M-N-O

====**Marxism** - or Scientific Socialism, is the name given to the body of ideas first worked out by Karl Marx (1818-1883) and Friedrich Engels (1820-1895). In their totality, these ideas provide a fully worked-out theoretical basis for the struggle of the working class to attain a higher form of human society socialism. http://www.newyouth.com/archives/theory/what_is_marxism.asp ====


 * Magical Consciousness:** Freire’s term to describe individuals who accept their situations and experiences without critically examining their experiences. Also known as naive consciousness. (Gadotti, 2001).

 1. an act of [|manifesting].  2. the state of being [|manifested].  3. outward or perceptible indication; materialization: At firstthere was no manifestation of the disease.  4. a public demonstration, as for political effect. 5. Spiritualism. a materialization. ====**Marginal**s- people the system of labour cannot or will not use. (Young, p. 53). this is not necessarily only racial oriented, examples can be age, physical or mental disablitly. ==== ====**Marginalization**- is the process by which "a whole category of people is expelled from useful participation in social life", perhaps the most dangerous form of oppression. (Young's p. 53) ==== ====The systematic exclusion of certain individual/group from involvement in societal life; material and cultural deprivation can occur, leading to a sense of "uselessness, boredom, and loss of self respect". (Young's Five Faces p.55) ====
 * Manifestation:** noun

verb (used with object), -ized, -iz·ing. to place in a position of marginal importance, influence, or power: the government's attempts to marginalize criticism and restore publicconfidence.

**"Massified society of adjusted and domesticated people"**-in a context of extreme oppression, where, through manipulation, the majority become uncritical and easily-controlled. (Gadotti 2001 pg. 38)
To relegate or confine to a lower or outer limit or edge, as of social standing. http://www.thefreedictionary.com/marginalization

= Mechanistic / Mechanistic Interpretation= ==== “relating to theories which explain phenomena in purely physical or deterministic terms: //<span style="font-family: 'Calibri','sans-serif';">a mechanistic interpretation of nature”. ////<span style="font-family: 'Calibri','sans-serif';">(1) ////<span style="font-family: 'Calibri','sans-serif';">The mechanistic interpretation was part of the Marxism theories of economic determinism which Freire rejected. (2) //====

//<span style="font-family: 'Calibri','sans-serif';">References: //

 * 1) ====<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Oxford Dictionaries [internet]. Oxford University Press. Available from: [] ====
 * 2) ====<span style="font-family: 'Times New Roman','serif'; font-size: 20px;">Gadotti, M. (2001). The work of Paulo Freire. In L. Kane, //Popular education and social change in Latin America// (pp. 33-56). London: Latin America Bureau. Total pages 304. ====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Mechanistic Thinking** - a cause-and-effect approach to the way we live our lives; either/or thinking. (Vella, pg. 29). This form of personal thinking allows an individual to be a passive learner (Vella, 2002, pg.25). ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">This method of though involves breaking a problem into components, studying each part in isolation, and then drawing conclusions about the whole. Also referred to linier thinking (Kofman and Senge, 1993, pg. 18) ====

====//**Media**//- "A collective term for television, radio, cinema, and the press. Although each medium of mass communication has always had its own distinctive output, technology, and industrial structure, the media are nowdays often discussed as a single entity." (The Barnes and Noble Encyclopedia)====

Media is one of the best method to pass on the information to other people, because by passing the information on television and/or internet will ensure there will be a lot of people reading it and understanding what is happening. However, it does not necessary mean that every audience will agree with the message the media is passing out, so it's a good way of passing on the message while allowing its audience to be in an unbiased situation and make decision for themselves (if there is any to be made).
 * Edit by Annie Chen:**

====<span style="font-family: Arial,Helvetica,sans-serif;">**Meme** - The passing of cultural items (concepts, melody, catchphrase, etc) from one mind to another through writing, gestures, speech or another form able to be replicated. These are though to spread in the same way as genes and thus might be susceptible to extinction through natural selection. (wikipedia.com) ====

A relationship between an experienced expert in a specific field and less experienced partner referred to mentee and protégé. Teachers can be considered as a mentor for his students in many situations as he is guiding the students to success while learning the materials
 * Mentoring**


 * <span style="font-family: Arial,Helvetica,sans-serif;">Menial Labor **- Usually refers not only to service. It can be characterized as "servile, unskilled, low-paying work lacking in autonomy in which a person is subject to taking orders from many people." It tends to be auxiliary work which others often receive recognition for. Examples include, laborers on a construction site who are expected to be at the beck and call of all the skilled workers such as electricians, welders, and other skilled labors.(Young, 1990, pg.45)

====<span style="font-family: Arial,Helvetica,sans-serif;">**Meta-cognition** - can be defined as 'thinking about thinking' where ones thinking process revolves around the awareness of how the mind obtains, categorize, uses, perceives and builds knowledge; an active consciousness and regulating of the minds' activities or cognitive processes ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">Flavell (1976) describes it as follows: "Metacognition refers to one's knowledge concerning one's own cognitive processes or anything related to them, e.g., the learning-relevant properties of information or data. (Source: http://tip.psychology.org/meta.html ) ====

<span style="font-family: Arial,Helvetica,sans-serif;">a person's beliefs regarding the stereotype that out-group members hold about their own group (Social Psychology - byElliot Aronson).

 * Metaphor** -is the concept of understanding one thing in terms of another. A **metaphor** is a [|figure of speech] that constructs an [|analogy] between two things or ideas; the analogy is conveyed by the use of a metaphorical word in place of some other word. For example: "Her eyes were glistening jewels".


 * Method -** described by Sanders (1970, P19) as part of four distinct configurations of community development. A goal oriented perspective designed to attain specific goals through community development. Involves following procedures, use and replication of research finding, designed by professionals, or personnel external to the community, to solve community problems. (Hamilton and Cunningham, 1989, P. 441)

====<span style="font-family: Arial,Helvetica,sans-serif;">**Methodology** -A body of practices, procedures, and rules used by those who work in a discipline or engage in an inquiry; a set of working methods, the study or theoretical analysis of such working methods, the branch of logic that deals with the general principles of the formation of knowledge, can mean technique, or procedure, or method ([]). ==== <span style="font-family: Arial,Helvetica,sans-serif;">- <span style="font-family: Arial,sans-serif; font-size: 10pt;">Strictly speaking is the study and knowledge of methods; but the term is frequently used pretentiously to indicate a method or a set of methods. In other words, it is the study of techniques for problem-solving and seeking answers, as opposed to the techniques themselves. Methodology is important in an educator’s point of view because they must know which methods of teaching are appropriate to a particular audience.

-having quality of mercury state - changeable, volatile, fickle, subject to suddent or unpredictable changes []
 * Mercurial**

==**Microcosm -** the concept of microcosm has been dominated by [|sociology] to mean a small group of individuals whose behavior is typical of a larger social body encompassing it. A microcosm can be seen as a special kind of [|epitome]. Conversely, a macrocosm is a social body made of smaller compounds. == Source: []

<span style="font-family: Arial,Helvetica,sans-serif;">**Milieu**- the surroundings or environment that somebody lives in and is influenced by [encarta dictionary]
====<span style="font-family: Arial,Helvetica,sans-serif;">**Milieu** - the physical settings in which something occurs or develops [merriam-webster dictionary] surroundings, location, or setting, An environment or a setting. [Farlex Dictionary]. ====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Millennium Development Goals (MDGs)** are the eight goals and 21 targets (with measurable indicators) for 2015 that the United Nations member states agreed to in 2000. In brief, the goals are: end poverty and hunger, achieve universal education, promote gender equality, reduce child mortality rate, improve maternal health, combat HIV/AIDS, ensure environmental sustainability, and develop global partnerships. (Source: []; []) ====

<span style="font-family: Arial,Helvetica,sans-serif;">**Minority** - a group of people who differ racially or politically from a larger group of which it is a part.
====<span style="font-family: Arial,Helvetica,sans-serif;">A sociological group that does not constitute a politically dominant voting majority of the total population of a given society. A sociological minority is not necessarily a numerical minority - it may include any group that is subnormal with respect to a dominant group in terms of social status, education, employment, wealth and political power. [] ====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Mirroring**- implys an acceptance of status quo societal values and ideology (Pratt, 1998, pg.71). Mirroring is a human behavior characterized by copying someone else while communicating with them (Wikapedia, 2009). ====

====**Miseducation** - a term coined by Donald Oliver (1989), pertaining to education that resists dialogue, is not accountable, engaging, or immediate, being the result of the unfortunate truth that education is rarely a priority (Vella 2002).====

====<span style="font-family: Arial,Helvetica,sans-serif;">**mneumonic devi****ce** is a [|mind] [|memory] and/or [|learning] aid. Commonly, mnemonics are verbal—such as a very short poem or a special word used to help a person remember something—but may be visual, kinesthetic or auditory. [] ====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Modeling** - the representation of a process, concept, or operation of a system. Also called imitation, in which a particular behaviour is elicited by the observation of similar behaviour in others. ([|http://dictionary.reference.com]) ==== <span style="font-family: Arial,Helvetica,sans-serif;">Occurs when the learner observes the master demonstrating how to perform different tasks, often explicitly showing learners what to do. The learners then model their efforts on those of the master (Pratt, 1998, pp. 97). [Pratt, D. (1998). Five Perspectives on Teaching in Adult and Higher Education. Krieger Publishing Company: Malabar, FL.]

====<span style="font-family: Arial,Helvetica,sans-serif;">**Monologue** – a long speech by one person eg in a film, play etc. ([|www.thefreedictionary.com]). A long speech monopolizing conversation ([|www.merriam-webster.com], 2009). ==== ====Furthermore, the 'sharing of monologues' in group discussion does not result in new knowledge for the group. In contrast, 'dialogue is creative exchange whereby new knowledge is created and this new knowledge can be used to examine a theme or issue critically' (Newman 2006).====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Moot** - subject to debate, uncertain (adj). put forward for discussion (v). The term was used in Walker's article Imagining Community, "the sense of investment in the idea of a public sphere becomes moot when learning and teaching are framed solely in terms of individual achievement". (10) ==== ====// <span style="background-color: transparent; color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px;">When used as a verb means: to reduce or <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px;">remove __<span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px;">[|the] __ <span style="color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px;">practical significance of; makepurely <span style="background-color: transparent; color: #333333; font-family: Verdana,Arial,Helvetica,sans-serif; font-size: 13px;">theoretical or academic. //==== http://dictionary.reference.com/browse/moot

Mores derive from the established practices of a society rather than its written [|__laws__]. They consist of shared understandings about the kinds of behavior likely to evoke approval, disapproval, toleration or sanction, within particular contexts.
 * Mores**, in [|__sociology__], are any given society's particular [|__norms__], [|__virtues__], or [|__values__]. The word //mores// (English pronunciation: [|__/ˈmɔəreɪz/__] or [|__/ˈmɔəriːz/__], from the [|__Latin__] plural //mōrēs//; singular //mōs//) is a [|__plurale tantum__] term borrowed from Latin, which has been used in the English language since the 1890s.
 * Folkways**, in sociology, are any informal mores characterized by being followed through imitation and mild social pressure but not strictly enforced or put into law. The term //folkways//, introduced by [|__American__] [|__sociologist__] [|__William Graham Sumner__] in 1907, sees some use, especially in more modern sociology.[1] A specific practice within a wider system of //mores// is known as a **custom**, so that this term is sometimes used as the approximate singular of "mores."

Source: __[]__


 * Motivation** ** à ** the reason or reasons one has for acting or behaving in a particular way. Can be extrinsic or intrinsic. The general desire or willingness of someone to do something.
 * A major factor in motivation is that advice or praise from a peer carries more weight than advice, correction, or praise from an outsider or a manager (Vella, 2002, p. 141).
 * There is a certain validity in the estimation of colleagues who know how hard you have worked to organize a course or do field visits, because they have done it themselves (Vella, 2002, p. 141).

====<span style="font-family: Arial,Helvetica,sans-serif;">**Motivation Session**--Stage 3 of Paulo Friere's Education for Critical Consciousness in which learners analyze the concept of culture by looking at pictures without words to provoke some sort of debate and discussion about human nature, world, patterns of human behaviour, differences between human and animals. (Elias & Meriam, p. 162, 163). ====

<span style="font-family: Arial,Helvetica,sans-serif;">**Mounier's Philosophy of Personalism** - is a philosophical school of thought searching to describe the uniqueness of a human [|person] in the world of nature, specifically in relation to [|animals]. One of the main points of interest of personalism is human subjectivity or self-consciousness, experienced in a person's own acts and inner happenings—in "everything in the human being that is internal, whereby each human being is an eye witness of its own self".<span style="background-image: none; color: #0645ad; font-style: normal; font-weight: normal; line-height: 1em; text-decoration: none; white-space: nowrap;">[|[1]]

Other principles:
 * 1) <span style="line-height: 1.5em; list-style-image: none; margin: 0.3em 0px 0.5em 3.2em; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Persons have unique value, and
 * 2) <span style="line-height: 1.5em; list-style-image: none; margin: 0.3em 0px 0.5em 3.2em; padding-bottom: 0px; padding-left: 0px; padding-right: 0px; padding-top: 0px;">Only persons have [|free will]

In France, philosopher [|Emmanuel Mounier] (1905-1950) was the leading proponent of Personalism, around which he founded the review // [|L'Esprit] //, which continues to exist to this day. Under [|Jean-Marie Domenach] 's direction, it criticized the use of [|torture during the Algerian War]. Personalism was seen as an alternative to both [|Liberalism] and [|Marxism], which respected [|human rights] and the human personality without indulging in excessive [|collectivism]. Mounier's Personalism had an important influence in France, including in political movements, such as [|Marc Sangnier] 's // [|Ligue de la jeune République] // (Young Republic League) founded in 1912. []

**Amendment** to Mounier's Philosophy of Personalism, in the context of adult education:

Mounier's theories of education are grounded in the dynamic between self autonomy and empathy. A person is awakened to her/himself, and continuously creates her/himself, in relation to others.

Mounier believes "the goal of every life" is to "become a person, in an affirmation self." (Eneau, 2008, p. 232) We become an autonomous person only through "action" and "experience" in relation to other persons. We recognize and come to know ourselves, to 'interpret' and "construct" oursleves "through and with others." (E.231-232) That is, in dialogue with others, as body and mind continually interact with the world. And in the paradoxical process of this dialectical relationship, we become capable of "being the other." (E. quoting Mounier, p. 232)

French philosopher Paul Ricoeur extends this paradox to include the notion that we recognize ourselves in the 'other' by acknowledging and valuingtthe difference of the 'other'. This recognition of self in other reinforces for us the understanding that we are intrinsically the same in our humanness. This dialectical binding of self and other should strengthen social justice and political values, as we desire and strive to live a good and ethical life. (E.233-234)

Eneau,Jerome. (2008). From Autonomy to Reciprocity, or Vice Versa? French Personalism's Contribution to a New Perspective on Self-Directed Learning. //Adult Education Quarterly//, 58(3), 229-48.


 * Movement** - described by Sanders (1970, P19) as one of the four configurations of community development. Considered the most idealistic approach to community development as social betterment is garnered through the institutionalization of ideology. (Hamilton and Cunningham 1989, P, 441)


 * Movements (social) -** They are large informal groupings of [|individuals] and/or [|organizations] focused on specific [|political] or [|social] issues, in other words, on carrying out, resisting or undoing a [|social change].

Modern Western social movements became possible through education (the wider dissemination of [|literature] ), and increased mobility of labor due to the [|industrialization] and [|urbanization] of 19th century societies. It is sometimes argued that the freedom of expression, education and relative economic independence prevalent in the modern [|Western culture] is responsible for the unprecedented number and scope of various contemporary social movements. <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 20px; margin: 0.4em 0px 0.5em;">(http://en.wikipedia.org/wiki/Social_movement) <span style="font-family: Arial,Helvetica,sans-serif; font-size: 14px; line-height: 20px; margin: 0.4em 0px 0.5em;">**Multiculturalism** is the acceptance or promotion of multiple ethnic cultures, for practical reasons and/or for the sake of diversity and applied to the demographic make-up of a specific place, usually at the organizational level, e.g. [|schools], businesses, neighborhoods, cities or nations (http://en.wikipedia.org/wiki/Multiculturalism).


 * Mutual Mentoring** – a support system between individual/s to create relationships that involve teaching, helping and guiding one another in order to learn, develop and grow in a safe and supportive environment.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">(http://www.goshatechnologycompany.com/nbgsa/site/mentorship/define.html)
 * <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Mentoring: ** a structured and trusting relationship that brings aspirants together with experienced and caring individuals who offer guidance, support and encouragement aimed at developing the competence and character of the mentee.


 * mutual respect**-Vella describes simple structure to ensure respect is listening without interrupting. Open dialogue is used for large group classes. Tone and simple courtesies of language are important.(Vella 2002 p92)

<span style="font-family: Arial,Helvetica,sans-serif;">**Mythical** - without foundation in fact; imaginary; fictitious(Gadotti, pg. 38)([])
<span style="font-family: Arial,Helvetica,sans-serif;"> **N** ====**NAACP (National Association for the Advancement of Colored People)** - the nation's oldest, largest and most widely recognized grassroots-based civil rights organization. Its more than half-million members and supporters throughout the United States and the world are the premier advocates for civil rights in their communities, campaigning for equal opportunity and conducting voter mobilization.====

[]
Gadotti, M (2001). The work of Paulo Freire. In L. Kane //Popular education and social change in Latin America//, p. 33-56. London: Latin American Bureau.
 * Naïve consciousness**: A state in which someone accepts one’s current experience or dominant beliefs in society as reality. With a greater awareness and reflectoin, learners can move toward a state of “critical consciousness” where they are capable of making social change (Gandotti, 2001). Naïve consciousness is also referred to as “magical consciousness”.


 * Narrative Knowing**: the human stories individuals create to understand their experiences in meaningful ways; these narratives are organized into multiple realities to gain further understanding (Polkinghorne, 1988)

====<span style="font-family: Arial,Helvetica,sans-serif;">**National Qualification Frameworks:** A system of standardized definitions of competencies and skills among a set of levels. The objective is to create common standards to facilitate mobility and support life-long learning by considering non-traditional or alternative forms of learning (ex. recognition of prior learning). Critics of NQFs claim that it is a neo-liberalist tool to feed the human capital economy that promotes an instrumentalist rather than an emancipatory notion of life long learning. While many nations have implemented NQFs (or even regional versions as in Europe), Canada is not one of them. What has been implemented in Canada is the Pan-Canadian Framework for the Assessment and Recognition of Foreign Qualifications. ====

====**National Cultural Distinctions: Given** the sociopolitical, cultural, and economic differences in approaches to adult civic education, programs must relate to citizens on the basis of their most immediate needs in becoming fully informed and participating citizens.====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Needs assessment** - One of Vella's 12 principles for effective adult learning; involves requesting the participation of the learners in identifying what needs to be learned. Will account for the varying expectations, perceptions and worldviews held by each learner and assist in the fabrication of an immediately useful education program; can be performed by survey, focus group, phone interview, or otherwise. Who needs What as defined by Whom is a central question to a successful needs assessment. (Vella p. 5) Gathering this information lays the groundwork for an ongoing process of dialogue and mutual learning/teaching of the educator and learners. A needs assessment can also identify learners’ strengths and available resources – critical information for designing relevant and realistic educational programs. ====

<span style="font-family: Arial,Helvetica,sans-serif;">**Negative Capability** - in a classroom setting, this is when the energy center is not only the teacher but involves the learners as well.
<span style="font-family: Arial,Helvetica,sans-serif;">**Neo-conservative** - An intellectual and political movement in favor of political, economic, and social conservatism that arose in opposition to the perceived liberalism of the 1960s. (The Free Dictionary; Available from: URL: http://www.thefreedictionary.com/neoconservative)

<span style="font-family: Arial,Helvetica,sans-serif;">**Neoliberalism**: <span style="font-family: Arial,Helvetica,sans-serif;">Neoliberalism is a somewhat contested description of the prevailing socio-political posture of the last few decades in tandem with the economics of globalization. Neoliberalism is the expression of market-driven, consumer society, considered the inevitable 'successful' outcome of capitalism. Neoliberalism could be understood as capitalism's exploitation of liberal democratic ideals: the rights and freedom of each human being to self-fulfillment.

<span style="font-family: Arial,Helvetica,sans-serif;">Neoliberalism uses the language of the marketplace to understand people as human capital, the corporatization of social and intellectual institutions (eg: corporations buying influence by funding academic schools), and such terms as accountability (cost-effective), performativity (output quotas), pragmatism (adapting rather than evolving), to assess and assign social value. Contiguously, economic theory in a neoliberalist society appropriates value-laden language.

A neoliberalist society glorifies a results-driven, functionalist 'knowledge' society as opposed to a value-driven 'idealist' learning society. Education, in a neoliberal context, learns towards rational, skills training to support economic advancement rather than towards radical intellectual exploration.

Paulo Freire abjured neoliberalism as 'fatalistic' and "lacking a form of ethics that serves the interests of all human beings and not just the unfettered greed of the power minority." (Freire, 1998, p. 116) "From the standpoint of such an ideology, only one road is open as far as educative practice is concerned: adapt the student to what is inevitable, to what cannot be changed [ie: 'social-historical and cultural reality', eg: 'mass unemployment' (F.113) in support of market expedience]". (F. 26-27) Freire believed that neoliberalism crushes the poor and smothers the human desire to dream. (F.22)

Freire, Paulo. (1998) //Pedagogy of Freedom; Ethics, Democracy,and Civic Courage//. Trans. Parick Clarke; Intro. Stanley Aronowitz. Critical Perspectives Series. Ed. Donaldo Macedo. Lanham, Maryland: Rowman & LIttlefield Pub.

Neoliberalism. (2011, March 20). In //Wikipedia, The Free Encyclopedia//. Retrieved 22:48, March 23, 2011, from http://en.wikipedia.org/w/index.php?title=Neoliberalism&oldid=419838039

Neutrality of adult educator: It is an adult educator who should be personally neutral so as to enable citizens to develop their own positions on the issues and to develop ability to analyze.

Source: [|__http://www.albion.com/netiquette/__]
 * Netiquette** - is network etiquette, the do's and don'ts of online communication.

<span style="color: #333399; font-family: Tahoma,'Arial Unicode MS',Arial,Helvetica,sans-serif; font-size: 11px; line-height: normal;">The Concise Oxford Dictionary of Politics. Ed Iain McLean and Alistair McMillan. Oxford University Press 2009.
 * New Left** n. A charming tautology from //The Concise Oxford Dictionary of Politics//: "<span style="color: #000033; font-family: Arial,Helvetica,sans-serif; line-height: normal;">Generic term encompassing diverse challenges to the doctrines, methods of organization, and styles of leadership of the ‘old’ left." Perhaps also distinguishable from the new 'right,' in some way or other. "The new left's emphasis upon spontaneity left it vulnerable to fragmentation and an eclectic set of groups each with distinct agendas." Distinct agendas is the operative definition.

<span style="font-family: Arial,Helvetica,sans-serif;">**Nihilism** - (from the [|Latin] nihil, nothing) is the [|philosophical] doctrine suggesting the [|negation] of one or more aspects of [|life] or the [|world] in general. ====<span style="font-family: Arial,Helvetica,sans-serif;">The term nihilism is sometimes used in association with [|anomie] to explain the general mood of despair at a perceived pointlessness of existence that one may develop upon realizing there are no necessary norms, rules, or laws. Often this means or is meant to imply that the beliefs of the accuser are more substantial or truthful, whereas the beliefs of the accused are nihilistic, and thereby comparatively amount to nothing (or are simply claimed to be destructively [|amoralistic]). ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">Nihilism is also a characteristic that has been ascribed to time periods: for example, [|Jean Baudrillard] and others have called [|postmodernity] a nihilistic epoch,[|[4]] and some [|Christian] theologians and figures of religious authority have asserted that [|postmodernity][|[5]] and many aspects of [|modernity][|[3]] represent a rejection of [|theism], and that such a rejection entails some form of nihilism. ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">**Nonformal Education** - This is a learner centered form of education (as compared to formal education). Learners can enter and leave as they desire and they tend to have more options and choices than those engaging in formal education. Nonformal education focuses on practical skills and knowledge. ie. Participation in a cake decorating course. ====

====Nonformal education is flexible in terms of organization, timing and duration of teaching and learning, clientele groups, age group of learners, contents, methodology of instruction and evaluation procedure. It is this characteristic which has made it a critical mode for reaching out to the hardest-to-reach groups. (Mitra, Amit, UNESCO, 2007. //India, Non-formal Education. Country profile prepared for the Education for All Global Monitoring Report 2008 Education for All by 2015: will we make it?//)====

====**Nonjudgmental Dialogue** – model that involves the instructor establishing an ethical standard that helps promote a safe learning environment while promoting the avoidance of judgment and and instead, arguing with affirmation==== ====<span style="font-family: Arial,Helvetica,sans-serif;">**Non-Neutrality Education** - education is non-neutral and value laden. (Elias, J & Meriam, S. p. 165) Freire's analysis of the relationship between education and culture, it is culture that produces education and uses it for its own self perpetuation because the assumptions of the culture are contained in the educational process. (Elias, J & Meriam, S. p. 165) ==== ====**Non-threatening -** not constituting a threat; not likely to cause anxiety ([]). For example, at WISH centre, the teachers made an attempt to involve the women in activities designed to bring them into decision-making roles that would first address the issue of safety in a non-threatening, non-judegmental, safe and realistic way (Alderson et. al, 23).====

NPO’s are organizations that use surplus revenues to achieve goals. Non-profit organizations work to help others not to benefit themselves. Charities are an example of a non-profit organizations.
 * Non-profit organization:**


 * Non-reflective Learning ** - demands very little thinking on the learner's part such as when material is memorized or a simple task is performed. Material is only processed or a skill learned at a surface level. Related concepts: rote learning, surface level learning, lower order thinking.

====<span style="font-family: Arial,Helvetica,sans-serif;">**Normative belief-** Individuals' beliefs about the extent to which other people that are important to them think they should or should not perform particular behaviours. Normative beliefs have two general uses. In the first place, normative beliefs aid in the prediction of other variables (subjective norm, intention, and behaviour). Secondly, the measurement of normative beliefs provides information about where efforts for teaching should be focused on (Trafimow, D., 1994). An individual’s perception about the particular behavior, which is influenced by the judgment of significant others (e.g., parents, spouse, friends, teachers). (Wikapedia, 2009) Every social group develops a set of norms related to roles, responsibilities, and relationships. In families, the roles of mother, father, children, grandparents, cousins, etc... revolve around individual responsibilities and acceptable ways of relating to each other (Pratt, 1998, pp. 209). [Pratt, D. (1998). Five Perspectives on Teaching in Adult and Higher Education. Krieger Publishing Company: Malabar, FL.] ==== ====**Normative Self:** The use of the term "self" to describe the dominating group is not a reference to an individual notion of the self, as would be used in psychology. Within a hegemonic system, the normative self is constructed as a standard against which normality, abnormality, superiority, and inferiority are evaluated. The normative self is the image of the individual that we are taught is most valued and important.====

([])
 * Norms** – a pattern or trait taken to be typical in the behaviour of a social group

====<span style="font-family: Arial,Helvetica,sans-serif;">**North-South Divide** - is a socio-economic and political division that exists between the wealthy developed countries known collectively as "the North", and the poorer developing countries (least developed countries) or "the South". Although most nations of the North, (with the notable exceptions of Australia and New Zealand), are located in the Northern Hemisphere, the divide is not wholly defined by geography. [] ====

=**O**= ====<span style="font-family: Arial,Helvetica,sans-serif;">**Obfuscation**- making something confused, unclear. Obfuscated information is made to be incomprehensible to the reader and aims to conceal unpleasant information. http://en.wikipedia.org/wiki/Obfuscation====

====<span style="font-family: Arial,Helvetica,sans-serif;">**Objectivism** - a philosophy of reality that believes in the existence of reliable knowledge about the world. As learners, the goal is to gain knowledge transmitted by educators. Dealing with things external to the mind without thoughts or feelings. ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">**Obviate** - get around or do away with, inconvenience. Vella uses this word on pg 8 "Safety does not obviate the natural challenge of learning new concepts, skills or attitudes". Also to anticipate and prevent (as a situation) or make unnecessary (as an action) ([|www.merriam-webster.com], 2009). As a verb, it is to remove (a need or difficulty), for example, The Venetian blinds obviated the need of curtains. It also means to avoid or prevent a certain event, action, person, or thing. (Mac-book dictionary.) ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">**Online community:** (as per the online community article in Wikipedia) A virtual community that exists online whose members enable its existence through taking part in membership rituals (Amy Jo Kim, 2000). An online community can take the form of an information system where anyone can post content or one where only a restricted number of people can initiate posts. Online communities have also become a supplemental form of communication between people who know each other primarily in real life. ====
 * Occupational health and safety:** cross-disciplinary area responsible for protecting the safety, health of people engaged in employment. The main purpose of this area is to create a safe work environment for the workers.As a second effect, it may also protect those who are impacted by the work environment in question (family, friends and nearby communities).


 * Ontological knowing:** a diverse understanding of reality through the engagement of oneself and his/her artistic talents. It involves the whole body: might, mind and spirit, and the development of new realizations in life, ranging from "imagination and intention" to "perishing and new being" (Vella, 1997, p. 63).


 * Ontological Vocation:** the natural instinct of humans beings to make the most of themselves, to become fully human, not as selfish individuals but in "communion" with others. (Gadotti, 2001)


 * Ontological ** : ontology is the study of "being": an ontological vocation is the call which is addressed to humans to achieve certain goals in virtue of what we essentially are. To fail on this level is to fail at being human. For the Marxist, man is essentially an historical being, called to roll back significant limitations and thereby to liberate himself. Human life is uniquely historical: it is the building of freedom, as opposed to the non-historical fulfillment of those biological needs we share with other animals.

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 * Ontology:** The study of the nature of reality, our understanding of what is real around us, and how we arrive at that conclusion. In other words, do social phenomena exist independently, whether we are aware of them or not, or are they fluid, becoming real only when we as social actors interact with each other and give these phenomena words? (Bryman,

<span style="font-family: Arial,Helvetica,sans-serif;">Social Research Methods, 2008, ADHE 543, Fall 2008 - class discussions)
====<span style="font-family: Arial,Helvetica,sans-serif;">**Ontology** (applied) involves the practical application of [|ontological] concepts. This can be exceedingly difficult as ontology is a fairly abstract study. There are two main focuses of applied ontology: ==== ====<span style="font-family: Arial,Helvetica,sans-serif;">**Ontologically** (Adverb) relating to or based upong being or existence (Young 1990 p 44). ([|www.merriam-webster.com]) ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Ontology applied to [|computer networks], the [|semantic web] and the like. This is the most common application of ontological concepts. See [|foundation ontology] and [|ontology (computer science)] ====
 * ====<span style="font-family: Arial,Helvetica,sans-serif;">Ontology applied to human relationships and [|being]. This article focuses on this aspect of applied ontology. ====

<span style="font-family: Arial,Helvetica,sans-serif;">Ontological vocation- is knowing what one's calling is in life and doing it/being it.
====- an ontological vocation is the call which is addressed to humans to achieve certain goals in virtue of what we essentially are. It is a natural instinct.To fail on this level is to fail at being human. [] ====

<span style="font-family: Arial,Helvetica,sans-serif;">**Open Access Learning-** A concept based on the idea that technology should allow for equal access to information and knowledge. Demonstrated in the use of online journals for publication of research and information. ====<span style="font-family: Arial,Helvetica,sans-serif;">**Open Question-** a question that invites dialogue; a simple format for building confidence and a sound relationship for learning, developing, and listening ( as opposed to a "closed question" which merely asks for a yes/no or short answer). According to Vella, it is a sure way to invite critical thinking and effective learning, especially useful in inviting "reflection, consideration of cultural, gender, age, and personal values and awareness of implications."(Vella, p.95) ====

<span style="font-family: Arial,Helvetica,sans-serif;">**Operative**- having principle relevance. i.e."the principle of participants' being respected as subjects was operative."(Vella, p.144)

 * Oppress – ** Keep (someone) in subservience and hardship, esp. by the unjust exercise of authority. (eg. A system that oppressed working people). Or cause (someone) to feel distressed, anxious, or uncomfortable. (eg. He was oppressed by some secret worry) (Meriam-Webster)

====<span style="font-family: Arial,Helvetica,sans-serif;">**Oppression**-“an enclosing structure of forces and barriers which tends to the immobilization and reduction of a group or category of people” (Frye) Oppressions are systematically reproduced in major economic, political and cultural institutions. Oppression can manifest in five forms: exploitation, marginalization, powerlessness, cultural imperialism, and violence (Young, 1990). ==== <span style="font-family: Arial,Helvetica,sans-serif;">NB - can be seen as the inhibition of an individual’s own capacities and right to be treated fairly and justly. An individual or group of people can become entrapped in the dominant society's power, which can lead to the immobilization, disadvantage, injustice and reduction of the group/individual (Young, 1990). In Addition... Freire's view on oppression: He explains his views, not by using class-analysis, but more as an analysis of the mechanisms of oppression in general, which can be applied to all sorts of situations. There is no clear party political line in his descriptions. Freire's anti-authoritarian thinking prevents him from making a description of a new society, because his method of consciousness raising enables people to discover and recreate one for themselves (in personal and social terms). [|stclares.ca/pdfs/The%20Theory%20of%20Paulo%20Freire.pdf]

====<span style="font-family: Arial,Helvetica,sans-serif;">**Oppressive** - unreasonably burdensome or severe, overwhelming or depressing to the spirit or senses.([|www.merriam-webster.com]) ====

<span style="font-family: Arial,Helvetica,sans-serif;">**Optimal Field-** is designed for everyone to gain as much as possible, including everything in the field that makes for success. (Vella, p. 22).

Organization when viewed from an institutional perspective, is a “purposeful structure within a social context”. (wikipedia, 2011) Examples but limited to include: governments, corporations, partnerships, cooperatives, armed forces, charities, and universities Richard, Anne Marie (2000). Reading the Wordl: A critical look at the literature on popular education. [online] **Orientalism -** Edward Said’s book Orientalism provides a basis for much of post colonial studies. In his book he argues that The Orient signifies a system of representations framed by political forces that brought the Orient into Western learning, Western consciousness, and Western empire. The Orient exists for the West, and is constructed by and in relation to the West. It is a mirror image of what is inferior and alien ("Other") to the West.
 * Organization** – a social group in which a collective goal is pursue.
 * Organizational periods**: A term used by Myles Horton to describe a period of time before or between social movements. According to Horton, this represents an ideal time for educators to help prepare learners for social change and progress through education. Educators can "lay the groundwork for a larger movement by helping people equip themselves to think critically, build community and act collectively (Richard, 2000, p. 35).


 * Othering** - A way of defining and securing one’s own positive identity through the stigmatization of an "other." Whatever the markers of social differentiation that shape the meaning of "us" and "them," whether they are racial, geographic, ethnic, economic or ideological, there is always the danger that they will become the basis for a self-affirmation that depends upon the denigration of the other group.

**Outcome-based-education** – the method of teaching that involves stating the objectives of a course in a way that depicts what the intended outcomes for the learners are expected/hoped to be.
====<span style="font-family: Arial,Helvetica,sans-serif;">**Ozone** – Ozone, Tennessee was the town where Myles Horton first began holding community meetings in 1927, and “found that bringing adults together to develop their own solutions to common concerns was an effective approach to community problems”. His work in the town spurred his completion of his undergraduate university degree, and his study of folk schools in Denmark. It was during his return to Tennessee that Horton established the Highlander Folk School in 1932. (found in the online Tennessee Encyclopedia of History and Culture - http://tennesseeencyclopedia.net) ====