philanthropists, and private equity firms. 

Donahoe, B., Rickard, D., Holden, H., Blackwell, K., & Caukin, N. (2019). Using EdTech to enhance learning. International Journal of the Whole Child, 4(2), 57-63.

Does the name make sense?

Taylor, M. (2010). The Shunosaurus tail-club, revisited: spikes, and complex distal caudals.

Iframes not supported

Thagomizer

How do names impact learning?

The notion of technology – what does that even mean now?

Repeating a theme of lifelong learning throughout the show.

The floppy cloud

Poor lonely computer
Poor, poor lonely computer
Do you really know what love is? #ednontech

Welcome to the latest episode of this EnT! In this outing, we’re taking a look at some downright a priori assumptions which underpin and/or undermine industrial and I dare say capitalistic approaches to education vis-à-vis linear progression narratives! Who does the current paradigm most benefit? And why? These are just some of the questions we get into hereabouts!

Lots of linearity and sequential production made this video possible, no doubt! #ednontech

If you can hear it, you can believe it! This #ednontech, that is!*

*Individual results may vary!

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About the old legal indentures of 1840:

…All parties then agreed as to the evils of the situation.

Education by apprenticeship and education by schools have gone on for many generations side by side as two entirely distinct and unrelated forms of education. The newer movements are concerned with bringing these two kinds of education together and making of them a new kind of education which shall train equally for skill and for intelligence.

The propagandism that is being carried to all parts of the country…

Wright, C. D. (1908). The apprenticeship system in its relation to industrial education (No. 6). US Government Printing Office.

The perceived failures of education are particularly difficult for political and educational leaders to understand given the massive influx of resources invested in educational systems in recent years. This is a result of a linear expectation wherein output is proportional to the input.

Reilly, D. H. (1999). Non‐linear systems and educational development in Europe. Journal of Educational Administration, 37(5), 424-440.

In an era that everything around us is changing at incredibly fast rates, the contemporary human being as well as the social structures that he has built during the ages, are trying to cope with the new demands that are being created.

… this training process is subject to a “tayloristic” linear model of production that takes the student at childhood and gives him back to society and the dynamics of the market with the hope that he will be able to respond creatively to the constantly increasing demands. 

Anastasiades, P., & Retalis, S. (2001). The educational process in the emerging information society: Conditions for the reversal of the linear model of education and the development of an open type hybrid learning environment. In EdMedia (pp. 43-48). Association for the Advancement of Computing in Education (AACE).

Within an ordered school environment and curriculum built to serve the stated needs of industrialism and capitalism, the freedom for students to explore and express is tempered by initiatives intended to ensure that curricular practices are standardized and measurable in Nova Scotia’s Action Plan for Education 2015.

Syme, P. (2017). Assembly lines or assemblages: What the human equation can teach us about creativity and a modern education system in the digital age. Knowledge Cultures, 5 (02), 123-143.

One vision, the one I and others embrace, values certificates, degrees, and transfer but sees learning as valuable in and of itself. The other vision sees learning as a means to an end—students learn the material in order to pass classes that lead to certificates, degrees, and transfer. 

Fox, R., & Guagnini, A. (2024). What is Education for?. FACCTS (Spring).

Narrative

How does the linear narrative in education shape students’ lives?

This is exactly what we are trying to get at here

&

Adding quality to your existence

Have you ever been ashamed
And felt society try to keep you down?
I begin to watch things change
And see them turn around #ednontech

Thanks for joining us on this highly fiduciarily-oriented episode of the EnT! On this outing, we’re explore the how’s, what’s, and perhaps especially the why’s of hiring practices in the education sector, broadly, likely with a few choice digressions!

We’ve deployed all the resources at our disposal to get this video #ednontech content into your hot little hands!

If we had workers at this #ednontech, you’d best believe they’d be all over this audio!

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Unquestionably the skill, experience and intelligence of a new employee have much bearing upon the amount of that needs to be expended for his training.

Alexander, M. W. (1916). Hiring and firing: Its economic waste and how to avoid it. The Annals of the American Academy of Political and Social Science, 65(1), 128-144.

A better solution to the teacher quality problem is to simplify the entry and hiring process. Get rid of most hoops and hurdles. Instead of requiring a long list of courses and degrees, test future teachers for their knowledge and skills. Allow principals to hire the teachers they need. Focus relentlessly on results, on whether students are learning. 

Cochran-Smith, M., & Fries, M. K. (2001). Sticks, stones, and ideology: The discourse of reform in teacher education. Educational researcher, 30(8), 3-15.

Whereas some states do not allow districts to hire unqualified teachers, others routinely allow the hiring of candidates who have not met their standards, even when qualified teachers are available. 

Darling-Hammond, L. (2006). Constructing 21st-century teacher education. Journal of teacher education, 57(3), 300-314.

Most student affairs professionals will serve in a managerial and/or supervisory role at some point in their careers, yet we found only 11% of higher education graduate preparatory programs have required coursework focusing on this competency area.  

Tolman, S., & Calhoun, D. (2019). Pedagogical approach to developing the hiring practices of higher education administrators. Georgia Journal of College Student Affairs, 35(1).

The fact that employers regularly hire for cultural fit, and not just on the basis of educational credentials and technical expertise, has important implications for higher education professionals

Hora, M. T. (2020). Hiring as cultural gatekeeping into occupational communities: Implications for higher education and student employability. Higher Education, 79(2), 307-324.

Hiring

How do the hiring practices in education shape students’ education?

Concerned with representing themselves a certain way.

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You have all the power

Disconnected, from feeling alright
Disconnected, and it
Ain’t black and white #ednontech

You don’t know a thing about me
Is there something that you should know?
I can tell you what you want to hear #ednontech

Thanks for joining us! You are, no doubt, a sophisticated, thoughtful, and good-looking contemporary Internet user! And as such, you’ve likely noticed an AI spike in your online diet! Much like fillers and colors and sugars of various kinds fill our physical bodies with empty and unwholesome caloric content, so our current use of web technologies has become bloated with content created by generative AI apps and processes! Not to be too precious about it, but all of this sloppy, greasy AI content makes its way into our brains and/or minds! And so we’re taking a few moments with this episode to speak to the slop and at least call it out for what it is! The first step in fixing a problem is recognizing you have a problem, to quote many a recovery program!

The EnT: bringing you online self-awareness since 2022! #ednontech

If AI helped create this audio, we’re likely morally culpable but probably not directly responsible! #ednontech

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When searching for Microslop, the search engine kept primarily giving me links to MicroSoft.

AI tools, while offering unparalleled efficiencies in paper drafting and peer review, also introduce notable ethical concerns.

Carobene, A., Padoan, A., Cabitza, F., Banfi, G., & Plebani, M. (2024). Rising adoption of artificial intelligence in scientific publishing: evaluating the role, risks, and ethical implications in paper drafting and review process. Clinical Chemistry and Laboratory Medicine (CCLM), 62(5), 835-843.

AI “slop” is an increasingly popular term used to describe low-quality AI generated text, but there is currently no agreed upon definition of this term nor a means to measure its occurrence.

… market conditions inherent to a “market for lemons” have been introduced into the online marketplace for quality text-based works because of the sudden influx of works generated by large language models.

The bleak nature of these findings may lend credence to Luddite leanings and perhaps provoke a readoption of the typewriter.

Tullis, J. (2025). Sifting Through the Slop: How Generative AI Created a Market for Lemons for Text-Based Works. Available at SSRN 5266660.

The publishers’ cocktail of probability, prediction, and profit is predicated on the same process: extract our scholarship and behavior, then sell it back to us in congealed form.

Pooley, J. (2024). Large language publishing: The scholarly publishing oligopoly’s bet on AI. KULA, 7(1), 1-11.

The surge of scholarly output, enabled by advanced digital infrastructures, open-access models, and mega-journals has fueled not only greater access and collaboration, but also mounting information overload, declining editorial standards, and the evolution of a research workforce that spends more and more time chasing metrics.

Enslopification … involves the creation of large amounts of low-effort, poor-quality content using AI (ie.-“slop”), driven by incentives that reward quantity over quality and amplified by algorithmic systems that promote popular patterns regardless of their actual value.

Lang, C., Moffett, C., & Vasudevan, L. (2025, November). The Architecture of Academic Overproduction: Toward Post-AI Scholarship. In Interdisciplinary Science and Research Conference on Digital Humanism (pp. 483-498). Cham: Springer Nature Switzerland.

Slop

How can AI slop be reduced in the creation of knowledge?

Critical discernment in terms of information literacy

&

The primacy of human involvement in the endeavour

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Ever seen a Hallmark Christmas movie?

Will we leave the last place burning?
Or do we just get leaving?
Red-light,
Red-light my mind moves to refuse that filter,
Are you still surprised? #ednontech

If you’re reading this on any kind of screen:

A) We’re extremely grateful, and

B) You should get outside immediately after and touch grass, or snow, or sand, as suits your local outdoor setting!

As we are the non-tech podcast, you bet we have opinions about these screentime things!

Less screens are better than more screens! Except in the case of however you’re checking this EnT! #ednontech

Out of an abundance of care for your well-being, and shameless self-promotion, we have a less screen-intensive option available for this EnT! #ednontech

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Each of the programs had particular strategies embedded in its curricula that have been found to promote or inhibit expressive language production and vocabulary acquisition.

Linebarger, D. L., & Walker, D. (2005). Infants’ and toddlers’ television viewing and language outcomes. American behavioral scientist, 48(5), 624-645.

… the effect of interventions specifically targeting screen time reduction has not been well described. Additionally, the results from studies of the effectiveness of interventions aimed at screen time reduction are inconsistent.

Wu, L., Sun, S., He, Y., & Jiang, B. (2016). The effect of interventions targeting screen time reduction: a systematic review and meta-analysis. Medicine, 95(27), e4029.

Though electronic media may be used for educational purposes, studies have shown that skills learned on these mediums are often limited in comparison to those acquired in real-life contexts (Linebarger and Walker 2005; Christakis et al. 2018).

Neophytou, E., Manwell, L. A., & Eikelboom, R. (2021). Effects of excessive screen time on neurodevelopment, learning, memory, mental health, and neurodegeneration: A scoping review. International Journal of Mental Health and Addiction, 19(3), 724-744.

… screen media use may have serious adverse effects on children’s health over the long term, making this a pressing public health concern. It has raised the likelihood that children will become obese, experience behavioral problems, sleep irregularities, poor academic performance, etc.

Muppalla, S. K., Vuppalapati, S., Pulliahgaru, A. R., Sreenivasulu, H., & kumar Muppalla, S. (2023). Effects of excessive screen time on child development: an updated review and strategies for management. Cureus, 15(6).

Digital learning technologies are fundamentally transforming how people learn: they deliver significant autonomy to learners, shape the way that people interact with information and learning resources, and deeply influence how we make sense of our reality.

PISA 2025 Learning in the digital world framework (second draft). (2023). : OECD. https://www.oecd.org/content/dam/oecd/en/topics/policy-sub-issues/learning-in-the-digital-world/PISA%202025%20Learning%20in%20the%20Digital%20World%20Assessment%20Framework%20-%20Second%20Draft.pdf

Screens

How does Denmark’s reduction of screen time impact your thinking about technology use in education?

Not having a critical discernment

&

Stepping off the crazy train

Left eye spins in circles
Passives line the rail
They get no satisfaction
From the electro-static breaks #ednontech

Welcome, all, to our first episode of 2026! In these deep winter post-holiday weeks it can be easy to get deep in the winter doldrums! It can be a challenge to see the light at the end of the cold, snowbound, wintery tunnel, so to speak! So we’re taking a look at some of the highlights of 2025 with this episode in the hopes of digging deep and drawing succor and finding solace and other mental and emotional resources to power forward into what has the potential to be a highly lit newish year! Please join us!

This is, unquestionably, our best episode of 2026 so far! #ednontech

You’d have to go back as least as far as 2025 to find audio of this caliber! #ednontech

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Derelict – goods sank to the bottom and abandoned

Lagan – goods sank to the bottom and tethered by a marker to be potentially recovered

Jetsam – goods jettisoned and abandoned

Flotsam – goods floating on the surface and may be reclaimed

… conclude that the human factor is often considered as the most influential factor on the chances of failure or success.

Kirschner, P. A., Hendricks, M., Paas, F., Wopereis, I., & Cordewener, B. (2004). Determinants for Failure and Success of Innovation Projects: The Road to Sustainable Educational Innovation. Association for Educational Communications and Technology.

There are two major issues:

Where are we going?

How are we going to get there? 

Gilbert, W. (1996, September). Supporting 50 classrooms full of whiz-bang technology. In Proceedings of the 24th annual ACM SIGUCCS conference on User services (pp. 65-66). Chicago

Edtech is also an area to which people come from other disciplines, so there is no shared set of concepts or history. This can be liberating but also infuriating. 

Weller, M. (2018). Twenty years of EdTech. Educause Review Online, 53(4), 34-48.

Historically, the research on teacher morale and its affect on student achievement has been positively correlated. 

Willis, M., & Varner, L. (2010). Factors that affect teacher morale. Academic Leadership: The Online Journal (2003-2012), 8(4), 24.

Music had originally included all the branches of intellectual and moral education – all departments presided over by the Nine Muses.

Laurie, S. S. (1887). The rise and early constitution of universities: with a survey of mediaeval education (No. 91). D. Appleton.

… effective strategies for flourishing while overseas provide preliminary data which suggest that acculturation phenomena provide growth opportunities. …Flourishing can be linked with acculturation. 

Stasel, R. S. (2021). Educator acculturation while living and working overseas: Stories from seventeen sojourning teachers and school leaders at international schools (Doctoral dissertation, Queen’s University (Canada)).

Flotsam

What Derelict, Lagan, Jetsam, & Flotsam would the audience like us to address in more detail in a future podcast?

Additionally I dare to add …

&

The human enterprise

&

Offloading that cognitive weight

&

Doomscrolling of grief

I remember seein’ diamonds
What ever happened to them? #ednontech

Like a comet made of gasses and minerals and lagan and jetsam from origins billions of years out comes hurtling this final episode of the EnT for the year of our (mis)creation 2025! We bring you tidings of sunlessness, funlessness, and likely many grievances in this especially timely EnT Festivus Special! Please join us, if you dare!

Creativity such as this, and grievances such as these, only come around so often even in the era of ubiquitous interwebs! #ednontech

Many an aluminum pole has been sacrificed in the name of educational non-technology, and this here audio is further evidence thereof! #ednontech

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Most teachers tend to regard educational technological devices with deep suspicion. Teachers think of education as a more or less personal relationship between them and their students. Programmed materials, canned electronic “lessons,” learner-operated machines, and even the older audiovisual aids tend to interfere with the generally parental interest teachers have in the success of their pupils. Hence, resistance to these devices among teachers is high.

Selden, D., & Bhaerman, R. D. (1969). Instructional Technology and the Teaching Profession. QuEST Paper Series,# 6.

The majority of participants believe that the use of computer technology in the classroom is distracting, reduces social interaction, is responsible for the development of a loneliness, can be addictive, is expensive, bears a risk, is remarkably easy to copy and reproduce and even undermines the teacher.

Kryeziu, S. A., Avdiu, T. A., & Avdiu, A. (2021). Examining the Teachers, Administrators and Parents’ View on Drawbacks of Technology Use in Education. Ilkogretim Online, 20(2).

Although Educational Technology offers numerous advantages, its use can also lead to various problems, such as: 

Nikolic, M., Paunovic, L., & Gojgic, N. (2024). Educational Technology–Benefits and Drawbacks in Enhancing Knowledge Acquisition Efficiency. In 10th International Scientific Conference Technics, Informatics and Education-TIE 2024. Faculty of Technical Sciences Čačak, University of Kragujevac.

And I believe that technology, if used as proper means to worthy ends, has the potential for increasing the productivity of our enterprise.

The new media will provide a variety of new educational roles for both the teacher and supportive personnel. This, they foresee, will lead to increased specialization within the profession as we know it now and to the appearance of auxiliary positions in the school tables of organization. Some of these projected roles (planner, scriptwriter, etc.) will be ancillary to the more basic job of instruction, while others are likely to become separate jobs in and of themselves. 

Selden, D., & Bhaerman, R. D. (1969). Instructional Technology and the Teaching Profession. QuEST Paper Series,# 6.

The findings indicated that the teachers, administrators and parents had a positive attitude towards the use of technology. 

The vast majority of teachers, administrators and parents indicated that technology affects the enhancement of contemporary teaching and it should be used by teachers in all subjects. 

They also added that the integration of technology into learning processes raises students’ motivation and interest in the subject. Similarly, many researchers expressed that integrating technology into learning process increased motivation and the length of attention.

Kryeziu, S. A., Avdiu, T. A., & Avdiu, A. (2021). Examining the Teachers, Administrators and Parents’ View on Drawbacks of Technology Use in Education. Ilkogretim Online, 20(2).

Students are in the focus of the teaching process (figure 1), and various forms of interactivity are incorporated into teaching: 

Nikolic, M., Paunovic, L., & Gojgic, N. (2024). Educational Technology–Benefits and Drawbacks in Enhancing Knowledge Acquisition Efficiency. In 10th International Scientific Conference Technics, Informatics and Education-TIE 2024. Faculty of Technical Sciences Čačak, University of Kragujevac.

There is no doubt that this technology will have a definite role in future  instructional strategies.

There does not seem to be much agreement concerning the costs of computer assisted instruction. Part of the reason is that some writers look at present technology and others think in terms of what will be possible in the future. Also, there is some disagreement over what the computer would be asked to do. If it were a full-scale tutorial program, it would be much more expensive than a simple drill device.

Kiesling, H. J. (1970). On the Economic Analysis of Educational Technology.

Suppose that you want to increase quality by providing more books and learning materials. The cost of schooling will go up which may mean that it can be offered to fewer people so access goes down. Our general point is that if you try to improve one side of this triangle your action usually changes the other two sides in undesirable ways. For this reason we refer to it as the iron triangle. It has been a straitjacket on the expansion of education throughout history.

The revolutionary feature of educational technology in general – and of open and distance learning and ICTs in particular – is that it can break open the iron triangle. You can increase access, improve quality and cut costs – all at the same time. This is because of the economies of scale and consistency of quality that come with using media. That is the big miracle.

Daniel, J., West, P., & Mackintosh, W. (2007). Exploring the role of ICTs in addressing educational needs: Identifying the myths and the miracles. South African Journal of Higher Education, 21(6), 632-642.

Festivus 

How can we ensure edtech resourcings helps improve education?

Before you roll out…

&

AI slop

You know I’ve come to find it hard
To know exactly where you are
You left me folded in the dark
And now I’m seeing stars again #ednontech

Welcome one and all to the second-to-final episode of what has been an eventful, if not significant, 2025!

As befits the holiday onslaught, we’re exploring creativity in ed tech, hopefully demonstrating some of that selfsame quality in format and substance, as well as via the topic! Do check the widgets below, as suits your whims and/or desires!

Creativity via established social software is how we’ve been rolling these past 3.5 years! #ednontech

We’ve scoured the ends of the digital ethersphere to bring you this audio, you bet’cha! #ednontech

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Electric avenue is actually the mailing address for this here #ednontech

For this nothing can take the place of contact with the living spirit of research, original work, creative authorship.

No teaching for a real university can be ranked high which is not vitalized by abundant original creative work.

Halsted, G. B. (1895). Original research and creative authorship the essence of university teaching. Science, 1(8), 203-207.

Creative imagination is worth more than mere book knowledge. Education and intelligence are merely the means by which we facilitate the liberation of this creative energy.

Simpson, R. M. (1922). Creative imagination. The American Journal of Psychology, 234-243.

The location of creativity within the school curriculum remains a contentious area of discussion as there is a tendency to locate creative activity merely within the arts. Most educators would acknowledge that this is a naïve perception yet the pragmatics of education, which often take precedence, mean that although desirable, creativity is often marginalised and remains on the periphery rather than at the centre of the curriculum – even in Design & Technology.

Spendlove, D. (2005). Creativity in education: A review. Design and Technology Education: An International Journal, 10(2), 9-18.

Yet creativity comes in many different forms, shades, and hues. 

Not everyone who is an artist or a scientist is equally creative, nor are all creative people either artists or scientists.

Kaufman, J. C., & Sternberg, R. J. (Eds.). (2010). The Cambridge handbook of creativity. Cambridge University Press. Chicago

Much traditional childhood play is being replaced by time spent on computer play.

Verenikina, I., & Herrington, J. (2017). The affordances of computer play in young children: A preliminary study.

The literature on creativity and technology is fragmented, making it difficult to enact consistent or defined classroom practices. 

… the issue of risk is unavoidable in dealing with creative practices and new technologies. School contexts that amplify the negative implications of creative risk may dampen learning possibilities. 

Henriksen, D., Creely, E., Henderson, M., & Mishra, P. (2021). Creativity and technology in teaching and learning: a literature review of the uneasy space of implementation. Educational Technology Research and Development, 69(4), 2091-2108.

Creativity

How can we ensure edtech improves opportunity for creativity rather than hinders student creativity?

Impossibly blazing intellect

&

It is a different snowflake

For a moment we could forget just how cool we are
And pretend we could make it all right #ednontech

Greetings and salutations!

In our first episode of December, we’re exploring personal curricula. I dare say we’re individuating rampantly, if not rambunctiously even as the winter solstice, aka the shortest day of the year draws ever closer! Please join us below, as per your preferences!

We’re rising in the digital East and setting in the digital West! #ednontech

You, us, and this audio in perpetual perpetuity! #ednontech

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And I will go, on ahead free
There’s a light yet to be found
The last pale light in the west #ednontech

The 160 freshmen and sophomores at Goucher College follow no less than 114 different personal curricula.

Staff, M. C. (1939). Maine Campus March 13 1939.

The group considered that perhaps “core” curricula might have different procedures from those of enrichment or personal curricula. As the student achieves maturity in conventional schooling or sets objectives in a program of continuing education, it must.be assumed that a complete range of choice – and responsibility – must be allowed for.

Dubois, S. (1972). Relevance in the Curriculum. Ontario Association for Curriculum Development Annual Conference (21st, Toronto, Ontario, November 9-11, 1972).

Inquiry into technology is integral to personal relevance curricula for the following, and other reasons:

Students are free to develop, or are active in helping define their own curricula based on their personal problems, developmental levels, goals, interests, curiosities, capabilities, and needs.

Petrina, S. (1992). Curriculum change in technology education: A theoretical perspective on personal relevance curriculum designs.

These are also questions that demand that the inquirer seek not a safe and self-serving objectivity, but rather engage in the “ethics of self-accountability” (Miller, 2011). It was this self-accountability that we sought in this article as we examined how our personal curriculum remained in the shadow of the colonial socialization of our lives. 

Sawyer, R. D., & Liggett, T. (2012). Shifting positionalities: A critical discussion of a duoethnographic inquiry of a personal curriculum of post/colonialism. International Journal of Qualitative Methods, 11(5), 628-651.

The word ‘curriculum’ originally refers to the course to progress along or the pathway to follow (currere meaning “to run/to proceed”) 

… awkward, unhelpful and erroneous concepts such as ‘informal’, ‘non-formal’ learning have entered and become established within the global educational lexicon.  

Billett, S. (2023). The personal curriculum: conceptions, intentions and enactments of learning across working life. International Journal of Lifelong Education, 42(5), 470-486. Chicago

Curricula 

How can we determine the values of self education, lifelong learning, and personal curricula?

Ruminations on the messaging

&

With a screw loose

Well, I ain’t that much worse than the rest
I’m just that much further west #ednontech

Welcome one and all to what surely must be one of the final episodes of this year 2025! Inasmuch as we’re sliding into the holiday times when revels are had it seems a fine time to speak to situational ethics this go-round!

From the digital ends of the digital earth to you! #ednontech

If it is indeed the end of the world, you could do worse than to listen to this audio first! #ednontech

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It’s the end of the world as we know it, and we feel fine! #ednontech

The basic characteristic of the delinquent sub-culture, it is argued, is a system of values that represents an inversion of the values held by respectable, law-abiding society.

These justifications are commonly described as rationalizations. 

The Denial of Responsibility.

The Denial of Injury.

The Denial of the Victim.

The Condemnation of the Condemners.

The Appeal to Higher Loyalties.

Sykes, G. M., & Matza, D. (2017 & 1957). Techniques of neutralization: A theory of delinquency. In Delinquency and Drift Revisited, Volume 21 (pp. 33-41). Routledge.

Situational ethics as one of three primary avenues for making moral decisions. The other two are: 

(a) the legalistic, which contends that moral rules are absolute laws that must always be obeyed; and 

(b) the antinomian, which contends that no guidelines exist, that each situation is unique and requires a new decision. 

Fletcher, J. F. (1966). Situation ethics: The new morality.

Ethical absolutists would hold that every real work situation can be judged in terms of a standard which is both universal and unchanging. 

McNichols, C. W., & Zimmerer, T. W. (1985). Situational ethics: An empirical study of differentiators of student attitudes. Journal of business ethics, 4(3), 175-180.

The concept of situational ethics may be particularly helpful in understanding student rationalizations for cheating.

McCabe, D. L. (1992). The influence of situational ethics on cheating among college students. Sociological inquiry, 62(3), 365-374.

The application of situational ethics proves particularly illuminating in understanding how teachers experienced moral distress when forced to choose between competing ethical imperatives.

… teachers’ experiences during and post-pandemic represent a fundamental encounter with what Fletcher (1966) would recognise as paradigmatic ethical situation: circumstances where conventional ethical frameworks prove inadequate and require contextual wisdom.

Nakar, S. (2025). Navigating ethical landscapes: vocational educators’ adaptations through and beyond COVID-19. International Journal of Lifelong Education, 1-27.

Situational

How do people justify having situational ethics in educational contexts?

The giant head behind the other giant head.

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Airports have their own time zone.

… That’s great, it starts with an earthquake
Birds and snakes, and aeroplanes
And Lenny Bruce is not afraid #ednontech