From Real to Virtual Worlds

Abstract

In this paper I explore pathways of pedagogical enquiry that are apparently well-trodden; however, in the time of Covid-19, there has been a general revaluation of traditional ways of doing things at all levels of society. This also applies to the context of education, which has seen widespread reflection on the adaptation of existing pedagogical solutions, as well as the invention of new ones. The quasi-universal implementation of anti-viral lockdown measures has led to a drive towards the adoption of digital platforms for teaching: in many cases these have been introduced suddenly, without sufficient deliberation or the due preparation of staff and pupils (Teräs et al 2020). While digital solutions are clearly fundamental in this moment of crisis, it is important not to use their apparent efficiency to smooth over existing faults in education systems, or naturalise (Barthes 1957) these temporary solutions as resolving issues on a long-term basis. Technology, though popular with corporations and politicians, does notnecessarily offer solutions to traditional pedagogical problems (Cuban 2004: 20-21). While some studies appear to suggest that student performance has actually risen due to​ the replacement of physical with virtual instruction (Gonzalez et al 2020), it is imperative at this moment to highlight traditional values and ensure that they will not be forgotten in the emerging paradigms of future learning. The notion of education as ‘flourishing’ is central to what is felt to be the classical model, or ideal (Luntley 2016); in this conception, education concerns the growth of the person as a whole. This paper aims to contribute to this debate, in the specific context of language education, asking whether a kind of Aristotelian ‘flourishing’ is possible through Computer Mediated Communication (CMC), and problematising the adaptation of communicative language teaching methodology in an online context.