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ABSTRACT. The developments of new technologies and open resources within society have fostered the new creation of different pedagogies including what we call Open Learning Systems (OLS). This article examines the shift from esoteric to open pedagogy and the consequent changes for education and knowledge creation. Traditionally, creative and ‘free’ thinking was confined to esoteric pedagogical traditions for reasons to do with persecution and censorship. Even today many education systems are not open in the sense that they may still be exclusive due to limited access and resources. This article examines the traditions of esoteric and open pedagogy in an historical light. With a focus on openness, concepts in open pedagogy in modern era provide new perspectives for education systems. Developments of new technologies and open resources have fostered new forms of pedagogy. In particular, the creation and understanding of (OLS) pedagogy will provide insight into learning within new electronic environments. Within the new forms of open pedagogy (OLS) scholars, teachers, students, and the public can flourish in actively participating and collaborating in all phases of knowledge creation. pp. 23–47

Keywords: Openness, Open Learning Systems (OLS), open pedagogy, esoteric pedagogy

MICHAEL A. PETERS
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University of Waikato
University of Illinois at Urbana-Champaign
TZE-CHANG LIU
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University of Illinois at Urbana-Champaign
DAVID J. ONDERCIN
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University of Illinois at Urbana-Champaign

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