The relationship between education as liberation and computing

UNCG Author/Contributor (non-UNCG co-authors, if there are any, appear on document)
Bythel June Sineath (Creator)
The University of North Carolina at Greensboro (UNCG )
Web Site:
David E. Purpel

Abstract: The purpose of this study was to inquire into the relationship between education as liberation and computing. The first phase was an examination of foundational aspects of the concept of education as liberation. Major theoretical aspects related to education as liberation include Marcusian false consciousness, Pinarian constitutive rules of reality formation, the communal relationship among students and teacher, the responsibility of the teacher in bringing critical perspective to the relationship, and praxis. The second phase involved an inquiry into foundational computing concepts such as the Turing machine, the Lovelace model of computing, and the artificial intelligence programming concepts of heuristics and emergence. The next phase of the study was an analysis of the relationship between computer concepts and education as liberation. There were four foundational aspects found in the relationship between computing and education as liberation. They are the aspects of creativity, a psychology of control, the seeming paradox between these two, and cultural emergence. This analysis was also used as a critical perspective through which to accomplish a textual analysis of an instructional software package which introduces operational computing concepts. The textual analysis revealed a strong orientation toward control in the software examined with little or no concern for the liberation model.

Additional Information

Language: English
Date: 1986
Liberation theology
Teacher-student relationships

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