Technologies such as tablets, plagiarism software, and learning videos are now an important part of teaching and learning around the world. The underlying human-technology relations that shape modern educational settings have a decisive influence on what education is and will be in the future.
This volume applies the analytical tools of postphenomenology to the context of education. In three sections, the contributors present empirical evidence on the use of technology in schools, show conceptual convergences with current theories relevant to education and training, and challenge and reframe the technologically situated subject as the goal of education in relation to technology.
This collection, edited by Markus Bohlmann and Patrizia Breil, opens up the research field of postphenomenology to the broad field of educational technologies. Postphenomenology and Technologies Within Educational Settings extends the scope of the philosophy of technology and further expands its repertoire of theories and analytical tools.
This volume explores the human-technology relations that both shape modern educational settings and have a decisive influence on what education is and will be in the future. The contributors present empirical evidence to challenge and reframe the goal of education in relation to technology.
Recenzijas
This collection is a work of art that will undoubtedly become a seminal text and highly cited for many years to come. It is a call to action for human beings to be more attentive to the ways in which technologies mediate our relations with and in the world during a time in which this has never been more pressing given the rapid growth and power of big tech companies, artificial intelligence, social technology platforms, immersive technologies, and big data in educational technologies. Even more significantly, this work is a wake-up call for us to see the ways that educational technologies are not neutral, but rather constitute subject and world. It is our moral and ethical responsibility as human beings to exercise our freedoms in how technologies impact us. It is a critical time for education. Empowering human beings with freedom and agency has never been more important. Bohlmann and Breils timely collection has never been more deeply needed than at our present moment -- Jolie V. Kennedy, SUNY Empire State University
Papildus informācija
This volume explores the human-technology relations that both shape modern educational settings and have a decisive influence on what education is and will be in the future. The contributors present empirical evidence to challenge and reframe the goal of education in relation to technology.
Introduction
by Markus Bohlmann and Patrizia Breil
Part I: Empirical Evidence
Chapter 1: What To Do With Your Life and How To Spend Your Time? A Critical
Perspective on Life Concepts Mediated Through Popular (Educational) Videos
by André Epp and Andreas Stock
Chapter 2: A Note on the Materiality of Educational Frog Dissection
by Robert Rosenberger
Chapter 3: Affordances as Solicitations: The Role of Technical Mediation in
Academic Care
by Kristy Forrest
Chapter 4: Mediated (Mis)Conduct: Turnitin as an Audience for Academic Work
by Eliott Rooke
Chapter 5: Equipping Tablets. In-Depth Interviews with Early Adopters on the
Sedimentation of Human-Technology Relations in Schools
by Markus Bohlmann and Martin Wilmer
Chapter 6: Fugitive Pathways: Sensors, Lines, and Knots in the Academic
Library
by Lesley Gourlay
Chapter 7: Leveling Up: A Postphenomneological Perspective on Gamification
by Stacey Irwin
Chapter 8: Skype, Zoom, and the Zoombies: Reflections on Artistic Play,
Malfunction, and the Traits of the Trade Offs
by Annie Kurz
Chapter 9: Lets study together: A Postphenomenological Investigation of
Study with Me Content in South Korea
by Sou Hee Yang
Part II: Conceptual Convergence
Chapter 10: Ambiguous Relations. A Postphenomenological Reflection on
Technological Multistability in Education
by Patrizia Breil
Chapter 11: Freedom Through Restriction? Merleau-Ponty, Dewey, and Foucault
on Habit-Formation
by Jesper Aagaard
Chapter 12: A Critical Examination of Teaching and Learning in Times of
Algorithmic Reasoning
by Dan Mamlok
Chapter 13: A Postphenomenolical-Constructionist Assessment of AI in
Education: Toward a Multi-Dimensional Democratic Education
by Galit Wellner and Ilya Levin
Chapter 14: Diverging Ethical Concepts. Postphenomenological Analysis through
the Lens of Japanese Culture
by Tomoki Sakata
Chapter 15: Taking Care for the School in Times of Zoom-Education. A
Stieglerian Account
by Joris Vlieghe
Part III: Subject Subversion
Chapter 16: After Phenomenology? Digital Subjects and the Relevance of
Experience
by Anke Redecker
Chapter 17: Asking Educational Questions about Technology
by Håkon Jakobsen Aaltvedt
Chapter 18: Speaking of Educations Technologically Mediated Character(s)
by Jan Peter Bergen
Chapter 19: Rethinking Ihdes Relations Pedagogically. On Learning and
Becoming Who We Are in Relations to Things
by Anne Pesch
Markus Bohlmann is postdoctoral researcher in the Department of Philosophy at Muenster University.
Patrizia Breil is research assistant at the collaborative research center Virtual Lifeworlds at Ruhr University Bochum.
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