Ανοικτή εκπαίδευση: Μια ανθρωπιστική φιλοσοφία ή ένα ωφελιμιστικό ιδεολόγημα για την εκπαίδευση;

Abstract

Open education integrates policy, practices, resources, curricula, pedagogy, and values of education. It aims to change education, to gain accessibility and autonomy of learning. Historically and in the literature, the definitions attributed to it refer to it either as an idea, a method, a process, or as a content. This paper researches all of these. In addition, it discusses the concept of open education in the basis of three approaches to openness in education: the normative, the procedural and the revolutionary approach. It is shown that the ambiguity in its definition raises concerns in relation to its definition itself, its pedagogy and even about accessibility in education. Issues also arise with autonomy, which conflicts with the manipulative institution of education, but also with its content. It is the revolutionary openness that can, perhaps, serve the philosophy and autonomy of open education to the greatest extent. The question, however, of whether open education is a humanistic philosophy or a utilitarian ideological construct for education remains open. An explicit definition of open education is certainly needed, and a more completed theoretical support too.