Traveling from ignorance to belief can be a arduous journey. The process of education at its core set of values seeks to: inform of information not yet considered or understood, correct information that is misunderstood, and empower the discovery and growth into new information that has not been ever understood, or in another way to understand the information that we currently know in a completely different way. In all of these core values of education, one thing is constant, a change of mind and the transforming power that such a change has over every other part of a person's existence. This paper will seek to connect and build the infrastructures that: allow for this transformation to occur, create tension with regard to the acceptance of new ideas, and allow for a deeper understanding of information beyond just the surface of the models and assessment tools of education. The goal is to discover the philosophical infrastructures of the ignorance to belief process so as to better understand the impact of a person's epistemology and how it affects how they learn and what they ultimately believe. Application of these theories in education will lead to a greater sustainability of its power as the demands of education continue to morph with changing world cultures and society.
Religious Community and Socialization
Paper Presentation in a Themed Session
Dissertation Chair | Associate Professor, School of Arts and Education, St. Thomas University, United States
FL, United States
Tim Stafford, PhD is a Doctoral Dissertation Chair and Associate PRofessor at St. Thomas University in the School of Arts and Education. He has over 30 years of experience as an educational ledaer and innovator with an emphasis in leadeing educational technology and e-learning development teams for blended and asynchronous learning environments, institutional technology rollouts and training, accreditation, curricula development and the development of professional leanring environments and infrastructures. In 2008, Dr. Stafford pioneered a work on innovative designs for schools that would deliver curricula to children of expats serving globally in various military and missions grouops and has overseen the design and development of virtually blended schools that services children in 16 countries on 5 continents. His research interests are in innovative e-learning systems, Delphi studies in use with cross industrial research and the use of their analysis in developing educationl metrics, Connectivism, learning forensics, digital literacy and citizenship, and the connections of epistemology to the learning process.