2313-8912Research Result. Theoretical and Applied Linguistics2313-891210.18413/2313-8912-2016-2-2-78-89550APPLIED LINGUISTICSTRADITIONAL ASIAN EDUCATION AND EDUCATION 2.0: HOW CLOSE IS THE FIT?TRADITIONAL ASIAN EDUCATION AND EDUCATION 2.0: HOW CLOSE IS THE FIT?RaddaouiAli H.RaddaouiAli H.University of Wyoming Laramie, WY, USA20162200

This paper is situated in the global context where Asia is seeking to redefine itself as an entity with values of its own that weld it together as a block sufficiently distinct from other blocks. Conceptually, the paper aims to gauge the closeness of fit between traditional Asian education and the set of information and communications technologies employed by the so-called Education 2.0, and inspired by the Web 2.0 movement. In the literature, Asian value systems are portrayed as community-based, with pride of place for elders and teachers, and an understanding of knowledge as transmitted by teachers and reproduced by learners. Education 2.0 has disrupted the traditional tenets of education and created an environment in which four elements of learning undergo significant change, namely the goals of education, the actors involved in it, the contents of education, and the time-space dimensions of learning. The paper reviews these four elements as they pertain to both systems of education, and attempts to capture their intersections and divergences. It concludes with the suggestion that traditional Asian education and Education 2.0 should bridge the gap between them, inform each other, and attenuate each other’s excesses.

This paper is situated in the global context where Asia is seeking to redefine itself as an entity with values of its own that weld it together as a block sufficiently distinct from other blocks. Conceptually, the paper aims to gauge the closeness of fit between traditional Asian education and the set of information and communications technologies employed by the so-called Education 2.0, and inspired by the Web 2.0 movement. In the literature, Asian value systems are portrayed as community-based, with pride of place for elders and teachers, and an understanding of knowledge as transmitted by teachers and reproduced by learners. Education 2.0 has disrupted the traditional tenets of education and created an environment in which four elements of learning undergo significant change, namely the goals of education, the actors involved in it, the contents of education, and the time-space dimensions of learning. The paper reviews these four elements as they pertain to both systems of education, and attempts to capture their intersections and divergences. It concludes with the suggestion that traditional Asian education and Education 2.0 should bridge the gap between them, inform each other, and attenuate each other’s excesses.

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